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Writing Guide with Handbook

14.3 Annotated Student Sample: “Healthy Diets from Sustainable Sources Can Save the Earth” by Lily Tran

Writing Guide with Handbook14.3 Annotated Student Sample: “Healthy Diets from Sustainable Sources Can Save the Earth” by Lily Tran

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Table of contents
  1. Preface
  2. The Things We Carry: Experience, Culture, and Language
    1. 1 Unit Introduction
    2. 1 The Digital World: Building on What You Already Know to Respond Critically
      1. Introduction
      2. 1.1 "Reading" to Understand and Respond
      3. 1.2 Social Media Trailblazer: Selena Gomez
      4. 1.3 Glance at Critical Response: Rhetoric and Critical Thinking
      5. 1.4 Annotated Student Sample: Social Media Post and Responses on Voter Suppression
      6. 1.5 Writing Process: Thinking Critically About a “Text”
      7. 1.6 Evaluation: Intention vs. Execution
      8. 1.7 Spotlight on … Academia
      9. 1.8 Portfolio: Tracing Writing Development
      10. Further Reading
      11. Works Cited
    3. 2 Language, Identity, and Culture: Exploring, Employing, Embracing
      1. Introduction
      2. 2.1 Seeds of Self
      3. 2.2 Identity Trailblazer: Cathy Park Hong
      4. 2.3 Glance at the Issues: Oppression and Reclamation
      5. 2.4 Annotated Sample Reading from The Souls of Black Folk by W. E. B. Du Bois
      6. 2.5 Writing Process: Thinking Critically about How Identity Is Constructed Through Writing
      7. 2.6 Evaluation: Antiracism and Inclusivity
      8. 2.7 Spotlight on … Variations of English
      9. 2.8 Portfolio: Decolonizing Self
      10. Further Reading
      11. Works Cited
    4. 3 Literacy Narrative: Building Bridges, Bridging Gaps
      1. Introduction
      2. 3.1 Identity and Expression
      3. 3.2 Literacy Narrative Trailblazer: Tara Westover
      4. 3.3 Glance at Genre: The Literacy Narrative
      5. 3.4 Annotated Sample Reading: from Narrative of the Life of Frederick Douglass by Frederick Douglass
      6. 3.5 Writing Process: Tracing the Beginnings of Literacy
      7. 3.6 Editing Focus: Sentence Structure
      8. 3.7 Evaluation: Self-Evaluating
      9. 3.8 Spotlight on … The Digital Archive of Literacy Narratives (DALN)
      10. 3.9 Portfolio: A Literacy Artifact
      11. Further Reading
      12. Works Cited
      13. Works Consulted
  3. Bridging the Divide Between Personal Identity and Academia
    1. 2 Unit Introduction
    2. 4 Memoir or Personal Narrative: Learning Lessons from the Personal
      1. Introduction
      2. 4.1 Exploring the Past to Understand the Present
      3. 4.2 Memoir Trailblazer: Ta-Nehisi Coates
      4. 4.3 Glance at Genre: Conflict, Detail, and Revelation
      5. 4.4 Annotated Sample Reading: from Life on the Mississippi by Mark Twain
      6. 4.5 Writing Process: Making the Personal Public
      7. 4.6 Editing Focus: More on Characterization and Point of View
      8. 4.7 Evaluation: Structure and Organization
      9. 4.8 Spotlight on … Multilingual Writers
      10. 4.9 Portfolio: Filtered Memories
      11. Further Reading
      12. Works Cited
    3. 5 Profile: Telling a Rich and Compelling Story
      1. Introduction
      2. 5.1 Profiles as Inspiration
