annotation in a research paper

How to Write a Research Paper: Annotated Bibliography

• Anatomy of a Research Paper
• Developing a Research Focus
• Background Research Tips
• Searching Tips
• Scholarly Journals vs. Popular Journals
• Thesis Statement
• Annotated Bibliography
• Citing Sources
• Evaluating Sources
• Literature Review
• Academic Integrity
• Scholarship as Conversation
• Understanding Fake News
• Data, Information, Knowledge

What is an Annotated Bibliography?

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Check out the resources available from the  Writing Center . 

Write an Annotated Bibliography

What is an annotated bibliography?

It is a list of citations for various books, articles, and other sources on a topic. 

An annotation is a short summary and/or critical evaluation of a source.

Annotated bibliographies answer the question: "What would be the most relevant, most useful, or most up-to-date sources for this topic?"

 Annotated bibliographies can be part of a larger research project, or can be a stand-alone report in itself. 

Annotation versus abstracts 

An abstract is a paragraph at the beginning of the paper that discusses the main point of the original work. They typically do not include evaluation comments. 

Annotations can either be descriptive or evaluative. The annotated bibliography looks like a works cited page but includes an annotation after each source cited. 

Types of Annotations: 

Descriptive Annotations: Focuses on description. Describes the source by answering the following questions. 

Who wrote the document?

What does the document discuss?

When and where was the document written? 

Why was the document produced?

How was it provided to the public?

Evaluative Annotations: Focuses on description and evaluation. Includes a summary and critically assess the work for accuracy, relevance, and quality. 

Evaluative annotations help you learn about your topic, develop a thesis statement, decide if a specific source will be useful for your assignment, and determine if there is enough valid information available to complete your project.

What does the annotation include?

Depending on your assignment and style guide, annotations may include some or all of the following information. 

• Should be no more than 150 words or 4 to 6 sentences long. 
• What is the main focus or purpose of the work?
• Who is the intended audience?
• ​How useful or relevant was the article to your topic?
• Was there any unique features that useful to you?
• What is the background and credibility of the author?
• What are any conclusions or observations that your reached about the article?

Which citation style to use?

There are many styles manuals with specific instructions on how to format your annotated bibliography. This largely depends on what your instructor prefers or your subject discipline. Check out our citation guides for more information. 

Additional Information

Why doesn't APA have an official APA-approved format for annotated bibliographies?

Always consult your instructor about the format of an annotated bibliography for your class assignments. These guides provide you with examples of various styles for annotated bibliographies and they may not be in the format required by your instructor. 

Citation Examples and Annotations

Book Citation with Descriptive Annotation

Liroff, R. A., & G. G. Davis. (1981). Protecting open space: Land use control in the Adirondack Park. Cambridge, MA: Ballinger.

This book describes the implementation of regional planning and land use regulation in the Adirondack Park in upstate New York. The authors provide program evaluations of the Adirondack Park Agency’s regulatory and local planning assistance programs.

Journal Article Citation with Evaluative Annotation

Gottlieb, P. D. (1995). The “golden egg” as a natural resource: Toward a normative theory of growth management. Society and Natural Resources, 8, (5): 49-56.

This article explains the dilemma faced by North American suburbs, which demand both preservation of local amenities (to protect quality of life) and physical development (to expand the tax base). Growth management has been proposed as a policy solution to this dilemma. An analogy is made between this approach and resource economics. The author concludes that the growth management debate raises legitimate issues of sustainability and efficiency.

Examples were taken from http://lib.calpoly.edu/support/how-to/write-an-annotated-bibliography/#samples

Book Citation

Lee, Seok-hoon, Yong-pil Kim, Nigel Hemmington, and Deok-kyun Yun. “Competitive Service Quality Improvement (CSQI): A Case Study in the Fast-Food Industry.” Food Service Technology 4 (2004): 75-84.

In this highly technical paper, three industrial engineering professors in Korea and one services management professor in the UK discuss the mathematical limitations of the popular SERVQUAL scales. Significantly, they also aim to measure service quality in the fast-food industry, a neglected area of study. Unfortunately, the paper’s sophisticated analytical methods make it inaccessible to all but the most expert of researchers.

Battle, Ken. “Child Poverty: The Evolution and Impact of Child Benefits.”  A Question of Commitment: Children's Rights in Canada . Ed. Katherine Covell and R.Brian Howe. Waterloo, ON: Wilfrid Laurier University Press. 2007. 21-44.

             Ken Battle draws on a close study of government documents, as well as his own research as an extensively-published policy analyst, to explain Canadian child benefit programs.  He outlines some fundamental assumptions supporting the belief that all society members should contribute to the upbringing of children.  His comparison of child poverty rates in a number of countries is a useful wake-up to anyone assuming Canadian society is doing a good job of protecting children.  Battle pays particular attention to the National Child Benefit (NCB), arguing that it did not deserve to be criticized by politicians and journalists.  He outlines the NCB’s development, costs, and benefits, and laments that the Conservative government scaled it back in favour of the inferior Universal Child Care Benefit (UCCB).  However, he relies too heavily on his own work; he is the sole or primary author of almost half the sources in his bibliography.  He could make this work stronger by drawing from others' perspectives and analyses.  However, Battle does offer a valuable source for this essay, because the chapter provides a concise overview of government-funded assistance currently available to parents.  This offers context for analyzing the scope and financial reality of child poverty in Canada.

