Post an annotated bibliography in MLA style of three or more sources (with at least two scholarly sources such as peer reviewed journals or books) that you plan to use in your paper. For each source,

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Post an annotated bibliography in MLA style of three or more sources (with at least two scholarly sources such as peer reviewed journals or books) that you plan to use in your paper. For each source, write one or two sentences of summary, one or two sentences of evaluation, and one or two sentences explaining how you plan to use this source in your autoethnography.

Here is a guide to writing annotated bibliography entries in MLA style, although your entries can be shorter than in this sample:

https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/annotated_bibliography_samples.html

Post an annotated bibliography in MLA style of three or more sources (with at least two scholarly sources such as peer reviewed journals or books) that you plan to use in your paper. For each source,
Part Two: I always think about it and know that I was sophomoric. I was overconfident and conceited. There was, however, a better side of me. I was very diligent, organized, and hardworking. I was mostly reserved…and many people thought of me as intelligent. The day put to test my abilities in a general, and what I would call an unfairly fate-filled manner. I…we had longed for the day to come for the past three months. Here it came. This was going to be my last class as a sophomore, there is a final semester examination. Comparatively, the class activity was simpler for me compared to the previous ones. All the other six members of Group B, except me, were already seated in the classroom. They were patiently waiting for me to arrive because I was their only hope. As the general rule, the international law lecturer had given each of the six groups a question to research work on as part of the continuous assessment test (CAT). We were then to choose one member to do a class presentation while others provided a supportive role. Unfortunately for me, I was both the group leader and the presenter. Now, most students never take group work that seriously. Everyone took a component of the question, read, poorly scribbled something on it, and passed it for me for compilation. The night before, I had to stay awake the whole night to work on the final draft to send to the members for approval, awaiting the presentation at 10.00 am on a fateful day – the 7th day of May 2017. Since I knew that I still had about 50 minutes before the start of the presentation, I foolishly went back to sleep, and that is how my trouble began. The next thing I heard was my phone ringing at exactly 10.02 am. On the line was Becky. ‘‘Where are you?’’ He desperately enquired. ‘‘I am coming?’’ I half-heartedly responded. I took my bag and started to run. As I approached the classroom, I could see Becky, Sammy, Jorge, and Stephen seated on one side of the corner through the half-open door. They stared at me with much concern and desperation at the same time. I could never tell whether they sympathized with me or them. I never cared anyway. The classroom was dirty, with papers sticking everywhere on the wall. I picked my way through the empty spaces and took a seat near Becky. I could hear scanty laughter in the background. I did not care either. The humid airs swept through my nostrils and swarm my lungs and caused my veins to tingle as if they were being chocked. I did not care. ‘‘Why are you late? You know you are late, and we needed to discuss a few points’’ Becky inquired again. I thought that her concerns were inconsequential. I was confident. ‘‘Group B…it is your time, ten minutes,’’ the strong voice swept through the room. As I took to the front of the class, I could feel warm rolls of sweat stream from my face and watered my shirt. My armpits and pants were already soaked. Stage fright and anxiety can destroy a student’s performance. Everyone stared at me in awe. It was the greatest and most memorable day on campus.

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