      3. 5.2 Profile Trailblazer: Veronica Chambers
      4. 5.3 Glance at Genre: Subject, Angle, Background, and Description
      5. 5.4 Annotated Sample Reading: “Remembering John Lewis” by Carla D. Hayden
      6. 5.5 Writing Process: Focusing on the Angle of Your Subject
      7. 5.6 Editing Focus: Verb Tense Consistency
      8. 5.7 Evaluation: Text as Personal Introduction
      9. 5.8 Spotlight on … Profiling a Cultural Artifact
      10. 5.9 Portfolio: Subject as a Reflection of Self
      11. Works Cited
    4. 6 Proposal: Writing About Problems and Solutions
      1. Introduction
      2. 6.1 Proposing Change: Thinking Critically About Problems and Solutions
      3. 6.2 Proposal Trailblazer: Atul Gawande
      4. 6.3 Glance at Genre: Features of Proposals
      5. 6.4 Annotated Student Sample: “Slowing Climate Change” by Shawn Krukowski
      6. 6.5 Writing Process: Creating a Proposal
      7. 6.6 Editing Focus: Subject-Verb Agreement
      8. 6.7 Evaluation: Conventions, Clarity, and Coherence
      9. 6.8 Spotlight on … Technical Writing as a Career
      10. 6.9 Portfolio: Reflecting on Problems and Solutions
      11. Further Reading
      12. Works Cited
    5. 7 Evaluation or Review: Would You Recommend It?
      1. Introduction
      2. 7.1 Thumbs Up or Down?
      3. 7.2 Review Trailblazer: Michiko Kakutani
      4. 7.3 Glance at Genre: Criteria, Evidence, Evaluation
      5. 7.4 Annotated Student Sample: "Black Representation in Film" by Caelia Marshall
      6. 7.5 Writing Process: Thinking Critically About Entertainment
      7. 7.6 Editing Focus: Quotations
      8. 7.7 Evaluation: Effect on Audience
      9. 7.8 Spotlight on … Language and Culture
      10. 7.9 Portfolio: What the Arts Say About You
      11. Further Reading
      12. Works Cited
    6. 8 Analytical Report: Writing from Facts
      1. Introduction
      2. 8.1 Information and Critical Thinking
      3. 8.2 Analytical Report Trailblazer: Barbara Ehrenreich
      4. 8.3 Glance at Genre: Informal and Formal Analytical Reports
      5. 8.4 Annotated Student Sample: "U.S. Response to COVID-19" by Trevor Garcia
      6. 8.5 Writing Process: Creating an Analytical Report
      7. 8.6 Editing Focus: Commas with Nonessential and Essential Information
      8. 8.7 Evaluation: Reviewing the Final Draft
      9. 8.8 Spotlight on … Discipline-Specific and Technical Language
      10. 8.9 Portfolio: Evidence and Objectivity
      11. Further Reading
      12. Works Cited
    7. 9 Rhetorical Analysis: Interpreting the Art of Rhetoric
      1. Introduction
      2. 9.1 Breaking the Whole into Its Parts
      3. 9.2 Rhetorical Analysis Trailblazer: Jamil Smith
      4. 9.3 Glance at Genre: Rhetorical Strategies
      5. 9.4 Annotated Student Sample: “Rhetorical Analysis: Evicted by Matthew Desmond” by Eliana Evans
      6. 9.5 Writing Process: Thinking Critically about Rhetoric
      7. 9.6 Editing Focus: Mixed Sentence Constructions
      8. 9.7 Evaluation: Rhetorical Analysis
      9. 9.8 Spotlight on … Business and Law
      10. 9.9 Portfolio: How Thinking Critically about Rhetoric Affects Intellectual Growth
      11. Further Reading
      12. Works Cited
    8. 10 Position Argument: Practicing the Art of Rhetoric
      1. Introduction