Journal Article Example

  Kerr, Don and Roderic Beaujot. “Child Poverty and Family Structure in Canada, 1981-1997.”  Journal of Comparative Family Studies  34.3 (2003): 321-335.

             Sociology professors Kerr and Beaujot analyze the demographics of impoverished families.  Drawing on data from Canada’s annual Survey of Consumer Finances, the authors consider whether each family had one or two parents, the age of single parents, and the number of children in each household.  They analyze child poverty rates in light of both these demographic factors and larger economic issues.  Kerr and Beaujot use this data to argue that. 

Examples were taken from  http://libguides.enc.edu/writing_basics/ annotatedbib/mla

Check out these resources for more information about Annotated Bibliographies. 

• Purdue Owl- Annotated Bibliographies
• University of North Carolina at Chapel Hill- Annotated Bibliographies
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How to Prepare an Annotated Bibliography

• Critical Appraisal & Analysis

Sample Annotations

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• Citation Styles

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SAMPLE DESCRIPTIVE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE

The following example uses the APA format for the journal citation.

Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51 (4), 541-554.

This example uses the MLA format for the journal citation. NOTE: Standard MLA practice requires double spacing within citations.

Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger. "Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults." American Sociological Review 51.4 (1986): 541-554. Print.

More Sample Annotations

• ​​ Annotated Bibliography Examples
• ​ Annotated Bibliography Samples

The University of Toronto offers  an example  that illustrates how to summarize a study's research methods and argument.

The Memorial University of Newfoundland presents  these examples of both descriptive and critical annotations.

The Writing Center at the University of Wisconsin gives examples  of the some of the most common forms of annotated bibliographies.

The Writing Center at the University of North Carolina gives examples of several different forms of annotated bibliographies in 3 popular citation formats: 

• MLA Example
• APA Example
• CBE Example

This page was adapted with permission from the following:

http://guides.library.cornell.edu/annotatedbibliography

How to prepare an annotated bibliography Research & Learning Services Olin Library Cornell University Library  Ithaca, NY, USA

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How to Prepare an Annotated Bibliography: The Annotated Bibliography

• The Annotated Bibliography
• Fair Use of this Guide

Explanation, Process, Directions, and Examples

What is an annotated bibliography.

An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.

Annotations vs. Abstracts

Abstracts are the purely descriptive summaries often found at the beginning of scholarly journal articles or in periodical indexes. Annotations are descriptive and critical; they may describe the author's point of view, authority, or clarity and appropriateness of expression.

The Process

Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.

First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic.

Cite the book, article, or document using the appropriate style.

Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work illuminates your bibliography topic.

Critically Appraising the Book, Article, or Document

For guidance in critically appraising and analyzing the sources for your bibliography, see How to Critically Analyze Information Sources . For information on the author's background and views, ask at the reference desk for help finding appropriate biographical reference materials and book review sources.

Choosing the Correct Citation Style

Check with your instructor to find out which style is preferred for your class. Online citation guides for both the Modern Language Association (MLA) and the American Psychological Association (APA) styles are linked from the Library's Citation Management page .

Sample Annotated Bibliography Entries

The following example uses APA style ( Publication Manual of the American Psychological Association , 7th edition, 2019) for the journal citation:

Waite, L., Goldschneider, F., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51 (4), 541-554. The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.

This example uses MLA style ( MLA Handbook , 9th edition, 2021) for the journal citation. For additional annotation guidance from MLA, see 5.132: Annotated Bibliographies .

Waite, Linda J., et al. "Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults." American Sociological Review, vol. 51, no. 4, 1986, pp. 541-554. The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.

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Annotated Bibliographies

What this handout is about.

This handout will explain why annotated bibliographies are useful for researchers, provide an explanation of what constitutes an annotation, describe various types of annotations and styles for writing them, and offer multiple examples of annotated bibliographies in the MLA, APA, and CBE/CSE styles of citation.

Introduction

Welcome to the wonderful world of annotated bibliographies! You’re probably already familiar with the need to provide bibliographies, reference pages, and works cited lists to credit your sources when you do a research paper. An annotated bibliography includes descriptions and explanations of your listed sources beyond the basic citation information you usually provide.

Why do an annotated bibliography?

One of the reasons behind citing sources and compiling a general bibliography is so that you can prove you have done some valid research to back up your argument and claims. Readers can refer to a citation in your bibliography and then go look up the material themselves. When inspired by your text or your argument, interested researchers can access your resources. They may wish to double check a claim or interpretation you’ve made, or they may simply wish to continue researching according to their interests. But think about it: even though a bibliography provides a list of research sources of all types that includes publishing information, how much does that really tell a researcher or reader about the sources themselves?

An annotated bibliography provides specific information about each source you have used. As a researcher, you have become an expert on your topic: you have the ability to explain the content of your sources, assess their usefulness, and share this information with others who may be less familiar with them. Think of your paper as part of a conversation with people interested in the same things you are; the annotated bibliography allows you to tell readers what to check out, what might be worth checking out in some situations, and what might not be worth spending the time on. It’s kind of like providing a list of good movies for your classmates to watch and then going over the list with them, telling them why this movie is better than that one or why one student in your class might like a particular movie better than another student would. You want to give your audience enough information to understand basically what the movies are about and to make an informed decision about where to spend their money based on their interests.

What does an annotated bibliography do?

A good annotated bibliography:

• encourages you to think critically about the content of the works you are using, their place within a field of study, and their relation to your own research and ideas.
• proves you have read and understand your sources.
• establishes your work as a valid source and you as a competent researcher.
• situates your study and topic in a continuing professional conversation.
• provides a way for others to decide whether a source will be helpful to their research if they read it.
• could help interested researchers determine whether they are interested in a topic by providing background information and an idea of the kind of work going on in a field.

