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Annotated Bibliography

moss
December 03, 2024
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Annotated Bibliography

The annotated bibliography I did for my English class.

moss

December 03, 2024
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  1. Lindgren 1 Nic Lindgren 9/29/2024 ENC 1102 Dr. Barnickel Annotated

    Bibliography (MLA Format) Research Question: How do different field guides for wild plants use structure, language/vocabulary, iconography, and rhetorical devices to help identify plants and their uses? Agarwal, Gaurav, et al. “First Steps toward an Electronic Field Guide for Plants.” Taxon, vol. 55, no. 3, 2006, pp. 597–610. JSTOR, https://doi.org/10.2307/25065637. Accessed 15 Oct. 2024. This article talks about the process of this team’s efforts to create an electronic field guide. They are utilizing 3D models and digital images as well as advanced search engines, and it seems that this database is intended for use by botanists rather than a more casual audience (like the ones I’m focusing on). However, I found the unique medium for this field guide very compelling for the genre, and the amount of detail that the article goes into about the creation of this guide will help me in discussing the key aspects of plant field guides. Bowcutt, Frederica. “Creation of a Field Guide to Camas Prairie Plants with Undergraduates: Project-Based Learning Combined with Epistemological Decolonization.” Ethnobiology Letters, vol. 12, no. 1, 2021, pp. 21–31. JSTOR, https://www.jstor.org/stable/48646118. Accessed 15 Oct. 2024.
  2. Lindgren 2 This article describes the process in which Evergreen

    State College students took to create a field guide for plants of the camas prairies in the Puget Sound area of Washington in order to support the efforts for Indigenous food sovereignty as well as ones for ecological restoration. The article also describes the idea of “decolonizing botanical knowledge”, and how this project is meant to help students in doing so.This article not only describes the process in making their field guide, but includes lots of intertextual and interdisciplinary topics that I want to touch on that in my final paper. Clary-Lemon, Jennifer, Derek Mueller, and Kate Pantelides. “Research and the Rhetorical Forms it Takes.” Try This: Research Methods for Writers. WAC Clearinghouse, Colorado University Press, 2000, pp. 155-165. This textbook excerpt talks about different forms of research, and how each of these forms have their own recognizable structure that allows them to be identified. There is a ton of research that must go into making a field guide, so I found that this excerpt would be very useful as reference for discussing how that research takes place, as well as the identifying aspects of the form it takes. D’Angelo, Frank J. “The Rhetoric of Intertextuality.” Rhetoric Review, vol. 29, no. 1, 2010, pp. 31–47. JSTOR, http://www.jstor.org/stable/25655982. Accessed 29 Sept. 2024. An essay about intertextuality and rhetoric within nontraditional genres and concepts. It talks about different modes of intertextuality and where they appear, as well as the traits of each mode. I figured this article/essay would be helpful to me as I am doing an analysis of a less traditional genre, and would allow me to more easily discuss intertextuality in plant field guides. Del Tredici, Peter, and Steward T. A Pickett. Wild Urban Plants of the Northeast: A Field Guide. Second edition. Ithaca: Cornell University Press, 2020. Web.
  3. Lindgren 3 This is a field guide on plants that

    specifically grow in urban environments, including species of grasses, mosses, ferns, weeds, and decorative plants. The format is a little more visually sloppy than the average plant guide, but it seems to still have reliable information and use proper scientific jargon. Each plant has two pages dedicated to it: one for information, and one for images. I want to use this guide as an example of variation in formatting within different field guides, while still retaining its identity as one. Farnsworth, Elizabeth J., et al. “Next-Generation Field Guides.” BioScience, vol. 63, no. 11, 2013, pp. 891–99. JSTOR, https://doi.org/10.1525/bio.2013.63.11.8. Accessed 15 Oct. 2024. This article goes into detail about various forms of field guides, the methods they use, their importance, and ways to create them. It immediately defines what a field guide is, and talks at length about what makes one user and beginner friendly, which is right along the lines of what I am tackling with my research question. This article will be extremely helpful for defining the basis of the genre, as well the ways in which they are created. Franks, Megan, and Rebecca Vore. “How to Make a Plant Field Guide: Students Discover the Biodiversity of Plants in Their Surroundings.” Science and children vol. 47, no. 5, 2010, p. 21. Gale Academic OneFile Select, link.gale.com/apps/doc/A216960386/EAIM?u=orla57816&sid=bookmark-EAIM&xid=f 3d9898d. Accessed 29 Sept. 2024. This article describes the process of fourth and fifth-grade science class’s creation of a field guide for their local plants. The class is that of a charter school in Central Texas, and in the year the article describes, they focused on the plants of the local Blackwater Prairie. The article goes on to explain the processes by which the students created their guides, as well as the
  4. Lindgren 4 educational goals and benefits. It also includes the