      2. 10.1 Making a Case: Defining a Position Argument
      3. 10.2 Position Argument Trailblazer: Charles Blow
      4. 10.3 Glance at Genre: Thesis, Reasoning, and Evidence
      5. 10.4 Annotated Sample Reading: "Remarks at the University of Michigan" by Lyndon B. Johnson
      6. 10.5 Writing Process: Creating a Position Argument
      7. 10.6 Editing Focus: Paragraphs and Transitions
      8. 10.7 Evaluation: Varied Appeals
      9. 10.8 Spotlight on … Citation
      10. 10.9 Portfolio: Growth in the Development of Argument
      11. Further Reading
      12. Works Cited
    9. 11 Reasoning Strategies: Improving Critical Thinking
      1. Introduction
      2. 11.1 Developing Your Sense of Logic
      3. 11.2 Reasoning Trailblazer: Paul D. N. Hebert
      4. 11.3 Glance at Genre: Reasoning Strategies and Signal Words
      5. 11.4 Annotated Sample Reading: from Book VII of The Republic by Plato
      6. 11.5 Writing Process: Reasoning Supported by Evidence
      7. Further Reading
      8. Works Cited
    10. 12 Argumentative Research: Enhancing the Art of Rhetoric with Evidence
      1. Introduction
      2. 12.1 Introducing Research and Research Evidence
      3. 12.2 Argumentative Research Trailblazer: Samin Nosrat
      4. 12.3 Glance at Genre: Introducing Research as Evidence
      5. 12.4 Annotated Student Sample: "Healthy Diets from Sustainable Sources Can Save the Earth" by Lily Tran
      6. 12.5 Writing Process: Integrating Research
      7. 12.6 Editing Focus: Integrating Sources and Quotations
      8. 12.7 Evaluation: Effectiveness of Research Paper
      9. 12.8 Spotlight on … Bias in Language and Research
      10. 12.9 Portfolio: Why Facts Matter in Research Argumentation
      11. Further Reading
      12. Works Cited
    11. 13 Research Process: Accessing and Recording Information
      1. Introduction
      2. 13.1 The Research Process: Where to Look for Existing Sources
      3. 13.2 The Research Process: How to Create Sources
      4. 13.3 Glance at the Research Process: Key Skills
      5. 13.4 Annotated Student Sample: Research Log
      6. 13.5 Research Process: Making Notes, Synthesizing Information, and Keeping a Research Log
      7. 13.6 Spotlight on … Ethical Research
      8. Further Reading
      9. Works Cited
    12. 14 Annotated Bibliography: Gathering, Evaluating, and Documenting Sources
      1. Introduction
      2. 14.1 Compiling Sources for an Annotated Bibliography
      3. 14.2 Glance at Form: Citation Style, Purpose, and Formatting
      4. 14.3 Annotated Student Sample: “Healthy Diets from Sustainable Sources Can Save the Earth” by Lily Tran
      5. 14.4 Writing Process: Informing and Analyzing
      6. Further Reading
      7. Works Cited
    13. 15 Case Study Profile: What One Person Says About All
      1. Introduction
      2. 15.1 Tracing a Broad Issue in the Individual
      3. 15.2 Case Study Trailblazer: Vilayanur S. Ramachandran
      4. 15.3 Glance at Genre: Observation, Description, and Analysis
      5. 15.4 Annotated Sample Reading: Case Study on Louis Victor "Tan" Leborgne
      6. 15.5 Writing Process: Thinking Critically About How People and Language Interact
      7. 15.6 Editing Focus: Words Often Confused
      8. 15.7 Evaluation: Presentation and Analysis of Case Study