What elements might an annotation include?

• Bibliography according to the appropriate citation style (MLA, APA, CBE/CSE, etc.).
• Explanation of main points and/or purpose of the work—basically, its thesis—which shows among other things that you have read and thoroughly understand the source.
• Verification or critique of the authority or qualifications of the author.
• Comments on the worth, effectiveness, and usefulness of the work in terms of both the topic being researched and/or your own research project.
• The point of view or perspective from which the work was written. For instance, you may note whether the author seemed to have particular biases or was trying to reach a particular audience.
• Relevant links to other work done in the area, like related sources, possibly including a comparison with some of those already on your list. You may want to establish connections to other aspects of the same argument or opposing views.

The first four elements above are usually a necessary part of the annotated bibliography. Points 5 and 6 may involve a little more analysis of the source, but you may include them in other kinds of annotations besides evaluative ones. Depending on the type of annotation you use, which this handout will address in the next section, there may be additional kinds of information that you will need to include.

For more extensive research papers (probably ten pages or more), you often see resource materials grouped into sub-headed sections based on content, but this probably will not be necessary for the kinds of assignments you’ll be working on. For longer papers, ask your instructor about their preferences concerning annotated bibliographies.

Did you know that annotations have categories and styles?

Decisions, decisions.

As you go through this handout, you’ll see that, before you start, you’ll need to make several decisions about your annotations: citation format, type of annotation, and writing style for the annotation.

First of all, you’ll need to decide which kind of citation format is appropriate to the paper and its sources, for instance, MLA or APA. This may influence the format of the annotations and bibliography. Typically, bibliographies should be double-spaced and use normal margins (you may want to check with your instructor, since they may have a different style they want you to follow).

MLA (Modern Language Association)

See the UNC Libraries citation tutorial for basic MLA bibliography formatting and rules.

• MLA documentation is generally used for disciplines in the humanities, such as English, languages, film, and cultural studies or other theoretical studies. These annotations are often summary or analytical annotations.
• Title your annotated bibliography “Annotated Bibliography” or “Annotated List of Works Cited.”
• Following MLA format, use a hanging indent for your bibliographic information. This means the first line is not indented and all the other lines are indented four spaces (you may ask your instructor if it’s okay to tab over instead of using four spaces).
• Begin your annotation immediately after the bibliographic information of the source ends; don’t skip a line down unless you have been told to do so by your instructor.

APA (American Psychological Association)

See the UNC Libraries citation tutorial for basic APA bibliography formatting and rules.

• Natural and social sciences, such as psychology, nursing, sociology, and social work, use APA documentation. It is also used in economics, business, and criminology. These annotations are often succinct summaries.
• Annotated bibliographies for APA format do not require a special title. Use the usual “References” designation.
• Like MLA, APA uses a hanging indent: the first line is set flush with the left margin, and all other lines are indented four spaces (you may ask your instructor if it’s okay to tab over instead of using four spaces).
• After the bibliographic citation, drop down to the next line to begin the annotation, but don’t skip an extra line.
• The entire annotation is indented an additional two spaces, so that means each of its lines will be six spaces from the margin (if your instructor has said that it’s okay to tab over instead of using the four spaces rule, indent the annotation two more spaces in from that point).

CBE (Council of Biology Editors)/CSE (Council of Science Editors)

See the UNC Libraries citation tutorial for basic CBE/CSE bibliography formatting and rules.

• CBE/CSE documentation is used by the plant sciences, zoology, microbiology, and many of the medical sciences.
• Annotated bibliographies for CBE/CSE format do not require a special title. Use the usual “References,” “Cited References,” or “Literature Cited,” and set it flush with the left margin.
• Bibliographies for CSE in general are in a slightly smaller font than the rest of the paper.
• When using the name-year system, as in MLA and APA, the first line of each entry is set flush with the left margin, and all subsequent lines, including the annotation, are indented three or four spaces.
• When using the citation-sequence method, each entry begins two spaces after the number, and every line, including the annotation, will be indented to match the beginning of the entry, or may be slightly further indented, as in the case of journals.
• After the bibliographic citation, drop down to the next line to begin the annotation, but don’t skip an extra line. The entire annotation follows the indentation of the bibliographic entry, whether it’s N-Y or C-S format.
• Annotations in CBE/CSE are generally a smaller font size than the rest of the bibliographic information.

After choosing a documentation format, you’ll choose from a variety of annotation categories presented in the following section. Each type of annotation highlights a particular approach to presenting a source to a reader. For instance, an annotation could provide a summary of the source only, or it could also provide some additional evaluation of that material.

In addition to making choices related to the content of the annotation, you’ll also need to choose a style of writing—for instance, telescopic versus paragraph form. Your writing style isn’t dictated by the content of your annotation. Writing style simply refers to the way you’ve chosen to convey written information. A discussion of writing style follows the section on annotation types.

Types of annotations

As you now know, one annotation does not fit all purposes! There are different kinds of annotations, depending on what might be most important for your reader to learn about a source. Your assignments will usually make it clear which citation format you need to use, but they may not always specify which type of annotation to employ. In that case, you’ll either need to pick your instructor’s brain a little to see what they want or use clue words from the assignment itself to make a decision. For instance, the assignment may tell you that your annotative bibliography should give evidence proving an analytical understanding of the sources you’ve used. The word analytical clues you in to the idea that you must evaluate the sources you’re working with and provide some kind of critique.

