Before beginning this annotated bibliography, make sure that you review the grading feedback provided on the Researching and Developing a Works Cited assignment and make changes as applicable.
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Use the same topic and research that you did for the Researching and Developing a Works Cited assignment.
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Use only 5 of the 8 sources (2 to support, 2 in opposition, 1 wild card) that you found for the works cited to develop your annotated bibliography:
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You are elevating the sources in writing, so make sure to choose the best 5.
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When reviewing sources, keep in mind that an effective argument essay will contain all three argumentative appeals: ethos, pathos, and logos.
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Create an annotated bibliography for each source in this order:
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Works Cited entry:
Using the sources you have found, make sure you fix the formatting to be in proper MLA. Be sure to include the URL at the end of each entry. -
Paragraph 1 – Summary:
A summary of the source that you are analyzing is the first element you are including within the annotation.
Remember to include the title of the source and all the authors' names in the first line of the summary.
Should be 5 to 7 sentences in length. -
Paragraph 2 – Evaluation & Response:
In an evaluation of a source, you are determining the source's reliability.
This should be a minimum of 3 sentences.
For the last sentence of the second paragraph, create a response showing how the source will be useful to your project (for example: will it be used as support for your argument, your counterargument, or rebuttal?).
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SOURCES / TOPIC I CHOSE:
Put Pepsi/Coke vending machines in middle schools
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https://ijbnpa.biomedcentral.com/articles/10.1186/s12966-018-0754-5
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https://www.sciencedirect.com/science/article/abs/pii/S0033350612000108?via%3Dihub
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https://www.ajpmonline.org/article/S0749-3797(07)00432-1/abstract
The answer
Supporting view
Godin, Katelyn M., et al. “Examining Changes in
School Vending Machine Beverage Availability and Sugar-Sweetened Beverage
Intake among Canadian Adolescents Participating in the COMPASS Study: A
Longitudinal Assessment of Provincial School Nutrition Policy Compliance and
Effectiveness.” *International Journal of Behavioral Nutrition and Physical
Activity*, vol. 15, 2018.
https://ijbnpa.biomedcentral.com/articles/10.1186/s12966-018-0754-5
Summary:
Godin and her team looked at how school nutrition rules in
different Canadian provinces affect sugary drinks in high schools. They used
data from the COMPASS study, collected between 2013 and 2015, to compare three
setups: Alberta, where schools could choose their own rules; Ontario public
schools, which had to follow strict guidelines; and Ontario private schools,
which had no rules at all. They found that vending machines in Ontario public
schools had way fewer sugary drinks thanks to the mandatory policies. But when
it came to whether kids drank less of them, the connection wasn’t strong—seems
like other things influence what teens decide to sip.
Evaluation & Response:
This study is reliable, with trustworthy data from a big
nationwide group, so I’m confident in its findings. It covers a lot of ground
and uses smart analysis to back up its points. I’m definitely going to cite it
to show that strict rules on vending machines can really cut down on unhealthy
drinks in schools.
Han-Markey, T.L., et al. “A Public School District’s
Vending Machine Policy and Changes over a 4-Year Period: Implementation of a
National Wellness Policy.” *Public Health*, vol. 126, no. 4, 2012, pp. 335–337.
https://www.sciencedirect.com/science/article/abs/pii/S0033350612000108
Summary:
Han-Markey and colleagues assess how a public school
district in Ann Arbor, Michigan adapted its vending machine policy in response
to national wellness initiatives. Over a 4-year period, they documented a
complete elimination of regular soda, an increase in water availability, and
slight declines in vending revenue. The district’s collaborative
approach—engaging teachers, students, administrators, and public health
officials—proved successful in improving the school nutrition environment.
Evaluation & Response:
This study, which comes from a reputable public health
journal, offers some excellent real-world observations from a particular
situation. Even though it focuses on just one district, it shows how things can
actually work in practice. I’m going to use it to back up my point that getting
rid of unhealthy drinks in vending machines is totally doable when everyone
works together.
Opposing view
Hartstein, Jill, et al. “Impact of the HEALTHY Study
on Vending Machine Offerings in Middle Schools.” *Journal of Child Nutrition
& Management*, vol. 35, no. 2, 2011.
https://www.researchgate.net/publication/236921801
Summary:
The HEALTHY study looked at a big school-based program
across 42 U.S. middle schools. Part of it focused on clearing out sugary drinks
and high-calorie snacks (over 200 kcal) from vending machines. After three
years, every school in the program stuck to the new rules for drinks and
snacks, while most of the control schools didn’t. That said, the study didn’t
dig into vending machine sales or whether kids’ habits changed for good, so
we’re left wondering about the long-term effects on students’ health or the
schools’ budgets.
Evaluation & Response:
This article comes from a major, government-backed research
project with input from respected institutions, so it carries some weight. It
shares solid data on how the program was rolled out, but it doesn’t touch on
the financial side of things. I’m going to use it to point out that even when a
plan works well, it might not show whether it changes behavior or saves money
in the long run, setting up a strong counterpoint
Johnston, Lloyd D., et al. “Soft Drink Availability,
Contracts, and Revenues in American Secondary Schools.” *American Journal of
Preventive Medicine*, vol. 33, no. 4, 2007, pp. S209–S225.
https://www.ajpmonline.org/article/S0749-3797(07)00432-1/abstract
Summary:
Johnston and his team’s nationwide U.S. study dives into how
common soft drinks are in high schools, spotlighting those “pouring rights”
deals schools sign with big beverage companies. They found that over 87% of
high schoolers can grab a soda from vending machines, and a lot of schools rely
on that cash flow. The researchers point out that this setup might be fueling
obesity, especially among minority and lower-income kids, but they also note
that shaking things up could hit schools’ budgets hard.
Evaluation & Response:
This study’s nationwide data makes it really solid and
trustworthy. The way the authors talk about schools relying on vending machine
money adds a fair balance to the push for getting rid of them. I’m going to use
it to highlight the financial reasons against pulling vending machines from
schools, setting up a strong counterpoint.
Wild card
Utter, Jennifer, et al. “Adolescent Cooking Abilities
and Behaviors: Associations With Nutrition and Emotional Well-Being.” *Journal
of Nutrition Education and Behavior*, vol. 48, no. 1, 2016, pp. 35–41.
https://www.jneb.org/article/S1499-4046(15)00659-4/abstract
Summary:
Utter’s team checked out how teens’ cooking skills tie into
their mental health, diet, and family vibes. Studying over 8,400 New Zealand
kids, they found that those who could throw together a meal usually ate better,
felt happier, and were super tight with their families. One odd bit? Their BMIs
were a touch higher. Bottom line: getting kids comfortable in the kitchen might
nudge them toward healthier eating and a brighter outlook down the road.
Evaluation & Response:
Though tangential to vending machines, this peer-reviewed
study introduces a unique, student-centered perspective on food habits. It’s
methodologically sound and contributes a lifestyle dimension. I will use this
as a wild card to argue that schools should promote healthy habits not only by
limiting unhealthy options, but also by fostering cooking and nutrition
education.