      9. 15.8 Spotlight on … Applied Linguistics
      10. 15.9 Portfolio: Your Own Uses of Language
      11. Further Reading
      12. Works Cited
  4. Navigating Rhetoric in Real Life
    1. 3 Unit Introduction
    2. 16 Print or Textual Analysis: What You Read
      1. Introduction
      2. 16.1 An Author’s Choices: What Text Says and How It Says It
      3. 16.2 Textual Analysis Trailblazer: bell hooks
      4. 16.3 Glance at Genre: Print or Textual Analysis
      5. 16.4 Annotated Student Sample: "Artists at Work" by Gwyn Garrison
      6. 16.5 Writing Process: Thinking Critically About Text
      7. 16.6 Editing Focus: Literary Works Live in the Present
      8. 16.7 Evaluation: Self-Directed Assessment
      9. 16.8 Spotlight on … Humanities
      10. 16.9 Portfolio: The Academic and the Personal
      11. Further Reading
      12. Works Cited
    3. 17 Image Analysis: What You See
      1. Introduction
      2. 17.1 “Reading” Images
      3. 17.2 Image Trailblazer: Sara Ludy
      4. 17.3 Glance at Genre: Relationship Between Image and Rhetoric
      5. 17.4 Annotated Student Sample: “Hints of the Homoerotic” by Leo Davis
      6. 17.5 Writing Process: Thinking Critically and Writing Persuasively About Images
      7. 17.6 Editing Focus: Descriptive Diction
      8. 17.7 Evaluation: Relationship Between Analysis and Image
      9. 17.8 Spotlight on … Video and Film
      10. 17.9 Portfolio: Interplay Between Text and Image
      11. Further Reading
      12. Works Cited
    4. 18 Multimodal and Online Writing: Creative Interaction between Text and Image
      1. Introduction
      2. 18.1 Mixing Genres and Modes
      3. 18.2 Multimodal Trailblazer: Torika Bolatagici
      4. 18.3 Glance at Genre: Genre, Audience, Purpose, Organization
      5. 18.4 Annotated Sample Reading: “Celebrating a Win-Win” by Alexandra Dapolito Dunn
      6. 18.5 Writing Process: Create a Multimodal Advocacy Project
      7. 18.6 Evaluation: Transitions
      8. 18.7 Spotlight on . . . Technology
      9. 18.8 Portfolio: Multimodalism
      10. Further Reading
      11. Works Cited
    5. 19 Scripting for the Public Forum: Writing to Speak
      1. Introduction
      2. 19.1 Writing, Speaking, and Activism
      3. 19.2 Podcast Trailblazer: Alice Wong
      4. 19.3 Glance at Genre: Language Performance and Visuals
      5. 19.4 Annotated Student Sample: “Are New DOT Regulations Discriminatory?” by Zain A. Kumar
      6. 19.5 Writing Process: Writing to Speak
      7. 19.6 Evaluation: Bridging Writing and Speaking
      8. 19.7 Spotlight on … Delivery/Public Speaking
      9. 19.8 Portfolio: Everyday Rhetoric, Rhetoric Every Day
      10. Further Reading
      11. Works Cited
    6. 20 Portfolio Reflection: Your Growth as a Writer
      1. Introduction
      2. 20.1 Thinking Critically about Your Semester
      3. 20.2 Reflection Trailblazer: Sandra Cisneros
      4. 20.3 Glance at Genre: Purpose and Structure
      5. 20.4 Annotated Sample Reading: “Don’t Expect Congrats” by Dale Trumbore
      6. 20.5 Writing Process: Looking Back, Looking Forward
      7. 20.6 Editing Focus: Pronouns
      8. 20.7 Evaluation: Evaluating Self-Reflection
      9. 20.8 Spotlight on … Pronouns in Context
      10. Further Reading
      11. Works Cited
  5. Handbook
  6. Index