Summary annotations

There are two kinds of summarizing annotations, informative and indicative.

Summarizing annotations in general have a couple of defining features:

• They sum up the content of the source, as a book report might.
• They give an overview of the arguments and proofs/evidence addressed in the work and note the resulting conclusion.
• They do not judge the work they are discussing. Leave that to the critical/evaluative annotations.
• When appropriate, they describe the author’s methodology or approach to material. For instance, you might mention if the source is an ethnography or if the author employs a particular kind of theory.

Informative annotation

Informative annotations sometimes read like straight summaries of the source material, but they often spend a little more time summarizing relevant information about the author or the work itself.

Indicative annotation

Indicative annotation is the second type of summary annotation, but it does not attempt to include actual information from the argument itself. Instead, it gives general information about what kinds of questions or issues are addressed by the work. This sometimes includes the use of chapter titles.

Critical/evaluative

Evaluative annotations don’t just summarize. In addition to tackling the points addressed in summary annotations, evaluative annotations:

• evaluate the source or author critically (biases, lack of evidence, objective, etc.).
• show how the work may or may not be useful for a particular field of study or audience.
• explain how researching this material assisted your own project.

Combination

An annotated bibliography may combine elements of all the types. In fact, most of them fall into this category: a little summarizing and describing, a little evaluation.

Writing style

Ok, next! So what does it mean to use different writing styles as opposed to different kinds of content? Content is what belongs in the annotation, and style is the way you write it up. First, choose which content type you need to compose, and then choose the style you’re going to use to write it

This kind of annotated bibliography is a study in succinctness. It uses a minimalist treatment of both information and sentence structure, without sacrificing clarity. Warning: this kind of writing can be harder than you might think.

Don’t skimp on this kind of annotated bibliography. If your instructor has asked for paragraph form, it likely means that you’ll need to include several elements in the annotation, or that they expect a more in-depth description or evaluation, for instance. Make sure to provide a full paragraph of discussion for each work.

As you can see now, bibliographies and annotations are really a series of organized steps. They require meticulous attention, but in the end, you’ve got an entire testimony to all the research and work you’ve done. At the end of this handout you’ll find examples of informative, indicative, evaluative, combination, telescopic, and paragraph annotated bibliography entries in MLA, APA, and CBE formats. Use these examples as your guide to creating an annotated bibliography that makes you look like the expert you are!

MLA Example

APA Example

CBE Example

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

American Psychological Association. 2010. Publication Manual of the American Psychological Association . 6th ed. Washington, DC: American Psychological Association.

Bell, I. F., and J. Gallup. 1971. A Reference Guide to English, American, and Canadian Literature . Vancouver: University of British Columbia Press.

Bizzell, Patricia, and Bruce Herzburg. 1991. Bedford Bibliography for Teachers of Writing , 3rd ed. Boston: Bedford Books.

Center for Information on Language Teaching, and The English Teaching Information Center of the British Council. 1968. Language-Teaching Bibliography . Cambridge: Cambridge University.

Engle, Michael, Amy Blumenthal, and Tony Cosgrave. 2012. “How to Prepare an Annotated Bibliography.” Olin & Uris Libraries. Cornell University. Last updated September 25, 2012. https://olinuris.library.cornell.edu/content/how-prepare-annotated-bibliography.

Gibaldi, Joseph. 2009. MLA Handbook for Writers of Research Papers , 7th ed. New York: The Modern Language Association of America.

Huth, Edward. 1994. Scientific Style and Format: The CBE Manual for Authors, Editors, and Publishers . New York: University of Cambridge.

Kilborn, Judith. 2004. “MLA Documentation.” LEO: Literacy Education Online. Last updated March 16, 2004. https://leo.stcloudstate.edu/research/mla.html.

Spatt, Brenda. 1991. Writing from Sources , 3rd ed. New York: St. Martin’s.

University of Kansas. 2018. “Bibliographies.” KU Writing Center. Last updated April 2018. http://writing.ku.edu/bibliographies .

University of Wisconsin-Madison. 2019. “Annotated Bibliography.” The Writing Center. Accessed June 14, 2019. https://writing.wisc.edu/handbook/assignments/annotatedbibliography/ .

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Annotated Bibliographies

What Is An Annotated Bibliography?

What is an annotated bibliography.

An annotated bibliography is a list of citations (references) to books, articles, and documents followed by a brief summary, analysis or evaluation, usually between 100-300 words, of the sources that are cited in the paper.  This summary provides a description of the contents of the source and may also include evaluative comments, such as the relevance, accuracy and quality of the source.  These summaries are known as annotations. 

• Annotated bibliographies are completed before a paper is written
• They can be stand-along assignments
• They can be used as a reference tool as a person works on their paper

Annotations vs. Abstracts

Abstracts are the descriptive summaries of article contents found at the beginning of scholarly journal articles that are written by the article author(s) or editor. Their purpose is to inform a reader about the topic, methodology, results and conclusion of the research of the article's author(s).  The summaries are provided so that a researcher can determine whether or not the article may have information of interest to them.  Abstracts do not serve an evaluative purpose.

Annotations found in bibliographies are evaluations of sources cited in a paper.  They describe a work, but also critique the source by examining the author’s point of view, the strengths and weakness of the research or article hypothesis or how well the author presented their research or findings.

