PSY 326 Milestone Two Guidelines and Rubric
(Detailed Outline and Annotated Bibliography)
This milestone contains two parts: Part 1, a detailed outline, and Part 2, an annotated bibliography.
Part 1: Detailed Outline: The detailed outline should serve as the framework upon which you will build your final paper. By outlining the paper in advance,
students will find the weaknesses or areas in their paper that need more development so that students may address these areas before submitting a final draft.
The outline should be in standard outline format and should include the final project’s Critical Elements I–V: Introduction, Why the Event Occurred Theory I, Why
the Event Occurred Theory II, Analysis—Basic Perceptual and Cognitive Processes, and Analysis—Dual Process Model.
The below example, taken from Purdue OWL, demonstrates the full sentence outline method you are to employ for this assignment:
I. Man-made pollution is the primary cause of global warming.
a. Greenhouse gas emissions are widely identified by the scientific community to be harmful.
i. The burning of coal and fossil fuels is the primary releaser of hazardous greenhouse gases.
Within each main area, students should subdivide the topics using the above outline structure to lay out the main points in each major section. Include the
references planned for each section and the potential thesis sentences you will be using. The more detail provided, the better your instructor can advise you on
how to revise the work before you submit your final draft in Module Seven.
For Part 1: Detailed Outline, specifically the following critical elements must be addressed:
• Incorporates a sentence-style outline
• Addresses Section I of the Final Project: Research Paper – Introduction
• Addresses Section II of the Final Project: Research Paper – Why the Event Occurred: Theory I
• Addresses Section III of the Final Project: Research Paper – Why the Event Occurred: Theory II
• Addresses Section IV of the Final Project: Research Paper – Analysis—Basic Perceptual and Cognitive Processes
• Addresses Section V of the Final Project: Research Paper – Analysis—Dual Process Model
This resource will also be helpful to you as you formulate your outline: Four Main Components for Effective Outlines
Part 2: Annotated Bibliography: Annotated bibliographies provide you with the opportunity to cite, summarize, and compare and contrast resources you will
use in a paper. You will cite each resource in APA style, write an approximately 150-word description that summarizes the central theme and scope of the
resource, and compare and contrast it with other resources. For more information on annotated bibliographies, consult Shapiro Library section of the
Academic Support module within your course.
Depending on the assignment, the annotated bibliography may serve a number of purposes, including but not limited to reviewing the literature on a particular
subject, illustrating the quality of research you have done, providing examples of the types of resources available, describing other items on a topic that may be
of interest to the reader, and/or exploring the subject for further research. Your purpose here is to prepare to complete a final research paper that addresses
two major questions:
1. How does the literature in social cognition and perception help explain a real-world event?
2. Based on the literature, how could this event have happened differently had it occurred in a different culture?
To successfully complete the annotated bibliography, you should locate a minimum of three to five current research articles (from the past three years) that you
might potentially include in your final paper. Choose works that provide a variety of perspectives on your topic. In your annotation, you should pay attention to
the points listed below. (Source: https://libguides.skidmore.edu/annotatedbibliography)
It is important to understand the difference between an annotated bibliography and a literature review particularly when you get to your capstone course (PSY-
444). Please review this document and keep it as a resource for future reference.
For Part 2: Annotated Bibliography, specifically the following critical elements must be addressed:
• Summarize the central theme of the resource.
• Include a paragraph in which you do the following:
o Evaluate the author’s authority or background.
o Explain how this resource will work in conjunction with other cited works to illuminate the research topic.
The detailed outline and annotated bibliography is due in Module Five.
Sample Annotated Bibliography of a Journal Article: The following example is what your final product for each resource should look like. This example (for the
psychological research article A Bad Taste in the Mouth: Gustatory Disgust Influences Moral Judgment) employs APA style for the journal citation. The writer of
this annotation follows the above points to create an annotation that summarizes the article’s main points and draws connections between that resource and
other resources:
Eskine, K. J., Kacinik, N. A., & Prinz, J. J. (2011). A bad taste in the mouth: Gustatory disgust influences moral judgment. Psychological Science, 22(3), 295–299.
Annotation: In this article, Eskine and colleagues describe the results of an experiment that examined whether the taste in a person’s mouth influences the
moral judgments that the person makes. The authors, who are researchers at the City University of New York, hypothesized that there would be a relationship
between these two variables because prior research has shown that there are strong links between basic emotions and moral judgments. Indeed, the authors
found that participants given a bitter drink made harsher moral judgments than those given a non-bitter drink. This article is extremely useful for my paper
because it provides evidence that seemingly unimportant sensory information can influence moral judgments. Also, it nicely complements the work of Chapman
et al. (2009), who found that emotional disgust and morality utilize similar brain regions. One limitation, though, is that all of the participants in the study were
college students. They may have responded differently to the moral situations than older or younger participants.
Abstract from author: Can sweet-tasting substances trigger kind, favorable judgments about other people? What about substances that are disgusting and
bitter? Various studies have linked physical disgust to moral disgust, but despite the rich and sometimes striking findings these studies have yielded, no research
has explored morality in conjunction with taste, which can vary greatly and may differentially affect cognition. The research reported here tested the effects of
taste perception on moral judgments. After consuming a sweet beverage, a bitter beverage, or water, participants rated a variety of moral transgressions.
Results showed that taste perception significantly affected moral judgments, such that physical disgust (induced via a bitter taste) elicited feelings of moral
disgust. Further, this effect was more pronounced in participants with politically conservative views than in participants with politically liberal views. Taken
together, these differential findings suggest that embodied gustatory experiences may affect moral processing more than previously thought.
Guidelines for Submission: Your detailed outline and annotated bibliography should follow these formatting guidelines: be 4–6 pages, double spaced, use 12-
point Times New Roman font, one-inch margins, and have citations in APA.
Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value
Part 1: Sentence
Style
Meets “Proficient” criteria
and addresses all major final
project components in
enough detail that reader can
clearly see how the paper will
flow, what evidence will be
marshaled, and what
conclusions will be drawn
Uses a sentence style outline
to lay out the major points of
the paper and enough detail
to describe generally how
the paper will flow and what
arguments will be made
Outline is not in sentence
style OR does not include
sufficient detail
Annotation is not in
sentence style
10
Part 1: Section I
Outline—
Introduction
Meets “Proficient” criteria,
and proposed analysis of the
underpinnings of the event
is logical and well argued
Includes sufficient detail
regarding what event
occurred and what might
have led up to the event
Includes enough background
information regarding what
event occurred and what
might have led to the event
Does not include enough
background information
regarding what event
occurred and what might
have led to the event
10
Part 1: Section II—
Why the Event
Occurred: Theory I
Meets “Proficient” criteria,
and the theory selected is
described in detail to make a
compelling case for why the
theory has explanatory
power
Clearly identifies an
appropriate theory, and
application to explain the
event is logical
Attempt to apply a theory
to explain the event is
lacking in detail
Student does not attempt
to apply a theory to
explain the event
10
Part 1: Section III—
Why the Event
Occurred: Theory II
Meets “Proficient” criteria,
and the theory selected is
described in detail to make a
compelling case for why the
theory has explanatory
power
Clearly identifies an
appropriate theory, and
application to explain the
event is logical
Attempt to apply a theory
to explain the event is
lacking in detail
Student does not attempt
to apply a theory to
explain the event
10
Part 1: Section IV—
Analysis: Basic
Perceptual and
Cognitive Processes
Meets “Proficient” criteria,
and the link to the event is
described in enough detail to
make a compelling case for
why the perceptual and
cognitive processes are
linked to the event
Identifies a basic cognitive
process and a basic
perceptual process and
their link to the event is
logical
Student does not sufficiently
identity cognitive or
perceptual processes OR the
description of one or both of
them is insufficient to
logically link them to the
event
Student does not attempt
to link any basic cognitive
or perceptual processes
to the event
10
Part 1: Section
V— Analysis:
Dual Process
Model
Meets “Proficient” criteria,
and the discussion of the
dual process model is
supported with research to
prove the importance of
these processes more
generally
Identifies both an
automatic and controlled
component at play during
this event, and the
components identified are
logical
Minimally identifies the
components OR the
description is insufficient to
logically link them to the
event
Student does not attempt
to identify an automatic
or controlled process
10
Part 2: Summarize
Theme
Meets “Proficient” criteria
and includes sufficient detail
to make obvious how the
research is related to the
current topic
Each annotation describes
the central theme of the
research in a compelling
way
Annotations insufficiently
describe the central theme
of the research in a
compelling way
No annotations describe
the central theme of the
research in a compelling
way
10
Part 2: Author’s
Authority or
Background
Meets “Proficient” criteria,
and authority is directly
related to the current
research topic
Annotations evaluate the
authority or background of
the author and provide
specific detail
Annotations evaluate the
authority or background of
the author but lack detail
Annotations do not evaluate
the authority or background
of the author
10
Explain Meets “Proficient” criteria
and discussion is supported
with research
Annotations explicitly
describe how they work with
at least one other annotation
to inform the research topic,
and discussion is detailed and
logical
Annotations insufficiently
describe how they work with
at least one other
annotation to inform the
research topic
Annotations do not
describe how each
annotation works
10
Articulation of
Response
Submission is free of errors
related to grammar, spelling,
syntax, and organization
Submission has no major
errors related to grammar,
spelling, syntax, or
organization
Submission has major errors
related to grammar, spelling,
syntax, or organization that
negatively impact readability
and articulation of main ideas
Submission has critical errors
related to grammar, spelling,
syntax, or organization that
prevent understanding of
ideas
10
Earned Total 100%
- PSY 326 Milestone Two Guidelines and Rubric (Detailed Outline and Annotated Bibliography)
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The proposal will mainly focus on the civil rights movement, which has been a major historical event in the history of America. The civil rights movement mainly encompasses aspects such as slavery, racism, the supremacy of the whites, and discrimination which influenced the social, political, and economic growth of the United States in various ways. The historic promise of American democracy had a significant impact on the struggle for civil rights for black Americans (Levy, 2019). The quest of black people’s civil rights was mainly driven by the initial promise of American equality and the declaration of independence’s assumption of everybody’s fairness and undeniable right to life, freedom, and the quest of contentment in spite of having a constitution that previously accepted slavery and considered oppressed persons as three-fifths of the nation’s free population.
The psychological theories that would be used in the analysis are the social learning theory and the hierarchy of needs which is a motivational theory. According to the social learning theory, people can learn from the actions and rewards of their peers as well as from their own experiences (Yılmaz et al., 2019). For instance, social learning theorists contend that workers might pick up proper social skills by witnessing how their employer handles other employee conduct. Other theorists also believe that people usually imitate the behaviors of the persons they most respect or admire. The hierarchy of needs which is a motivational theory mainly focuses on certain elements, including safety and security, physiological needs, self-actualization, esteem, love, and belonging.
The proposed search terms to be used in searching and locating peer-reviewed psychology journal articles connected to my topic are social learning theory, motivation theory, and the hierarchy of needs, the civil rights movement, and psychological theories.
References
Levy, P. B. (2019). The Civil Rights Movement: A Reference Guide. ABC-CLIO.
Yılmaz, M., Yılmaz, U., & Yılmaz, E. N. D. (2019). The relation between social learning and visual culture. International Electronic Journal of Elementary Education, 11(4), 421-427.