Learning Outcomes

By the end of this section, you will be able to:

  • Explain the purpose, language, culture, and expectations of different genres of composition.
  • Analyze relationships between ideas and organizational patterns.
  • Evaluate research materials for credibility, sufficiency, accuracy, timeliness, and bias.

Introduction

In this section, you will read a sample annotated bibliography based on the Annotated Student Sample to help you create your own annotated bibliography. As you read, remember that annotations summarize, assess, and evaluate a source, specifically regarding its function in the project for which it is used. Note the purpose of the annotations in this bibliography and how much information the author includes for readers.

Living by Their Own Words

Annotated Bibliography

Berners-Lee, M., et al. “Current Global Food Production Is Sufficient to Meet Human Nutritional Needs in 2050 Provided There Is Radical Societal Adaptation.” Elementa: Science of the Anthropocene, vol. 6, 2018, online.ucpress.edu/elementa/article/doi/10.1525/elementa.310/112838/Current-global-food-production-is-sufficient-to. Accessed 7 Dec. 2020.

annotated textFormat. Notice that only the author’s name is left-aligned. All other text, including the annotation, is indented. The citation includes all relevant information in MLA format. Et al. means “and others.” M. Berners-Lee is the principal author.end annotated text

public domain textM. Berners-Lee and the other authors of this article—C. Kennelly, R. Watson, and C. N. Hewitt—all are associated with Lancaster [UK] University. In this article, they present a quantitative analysis of global and regional food supply, following the flow of calories, protein, and selected micronutrients from production to human consumption. Clear tables and figures accompany the text. A reference list of 55 books, scholarly articles, and official reports provides sources for additional information.end public domain text

public domain textOf particular value is that the paper first analyzes current policies and practices in food production, then offers projections for two scenarios. One scenario assumes that current policies and practices continue unchanged. The other explains what policies and practices need to be implemented to supply a healthy diet globally in 2050. This information makes it possible to describe what success looks like and also what failure looks like.end public domain text

annotated textAuthority. This annotation includes two paragraphs. In the first, Lily Tran discusses the credibility of the authors, noting their research and association with a British university. Tran also emphasizes the data provided and comments on the breadth of references listed.end annotated text

annotated textEvaluation. The second paragraph is an evaluation of the source’s applicability to the topic of the research paper. Notice that Tran specifically explains its potential use: the scenarios given allow readers to understand success and failure as related to healthy diets from sustainable resources.end annotated text

Chai, Bingli Clark, et al. “Which Diet Has the Least Environmental Impact on Our Planet? A Systematic Review of Vegan, Vegetarian and Omnivorous Diets.” Sustainability, vol. 11, no. 15, 2019, www.mdpi.com/2071-1050/11/15/4110. Accessed 6 Dec. 2020.

public domain textBingli Clark Chai and secondary authors Johannes Reidar van der Voort, Kristina Grofelnik, Helga Gudny Eliasdottir, Ines Klöss, and Federico J. A. Perez-Cueto are associated with the Design and Consumer Behaviour Section, Department of Food Science, Faculty of Science, University of Copenhagen, Denmark. They present a systematic review of the environmental impacts of human diets, based on 16 published studies and 18 published reviews. Most of the studies were done in the United States or Europe, and they ranged in duration from seven days to 27 years. Separate tables compare the design, intervention, duration, diets, quality assessment, and main outcomes of the studies, as well as the diets, quality assessment, and main outcomes of the reviews. In addition to the studies and reviews analyzed, the reference cites additional journal articles for further information.end public domain text

public domain textThis is a secondary source in that it evaluates published work rather than presenting original research. Its value lies in the compilation, comparison, and summation of information from a variety of credible sources.end public domain text

annotated textEvaluation. Tran summarizes the credibility of the source by noting the authors’ academic association and explaining that the source is actually a compilation of study research.end annotated text

annotated textReflection. Tran notes the source’s usefulness as a secondary source whose authors compile, compare, and summarize research valuable to the paper’s argument. Notice, however, that she does not analyze the impact of the source on her argument.end annotated text

public domain textLusk, Jayson L., and F. Bailey Norwood. “Some Economic Benefits and Costs of Vegetarianism.” Agricultural and Resource Economics Review, vol. 38, no. 2, 2009, pp. 109–124, www.cambridge.org/core/journals/agricultural-and-resource-economics-review/article/abs/some-economic-benefits-and-costs-of-vegetarianism/1C2CB85022A54F27504A7DA65576C5C4.end public domain text