How to write an annotated bibliography

The creation of an annotated bibliography is a three-step process. It starts with finding and evaluating sources for your paper. Next is choosing the type or category of annotation, then writing the annotation for each different source. The final step is to choose a citation style for the bibliography.

Types of Annotated Bibliographies

Types of Annotations

Annotations come in different types, the one to use depends on the instructor’s assignment.  Annotations can be descriptive, a summary, or an  evaluation or a combination of descriptive and evaluation.

Descriptive/Summarizing Annotations

There are two kinds of descriptive or summarizing annotations, informative or indicative, depending on what is most important for a reader to learn about a source.  Descriptive/summarizing annotations provide a brief overview or summary of the source. This can include a description of the contents and a statement of the main argument or position of the article as well as a summary of the main points.  It may also describe why the source would be useful for the paper’s topic or question. 

Indicative annotations provide a quick overview of the source, the kinds of questions/topics/issues or main points that are addressed by the source, but do not include information from the argument or position itself.

Informative annotations, like indicative annotations, provide a brief summary of the source.   In addition, an informative annotation identifies the hypothesis, results, and conclusions presented by the source.  When appropriate, they describe the author’s methodology or approach to the topic under discussion.  However, they do not provide information about the sources usefulness to the paper or contains analytical or critical information about the source’s quality. 

Evaluative Annotations (also known as critical or analytical)

Evaluative annotations go beyond just summarizing the source and listing out it’s key points, but also analyzes the content. It looks at the strengths and weaknesses of the article’s argument, the reliability of the presented information as well as any biases of the author. It talks about how the source may be useful to a particular field of study or the person’s research project.

Combination Annotations

Combination annotations “combine” aspects from indicative/informative and evaluative annotations and are the most common category of annotated bibliography.  Combination annotations include one to two sentences summarizing or describing content, in addition to one or more sentences providing an critical evaluation.

Writing Style for Annotations

Annotations typically follow three specific formats depending on how long they are.

• Phrases – Short phrases providing the information in a quick, concise manner.
• Sentences – Complete sentences with proper punctuation and grammar, but are short and concise.
• Paragraphs – Longer annotations break the information out into different paragraphs. This format is very effective for combination annotations.

To sum it up:

An annotation may include the following information:

• A brief summary or overview of the source content
• The source’s strengths and weaknesses in presenting the argument or position
• Its conclusions
• Why the source is relevant in to field of study of the paper
• Its relationships to other studies in the field
• An evaluation of the research methodology (if applicable)
• Information about the author’s background and potential biases
• Conclusions about the usefulness of the source for the paper

Critically Analyzing Articles

In order to write an annotation for a paper source, you need to first read and then critically analyze it:

• Try to identify the topic of the source -- what is it about and is it clearly stated.
• See if you can identify the purpose of the author(s) in doing the research or writing about the topic. Is it to survey and summarize research on a topic?  Is the author(s) presenting an argument based on previous research, or refuting previously published research?
• Identify the research methods used and try to identify whether they appear to be suitable or not for the stated purpose of the research.  
• Was the research reported in a consistent or clear manner?  Or, was the author's argument/position presented in a consistent or convincing manner? Did the author(s) fail to acknowledge and explain any limitations?
• Was the logic of the research/argument claims properly supported with convincing evidence/analysis/data? Did you spot any fallacies?
• Check whether the author(s) refers to other research and if similar studies have been done. 
• If illustrations or charts are used, are they effective in presenting information?
• Analyze the sources that were used by the author(s). Did the author(s) miss any important studies they should have considered?
• Your opinion of the source -- do you agree with or are convinced of the findings?  
• Your estimation of the source’s contribution to knowledge and its implications or applications to the field of study.

Worksheet for Taking Notes for Critical Analysis of Sources/Articles

Additional Resources:

Hofmann, B., Magelssen, M. In pursuit of goodness in bioethics: analysis of an exemplary article. BMC Med Ethics 19, 60 (2018). https://doi.org/10.1186/s12910-018-0299-9

Jansen, M., & Ellerton, P. (2018). How to read an ethics paper. Journal of Medical Ethics, 44(12), 810-813.  http://dx.doi.org/10.1136/medethics-2018-104997

Research & Learning Services, Olin Library, Cornell University Library  Critically Analyzing Information Sources: Critical Appraisal and Analysis

Formatting An Annotated Bibliography

How do I format my annotated bibliography?

An annotated bibliography entry consists of two components: the Citation and the Annotation.

The citation should be formatted in the bibliographic style that your instructor has requested for the paper. Some common citation styles include APA, MLA, and Chicago. For more information on citation styles, see Writing Guides, Style Manuals and the Publication Process in the Biological & Health Sciences .

Many databases (e.g., PubMed, Academic Search Premier, Library Search on library homepage, and Google Scholar) offer the option of creating your references in various citation styles. 

Look for the "cite" link -- see examples for the following resources:

University of Minnesota Library Search

Google Scholar

Sample Annotated Bibliography Entries

An example of an Evaluative Annotation , APA style (7th ed). (sample from University Libraries, University of Nevada ).

APA does not have specific formatting rules for annotations, just for the citation and bibliography.

Maak, T. (2007). Responsible leadership, stakeholder engagement, and the emergence of social capital. Journal of Business Ethics, 74, 329-343.  https://doi.org/10.1007/s10551-007-9510-5

This article focuses on the role of social capital in responsible leadership. It looks at both the social networks that a leader builds within an organization, and the links that a leader creates with external stakeholders. Maak’s main aim with this article seems to be to persuade people of the importance of continued research into the abilities that a leader requires and how they can be acquired. The focus on the world of multinational business means that for readers outside this world many of the conclusions seem rather obvious (be part of the solution not part of the problem). In spite of this, the article provides useful background information on the topic of responsible leadership and definitions of social capital which are relevant to an analysis of a public servant.

