User:Moira388/Choose an Article

Article Selection
Please list articles that you're considering for your Wikipedia assignment below. Begin to critique these articles and find relevant sources.

Option 1

 * Article title: A Series of Unfortunate Events
 * Article Evaluation:
 * Classification - C-Class, High-Importance
 * Problems/Gaps - Relies heavily on non-academic sources; poorly written/not written with the general reading public in mind (too academic/hard to follow); the overview section includes too much detail/information, leaving very little else to say in the main article sections (e.g. "Genre" has only two sentences compared to the paragraph about genre in the overview section); lacking citations for some claims; the section on "Themes" is entirely unsourced and too opinionated; does not review the main characters and instead directs the reader to a different article ("List of A Series of Unfortunate Events characters").
 * Sources:
 * *Butt, Bruce. “‘He’s Behind You!’: Reflections on Repetition and Predictability in Lemony Snicket’s A Series of Unfortunate Events.” Children’s Literature in Education 34, no. 4 (2003): 277–86.
 * https://doi.org/10.1023/B:CLID.0000004895.65809.71.
 * *Do Rozario, Rebecca-Anne C. “Pedagogy and Other Unfortunate Events: Cheerful Nihilism in Popular Children’s Books.” Papers : Explorations into Children’s Literature 17, no. 1 (2007): 36–42.
 * *Kimiagari, Mohammad Mehdi. “Not so Unfortunate: Carnivalisation, Metafiction & the Elements of Grotesque Realism in The Bad Beginning by Lemony Snicket.” International Journal of Children’s Spirituality 22, no. 3-4 (2017): 305–16. https://doi.org/10.1080/1364436X.2017.1369011.
 * *Do Rozario, Rebecca-Anne C. “Pedagogy and Other Unfortunate Events: Cheerful Nihilism in Popular Children’s Books.” Papers : Explorations into Children’s Literature 17, no. 1 (2007): 36–42.
 * *Kimiagari, Mohammad Mehdi. “Not so Unfortunate: Carnivalisation, Metafiction & the Elements of Grotesque Realism in The Bad Beginning by Lemony Snicket.” International Journal of Children’s Spirituality 22, no. 3-4 (2017): 305–16. https://doi.org/10.1080/1364436X.2017.1369011.

Option 2

 * Article title: Childlore
 * Article Evaluation:
 * Classification - Start-Class, Top-Importance
 * Problems/Gaps - Sentences are missing citations; one pair of scholars is explicitly privileged over other scholars (biased); the "Overview" section previews all types of childlore but the article only does a deep-dive into nursery rhymes; most of the sources are from the 1970s and 1980s.
 * Sources:
 * *Kelsey, N. G. N. Games, Rhymes, and Wordplay of London Children. Cham, Switzerland: Palgrave Macmillan, 2019.
 * *Mingazova, Liailia, and Rustem Sulteev. “Tatar and English Children’s Folklore: Education in Folk Traditions.” Western Folklore 73, no. 4 (2014): 410–31.
 * *Richards, Chris, and Andrew Nicholas Burn. Children’s Games in the New Media Age : Childlore, Media and the Playground. Place of publication not identified: Ashgate, 2014.
 * *Mingazova, Liailia, and Rustem Sulteev. “Tatar and English Children’s Folklore: Education in Folk Traditions.” Western Folklore 73, no. 4 (2014): 410–31.
 * *Richards, Chris, and Andrew Nicholas Burn. Children’s Games in the New Media Age : Childlore, Media and the Playground. Place of publication not identified: Ashgate, 2014.

Option 3

 * Article title: Children's Non-Fiction Literature
 * Article Evaluation:
 * Classification - Stub-Class, High-Importance
 * Problems/Gaps - The article is only made up of two sentences; there are no citations/sources; the article does not provide examples of non-fiction literature or compare this genre to other children's genres; the article does not explain what makes this genre distinct from the genres "children's literature" and "non-fiction" (despite linking out to both Wikipedia pages).
 * Sources:
 * *Bamford, Rosemary A., and Janice V. Kristo. Making Facts Come Alive : Choosing Quality Nonfiction Literature K-8 . Norwood, Mass: Christopher-Gordon Publishers, 1998.
 * *Dorfman, Lynne R., and Rose Cappelli. Nonfiction Mentor Texts : Teaching Informational Writing through Children’s Literature, K-8. Portland, Me: Stenhouse Publishers, 2009.
 * *Moss, Barbara. Exploring the Literature of Fact : Children’s Nonfiction Trade Books in the Elementary Classroom. New York: Guilford Press, 2003.
 * *Dorfman, Lynne R., and Rose Cappelli. Nonfiction Mentor Texts : Teaching Informational Writing through Children’s Literature, K-8. Portland, Me: Stenhouse Publishers, 2009.
 * *Moss, Barbara. Exploring the Literature of Fact : Children’s Nonfiction Trade Books in the Elementary Classroom. New York: Guilford Press, 2003.

Option 4

 * Article title: Dick and Jane
 * Article Evaluation:
 * Classification - Start-Class, High-Importance
 * Problems/Gaps - Missing many citations/makes claims that are not supported by scholarly sources; refers to books within the series without citing those books; the overview section is too long/detailed and lacks citations for very specific claims; makes the claim that these readers weren't as effective educational tools without citing studies/sources (biased).
 * Sources:
 * *Peterson, Shelley Stagg. “From Dick and Jane Readers to Leveled Books: Moving Forward or Reaching Back?” Canadian Children’s Book News 31, no. 1 (2008): 2–.
 * *Ward, Jervette R. “In Search of Diversity: Dick and Jane and Their Black Playmates.” Making Connections (Slippery Rock, Pa.) 13, no. 2 (2012): 17–26.
 * *Werrlein, Debra T. “Not So Fast, Dick and Jane: Reimagining Childhood and Nation in The Bluest Eye.” Melus 30, no. 4 (2005): 53–72. https://doi.org/10.1093/melus/30.4.53.
 * *Ward, Jervette R. “In Search of Diversity: Dick and Jane and Their Black Playmates.” Making Connections (Slippery Rock, Pa.) 13, no. 2 (2012): 17–26.
 * *Werrlein, Debra T. “Not So Fast, Dick and Jane: Reimagining Childhood and Nation in The Bluest Eye.” Melus 30, no. 4 (2005): 53–72. https://doi.org/10.1093/melus/30.4.53.