public domain textJayson L. Lusk is a distinguished professor and department head of the Department of Agricultural Economics at Purdue University, and F. Bailey Norwood is an associate professor in the Department of Agricultural Economics at Oklahoma State University. They report the findings of a detailed cost-benefit analysis examining production costs and nutrient content of corn, soybeans, wheat, peanuts, hogs, cattle, chickens, and milk to determine cost per nutrient produced at the farm level and the retail level. The discussion includes the monetary value consumers place on these foods, based on price and demand. The text is supplemented by tables of data plus details of calculations.end public domain text

annotated textSummary. This annotation provides a robust summary of the article’s content.end annotated text

public domain textThis approach is valuable because of its transparency as to methods and the detailed calculations shown. Unfortunately, the numbers are dated; the article was published in 2009. However, because of the specificity of the presentation, it is possible to extrapolate trends that would be applicable today.end public domain text

annotated textEvaluation. Tran points out a flaw in the data—namely, that it is old. However, she explains how she might use it anyway through analysis. Other than this short explanation of the potential to extrapolate trends, Tran does not reflect on how she could use the source in other ways.end annotated text

public domain textSchulz, Lee. “Would a Sudden Loss of the Meat and Dairy Industry, and All the Ripple Effects, Destroy the Economy?” Department of Economics, Iowa State U, www.econ.iastate.edu/node/691. Accessed 6 Dec. 2020.end public domain text

public domain textSchulz is an associate professor in the Department of Economics at Iowa State University. In response to a question about the effects of removing livestock-related industries from the United States, he cites statistics on the contributions these industries make to the economy, both domestically and globally. No references are provided, but the author’s contact information is given for further questions.end public domain text

public domain textAlthough this article is less scholarly than other sources cited here, it is included to show a viewpoint that differs from the general pro-vegetarian stance of most sources.end public domain text

annotated textEvaluation and Reflection. Noting that this source is less scholarly and provides fewer citations than others, Tran nevertheless considers it important for presenting a different viewpoint from the other sources collected. Although she does not explicitly explain the impact of the viewpoint on the argument, readers can assume she will address this influence in her argument paper.end annotated text

public domain textWillett, Walter, et al. “Food in the Anthropocene: The EAT–Lancet Commission on Healthy Diets from Sustainable Food Systems.” Lancet, vol. 393, no. 10170, 2019, pp. 447–492, www.thelancet.com/journals/lancet/article/PIIS0140-6736(18)31788-4/fulltext.end public domain text

public domain textThe EAT–Lancet Commission on Healthy Diets from Sustainable Food Systems is composed of physicians and researchers from Germany, Sweden, Norway, England, Switzerland, Lebanon, Mexico, Netherlands, Zimbabwe, Australia, Indonesia, Italy, India, Pakistan, and the United States. Lead author Walter Willett, MD, is affiliated with Harvard University’s T. H. Chan School of Public Health, Harvard Medical School, and the Brigham and Women’s Hospital, Boston, MA. The commission report quantitatively describes a universal healthy reference diet with the goals of alleviating hunger and increasing nutrition, saving water, minimizing agricultural land use, and reducing the effects of climate change. This in-depth study cites 357 professional references available for further information.end public domain text

annotated textSummary. In this annotation, Tran provides a summary listing the key ideas.end annotated text

annotated textAuthority and Evaluation. Tran lists the lead author’s credentials and establishes the authority of the commission sponsoring the report, showing the breadth of research involved.end annotated text

public domain textDirectly related to the topic at hand, this is a major source because of its global scope, thorough treatment, and realistic assessment of the current situation and future challenges. This will be the most important source for this paper.end public domain text

annotated textReflection. Tran reflects on the quality of the source and explains its impact on the research, revealing it to be the most important source for the paper.end annotated text

Discussion Questions

1.
Why does Lily Tran evaluate the credibility of the authors in the annotations? How does this practice help the research?
2.
Which of Tran’s sources will likely increase knowledge of the subject matter she is researching? Why is this increased knowledge an important step in forming an argumentative research project?
3.
How can Tran use these sources to refine her own opinion?
4.
How might Tran use the source from Agricultural and Resource Economics Review to find more recent data?
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