An example of an Evaluative Annotation , MLA Style (10th ed), (sample from Columbia College, Vancouver, Canada )

MLA style requires double-spacing (not shown here) and paragraph indentations.

London, Herbert. “Five Myths of the Television Age.” Television Quarterly, vol. 10, no. 1, Mar. 1982, pp. 81-69.

     Herbert London, the Dean of Journalism at New York University and author of several books and articles, explains how television contradicts five commonly believed ideas. He uses specific examples of events seen on television, such as the assassination of John Kennedy, to illustrate his points. His examples have been selected to contradict such truisms as: “seeing is believing”; “a picture is worth a thousand words”; and “satisfaction is its own reward.” London uses logical arguments to support his ideas which are his personal opinion. He does not refer to any previous works on the topic. London’s style and vocabulary would make the article of interest to any reader. The article clearly illustrates London’s points, but does not explore their implications leaving the reader with many unanswered questions.

Additional Resources

University Libraries Tutorial --  Tutorial: What are citations?  Completing this tutorial you will:

• Understand what citations are
• Recognize why they are important
• Create and use citations in your papers and other scholarly work

University of Minnesota Resources

Beatty, L., & Cochran, C. (2020). Writing the annotated bibliography : A guide for students & researchers . New York, NY: Routledge. [ebook] 

Efron, S., Ravid, R., & ProQuest. (2019). Writing the literature review : A practical guide . New York: The Guilford Press. [ebook -- see Chapter 6 on Evaluating Research Articles] 

Center for Writing: Student Writing Support

• Critical reading strategies
• Common Writing Projects (includes resources for literature reviews & analyzing research articles)

Resources from Other Libraries

Annotated Bibliographies (The Writing Center, University of North Carolina at Chapel Hill)

Writing An Annotated Bibliography (University of Toronto)

Annotated Bibliographies (Purdue Writing Lab, Purdue University)

Annotated Bibliography (UNSW Sydney)

What is an annotated bibliography? (Santiago Canyon College Library): Oct 17, 2017. 3:47 min.

Writing an annotated bibliography (EasyBib.com) Oct 22, 2020. 4:53 min.

Creating an annotated bibliography (Laurier University Library, Waterloo, Ontario)/ Apr 3, 2019, 3:32 min.

How to create an annotated bibliography: MLA (JamesTheDLC) Oct 23, 2019. 3:03 min.

Citing Sources

Introduction

Citations are brief notations in the body of a research paper that point to a source in the bibliography or references cited section.

If your paper quotes, paraphrases, summarizes the work of someone else, you need to use citations.

Citation style guides such as APA, Chicago and MLA provide detailed instructions on how citations and bibliographies should be formatted.

Health Sciences Research Toolkit

Resources, tips, and guidelines to help you through the research process., finding information.

Library Research Checklist Helpful hints for starting a library research project.

Search Strategy Checklist and Tips Helpful tips on how to develop a literature search strategy.

Boolean Operators: A Cheat Sheet Boolean logic (named after mathematician George Boole) is a system of logic to designed to yield optimal search results. The Boolean operators, AND, OR, and NOT, help you construct a logical search. Boolean operators act on sets -- groups of records containing a particular word or concept.

Literature Searching Overview and tips on how to conduct a literature search.

Health Statistics and Data Sources Health related statistics and data sources are increasingly available on the Internet. They can be found already neatly packaged, or as raw data sets. The most reliable data comes from governmental sources or health-care professional organizations.

Evaluating Information

Primary, Secondary and Tertiary Sources in the Health Sciences Understand what are considered primary, secondary and tertiary sources.

Scholarly vs Popular Journals/Magazines How to determine what are scholarly journals vs trade or popular magazines.

Identifying Peer-Reviewed Journals A “peer-reviewed” or “refereed” journal is one in which the articles it contains have been examined by people with credentials in the article’s field of study before it is published.

Evaluating Web  Resources When searching for information on the Internet, it is important to be aware of the quality of the information being presented to you. Keep in mind that anyone can host a web site. To be sure that the information you are looking at is credible and of value.

Conducting Research Through An Anti-Racism Lens This guide is for students, staff, and faculty who are incorporating an anti-racist lens at all stages of the research life cycle.

Understanding Research Study Designs Covers case studies, randomized control trials, systematic reviews and meta-analysis.

Qualitative Studies Overview of what is a qualitative study and how to recognize, find and critically appraise.

Writing and Publishing

Citing Sources Citations are brief notations in the body of a research paper that point to a source in the bibliography or references cited section.

Structure of a Research Paper Reports of research studies usually follow the IMRAD format. IMRAD (Introduction, Methods, Results, [and] Discussion) is a mnemonic for the major components of a scientific paper. These elements are included in the overall structure of a research paper.

Top Reasons for Non-Acceptance of Scientific Articles Avoid these mistakes when preparing an article for publication.

Annotated Bibliographies Guide on how to create an annotated bibliography.

Writing guides, Style Manuals and the Publication Process in the Biological and Health Sciences Style manuals, citation guides as well as information on public access policies, copyright and plagiarism.

How to Write an Annotated Bibliography - APA Style (7th Edition)

What is an annotation, how is an annotation different from an abstract, what is an annotated bibliography, types of annotated bibliographies, descriptive or informative, analytical or critical, to get started.