    rubric they used, and encourages other schools and educators to take inspiration from this project. I found this article very compelling, because while it is a less accurate or professional means of creating a field guide, they still follow the same or similar format and methods of research when doing so. This provides insight to key parts of the structure that makes a plant field guide recognizable as such. Hawthorne, W. D., et al. “Empirical Trials of Plant Field Guides.” Conservation Biology, vol. 28, no. 3, 2014, pp. 654–62. JSTOR, http://www.jstor.org/stable/24480327. Accessed 29 Sept. 2024. An article describing research about how different formats of three image-based field guides can affect the identification accuracy of the plants they include. The guides were for plants in the tropical forests of Ghana, Grenada and Cameroon, and were tested with local residents and some botanists from the United Kingdom. They tested different image formats, including drawings, photographs, and paintings, and compared the users’ accuracy to their accuracy when only using their prior knowledge. The usability and beauty of each variation was also tested, the results of which were that digital color photos were ranked the highest. They also found that there was not a significant difference in identification accuracy between image formats, with the exception of drawings yielding less accurate identifications in Grenada. I want to use this article to help me identify the core features that make a plant field guide, since it discusses variation in the visual part of the formatting in a field guide. The results of this article help me prove that variation in the formatting of a guide doesn’t necessarily impact its credibility.
  5. Lindgren 5 Keller, Roland. A Field Guide to Tropical Plant

    Families. 1st ed. Cham: Springer International Publishing, 2023. Web. A field guide that provides a system for identifying plant families rather than individual plants, and focuses on those of tropical plants. This guide comes off as being intended for a more academic or professional audience, as it uses a lot more scientific jargon in its information sections, but it also is able to be used anywhere in the tropics, as it covers a larger variety of plants by talking about their families rather than the specific species. The identification system it provides is also straightforward and not difficult for a more casual audience to understand. I want to use this guide as an example of variation in formatting within different field guides, as this one is particularly unique, while still retaining its identity as one. Foster, Steven, and James A. Duke. A Field Guide to Medicinal Plants: Eastern and Central North America. Illustrated by Roger Tory Peterson et al., Houghton Mifflin, 1990. Print. This field guide is one of the two I physically own, and prompted me to decide on this research question. This book goes into the medicinal plants of eastern and central North America. It contains about 500 species and discusses each plant’s medicinal uses, as well as poisonous aspects and look-alikes. The left pages of each spread have around three to four species on them, and the right pages feature black and white illustrations of the plants on the left. There is a section in the middle of the book that features colored photographs of the plants mentioned in that part. That section is organized by habitat, while the rest of the book is organized by flower colors, shrubs, and trees. I want to use this guide as an example of variation in formatting within different field guides, as this one is particularly unique, while still retaining its identity as one.
  6. Lindgren 6 Peterson, Lee Allen. A Field Guide to Edible

    Wild Plants. Illustrated by Roger Tory Peterson et al., Houghton Mifflin Company, 1977. Print. This field guide is the second of the two I physically own, and prompted me to decide on this research question. This book goes into the edible plants of eastern and central North America. It contains 373 species and discusses each plant’s uses, as well as poisonous look-alikes. The left pages of each spread have around three to four species on them, and the right pages feature black and white illustrations of the plants on the left. There is a section in the middle of the book that features colored photographs of the plants mentioned in that part. That section is organized by habitat, while the rest of the book is broadly organized by flower colors, shrubs, and trees. I want to use this guide as an example of variation in formatting within different field guides, while still retaining its identity as one. Rubel, William, and David Arora. “A Study of Cultural Bias in Field Guide Determinations of Mushroom Edibility Using the Iconic Mushroom, Amanita Muscaria, as an Example.” Economic Botany, vol. 62, no. 3, 2008, pp. 223–43. JSTOR, http://www.jstor.org/stable/40390460. Accessed 15 Oct. 2024. This article focuses on mushroom field guides, and how the information can vary depending on where the guide is from. Specifically, they talk about the edibility and toxicity of the mushroom Amanita muscaria, and how it is widely labeled and written off as highly poisonous and inedible, despite the fact that it does have uses if prepared properly. They talk about how this, along with other similar instances, is due to cultural biases and ideas about what is edible and what isn’t. While this article focuses on mushroom field guides, I’m sure these biases can be found in plant field guides as well, and the intersection of culture and science is a nice intertextual point I’d like to mention.
  7. Lindgren 7 Stubbendieck, James et al. North American Wildland Plants:

    A Field Guide. Third edition. Lincoln: University of Nebraska Press, 2017. Web. This book features a selection of around 200 species of significant wild plants in North America. It features one species per page spread, with a detailed black and white illustration on the left page, including enlarged parts of the plant, and identification information on the right page, as well as its uses. I want to use this guide as an example of variation in formatting within different field guides, while still retaining its identity as one.