Annotated Bibliography week 2

Annotated Bibliography Instruction

please see the attachment on the topic for this assignment.

chosen topic “Tense errors in English among the English second language immigrant learners in America.”

Annotated Bibliography Instruction

You are required to submit an Annotated Bibliography with at least two sources this week.  Remember, a minimum of three sources are required for the paper, so you will continue to add to your research list.

How to Begin:

1. First, using your course resources on finding sources, locate at least two scholarly sources that represent positions on your topic. This source selection should be guided by a research question.

2. Next, read and annotate (take notes, highlight, underline, pose questions, respond) to your sources.  Your goal is to ensure you understand the source’s main points.

3. Then, reference the book, article, or document using APA style citation and begin writing your annotations.

How to Annotate:

Write two paragraphs of annotations for EACH SOURCE. The information included in each paragraph should be as follows:

Paragraph 1 (Summarize): Completely and respectfully summarize the source. What argument is being made? What evidence is given in support of the argument? Be detailed and specific. What strategies does the author use to make her/his argument?

Paragraph 2 (Asses and Reflect): Is the author credible?  How or why?  Is the source useful (think about why the source deserves to have a voice in your paper or how it compliments your research)?  How does it help shape the information you will present in your paper?  Think not only about the information it provides, but also how that information is useful when joined with your other source(s).

How It Should Look:

Be sure to consult the example provided.  A few key points:

· Bibliography must be in alphabetical order by the first item in the reference citation (usually the author’s last name)

· Bibliographies must have hanging indent on the second and each additional line of each source:

· Select the text where you want to add a hanging indent.

· Go to Home > Paragraph dialog launcher. > Indents and Spacing.

· Under Special, select Hanging. You can adjust the depth of the indent using the By field.

· Select OK.

· Bibliographies must be double-spaced.














Week 1

English Composition w/Research















Topic Proposal Assignment


1. What is your topic?

After weighing on the topics, I have been considering, I have finally decided that the topic I will explore in this quarter is “Tense errors in English among the English second language immigrant learners in America.”

2. What problems are associated with this topic? Who or what do the issues impact? How?

Tense is a practical element of communication in English or among English students. Similarly, it helps to ensure that English student learners understand how to construct English sentences and effectively convey messages. Tense errors among immigrant English learners are a big problem for their learning success since it reduces their performance in English and other English-based subjects (Özkayran & Yilmaz, 2020). The issue of tense error affects many immigrant students whose English is their second language taking English as a subject in America. The problems cause miscommunication or distortion of information during communication since tense errors change the message’s meaning.

Similarly, the impact of tense error as an issue is not limited to immigrant students in America but other indigenous ethnic students in America. Students had more difficulties in the use of present tense compared to the use of another tense. It has also been observed that students commit these errors because of their mother tongue interference (Budiharto, 2019). The issue impacts immigrant students taking English as a subject in America because it reduces their performance due to low scores because of errors. Similarly, the problem does not affect the students alone, but it also affects the people they communicate with within the process.

3. What do you know about this topic?

Based on the literature on the topic from a few studies that have been conducted, it is apparent that the primary language of the learners influences the tense error. What I know is that tense has a direct connection with pronunciation and choices of words in languages. In this way, immigrant learners make errors in tenses because of their mother tongue (Budiharto, 2019). Secondly, I know that tense errors among the immigrant students lower the scores of the students in English, contributing to their poor performance in the English language. Many scholars have recommended that English teachers be lenient with immigrant students taking English as a language when marking exams. Again, it is evident from research that many students take a long time to understand the tense concept as it relates to the language and linguistics. Word choice and tense are crucial for any student or communicator. In this way, the students must understand and avoid tense errors to communicate effectively (Özkayran & Yilmaz, 2020). A message may be distorted in the process of communication when an uneasy error is made during transmission. Finally, I know that the teachers have a huge responsibility to play in this entire problem because they can help students ensure that they make the proper tenses when composing English articles.

4. Create a total of three research questions to explore throughout the course.

Question #1: Expository Essay

What are some of the factors that influence immigrant students to make tense errors in the English language?

Question #2: Argumentative Essay

Do you think immigrant students learning English make tense errors because of their native language or culture?

Question #3: Opinion Article

What is the role of immigrant students’ parents in helping students reduce tense errors in English?



















Budiharto, R. A. (2019). Native language interference on target language writings of Indonesian EFL students: An exploratory case study. Indonesian EFL Journal, 5(1), 107-116.

Özkayran, A., & Yilmaz, E. (2020). Analysis of Higher Education Students’ Errors in English Writing Tasks. Advances in Language and Literary Studies, 11(2), 48-58.

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