An annotation is more than just a brief summary of an article, book, website, or other type of publication. An annotation should give enough information to make a reader decide whether to read the complete work. In other words, if the reader were exploring the same topic as you, is this material useful and if so, why?

While an abstract also summarizes an article, book, website, or other type of publication, it is purely descriptive. Although annotations can be descriptive, they also include distinctive features about an item. Annotations can be evaluative and critical as we will see when we look at the two major types of annotations.

An annotated bibliography is an organized list of sources (like a reference list). It differs from a straightforward bibliography in that each reference is followed by a paragraph length annotation, usually 100–200 words in length.

Depending on the assignment, an annotated bibliography might have different purposes:

• Provide a literature review on a particular subject
• Help to formulate a thesis on a subject
• Demonstrate the research you have performed on a particular subject
• Provide examples of major sources of information available on a topic
• Describe items that other researchers may find of interest on a topic

There are two major types of annotated bibliographies:

A descriptive or informative annotated bibliography describes or summarizes a source as does an abstract; it describes why the source is useful for researching a particular topic or question and its distinctive features. In addition, it describes the author's main arguments and conclusions without evaluating what the author says or concludes.

For example:

McKinnon, A. (2019). Lessons learned in year one of business.  Journal of Legal Nurse Consulting ,  30 (4), 26–28. This article describes some of the difficulties many nurses experience when transitioning from nursing to a legal nurse consulting business. Pointing out issues of work-life balance, as well as the differences of working for someone else versus working for yourself, the author offers their personal experience as a learning tool. The process of becoming an entrepreneur is not often discussed in relation to nursing, and rarely delves into only the first year of starting a new business. Time management, maintaining an existing job, decision-making, and knowing yourself in order to market yourself are discussed with some detail. The author goes on to describe how important both the nursing professional community will be to a new business, and the importance of mentorship as both the mentee and mentor in individual success that can be found through professional connections. The article’s focus on practical advice for nurses seeking to start their own business does not detract from the advice about universal struggles of entrepreneurship makes this an article of interest to a wide-ranging audience.

An analytical or critical annotation not only summarizes the material, it analyzes what is being said. It examines the strengths and weaknesses of what is presented as well as describing the applicability of the author's conclusions to the research being conducted.

Analytical or critical annotations will most likely be required when writing for a college-level course.

McKinnon, A. (2019). Lessons learned in year one of business.  Journal of Legal Nurse Consulting ,  30 (4), 26–28. This article describes some of the difficulty many nurses experience when transitioning from nursing to a nurse consulting business. While the article focuses on issues of work-life balance, the differences of working for someone else versus working for yourself, marketing, and other business issues the author’s offer of only their personal experience is brief with few or no alternative solutions provided. There is no mention throughout the article of making use of other research about starting a new business and being successful. While relying on the anecdotal advice for their list of issues, the author does reference other business resources such as the Small Business Administration to help with business planning and professional organizations that can help with mentorships. The article is a good resource for those wanting to start their own legal nurse consulting business, a good first advice article even. However, entrepreneurs should also use more business research studies focused on starting a new business, with strategies against known or expected pitfalls and issues new businesses face, and for help on topics the author did not touch in this abbreviated list of lessons learned.

Now you are ready to begin writing your own annotated bibliography.

• Choose your sources - Before writing your annotated bibliography, you must choose your sources. This involves doing research much like for any other project. Locate records to materials that may apply to your topic.
• Review the items - Then review the actual items and choose those that provide a wide variety of perspectives on your topic. Article abstracts are helpful in this process.
• The purpose of the work
• A summary of its content
• Information about the author(s)
• For what type of audience the work is written
• Its relevance to the topic
• Any special or unique features about the material
• Research methodology
• The strengths, weaknesses or biases in the material

Annotated bibliographies may be arranged alphabetically or chronologically, check with your instructor to see what he or she prefers.

Please see the  APA Examples page  for more information on citing in APA style.

• Last Updated: Aug 8, 2023 11:27 AM
• URL: https://libguides.umgc.edu/annotated-bibliography-apa

APA Annotated Bibliography

• Step 1: Find Sources
• Journal Article
• Magazine Article
• Step 3: Write Annotations
• Step 4: Format
• Step 5: Review

Write Annotations

What is an annotation.

To annotate is to make notes or commentary. In terms of class assignments, an annotation is typically a concise summary and/or evaluation of a source. The annotation can range anywhere from one to two paragraphs (or more) depending on the format specified by your instructor.

Summarize. Analyze. Evaluate.

An annotation is typically a brief paragraph where you would . . .

• Summarize  and explain what the chosen source is about.
• Analyze the content to see if it includes the information you need and whether or not the author is credible.
• Evaluate the usefulness of the source and how (or if) it will contribute to your overall project (or paper). 

Carefully read the assignment given by your instructor so that you know exactly what information they would like included in the annotation.

Check your understanding by answering these review questions. If you get one wrong, read back through the material and try again!

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How to Write a Research Paper: Annotated Bibliographies

• 2. Selecting a Topic
• 3. Locating Sources & Information
• Evaluating Websites
• 5. Citing Sources This link opens in a new window
• 6. Building the Draft
• 7. Finalizing the Paper

Annotated Bibliographies

What is an annotated bibliography owl purdue.

Annotated Bibliography

Annotated bibliography assignment.

Here's what you need to do for the annotated bibliography assignment: Using Pima’s online databases, find ten sources related to your major. Write a paragraph-long annotation for each source. Your annotations should provide information about the content of each source and explain how each source will help you in your career/major search. Make sure that your sources are listed in alphabetical order. Put spaces between sources. Use MLA guidelines. 

What is an Annotated Bibliography?

A bibliography is a list of works (books, articles, films, etc.) on a particular topic. An annotated bibliography includes a paragraph following each citation that summarizes the work. An annotation can help the reader determine the value of each work on the topic and the contribution it might make to his own research. Two common types of annotated bibliographies are descriptive and critical .

What is the purpose of an annotated bibliography?

An annotated bibliography shows that the author has understood the sources used during their research on a topic and gives the reader enough information to decide whether they should read the specific work.

• Definitions OWL @ Purdue
• Samples OWL @ Purdue
• Breakdown OWL @ Purdue
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What is An Annotated Bibliography?

An annotated bibliography is a list of sources (books, articles, websites, etc.) with short paragraph about each source. An annotated bibliography is sometimes a useful step before drafting a research paper, or it can stand alone as an overview of the research available on a topic.

Each source in the annotated bibliography has a citation - the information a reader needs to find the original source, in a consistent format to make that easier. These consistent formats are called citation styles.  The most common citation styles are MLA (Modern Language Association) for humanities, and APA (American Psychological Association) for social sciences.

Annotations are about 4 to 6 sentences long (roughly 150 words), and address:

•     Main focus or purpose of the work
•     Usefulness or relevance to your research topic 
•     Special features of the work that were unique or helpful
•     Background and credibility of the author
•     Conclusions or observations reached by the author
•     Conclusions or observations reached by you

Annotations versus Abstracts

Many scholarly articles start with an abstract, which is the author's summary of the article to help you decide whether you should read the entire article.  This abstract is not the same thing as an annotation.  The annotation needs to be in your own words, to explain the relevance of the source to your particular assignment or research question.

Annotated Bibliography video

MLA 9th Annotated Bibliography Examples

Ontiveros, Randy J.  In the Spirit of a New People: The Cultural Politics of the Chicano Movement . New York UP, 2014.

This book analyzes the journalism, visual arts, theater, and novels of the Chicano movement from 1960 to the present as articulations of personal and collective values. Chapter 3 grounds the theater of El Teatro Campesino in the labor and immigrant organizing of the period, while Chapter 4 situates Sandra Cisneros’s novel  Caramelo  in the struggles of Chicana feminists to be heard in the traditional and nationalist elements of the Chicano movement. Ontiveros provides a powerful and illuminating historical context for the literary and political texts of the movement.

Journal article

Alvarez, Nadia, and Jack Mearns. “The Benefits of Writing and Performing in the Spoken Word Poetry Community.”  The Arts in Psychotherapy , vol. 41, no. 3, July 2014, pp. 263-268.  ScienceDirect ,  https://doi.org/10.1016/j.aip.2014.03.004 .

Spoken word poetry is distinctive because it is written to be performed out loud, in person, by the poet. The ten poets interviewed by these authors describe “a reciprocal relationship between the audience and the poet” created by that practice of performance. To build community, spoken word poets keep metaphor and diction relatively simple and accessible. Richness is instead built through fragmented stories that coalesce into emotional narratives about personal and community concerns.  This understanding of poets’ intentions illuminates their recorded performances.

*Note, citations have a .5 hanging indent and the annotations have a 1 inch indent. 

• MLA 9th Sample Annotated Bibliography

APA 7th Annotated Bibliography Examples

Alvarez, N. & Mearns, J. (2014). The benefits of writing and performing in the spoken word poetry community.  The Arts in Psychotherapy, 41 (3), 263-268.  https://doi.org/10.1016/j.aip.2014.03.004 Prior research has shown narrative writing to help with making meaning out of trauma. This article uses grounded theory to analyze semi-structured interviews with ten spoken word poets.  Because spoken word poetry is performed live, it creates personal and community connections that enhance the emotional development and resolution offered by the practice of writing. The findings are limited by the small, nonrandom sample (all the participants were from the same community).

• APA 7th Sample Annotated Bibliography
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Creating an Annotated Bibliography

• What is an Annotated Bibliography

Writing an Annotation

Formatting an annotated bibliography.

• Resources and Tools
• Creating an Annotated Bibliography Video

Components of an Annotated Bibliography

An annotated bibliography is an APA reference list that includes a brief summary and analysis -- the annotation --  under the reference entry.  

An annotated bibliography includes:

• APA Title page
• Pages are numbered beginning with title page
• References centered and bolded at top of page
• Entries listed in alphabetical order
• Annotations begin under its associated reference
• Annotations are indented 0.5 inches from the left margin
• The entire document is double spaced; no extra space between entries

Example of an annotated bibliography entry:

An  an n otated bibliography is composed of the full APA reference for a source followed by notes and commentary about that so urce. T he word  “annotate” means “critical or explanatory notes” and the word “bibliography” means “a list of sources”.  Annotation s are meant to be critical in addition to being descriptive.

Annotations are generally between five to seven sentences in length and appear directly under the APA reference.  The entire annotation is indented 0.5 inch from the left margin and lines up with the hanging indent of the APA reference.

Use the question prompts below as a guide when writing annotations:

• 2 to 4 sentences to  summarize   the main idea(s) of the source.

     - What are the main arguments?

     - What is the point of this book/article?

     - What topics are covered?

• 1 or 2 sentences to  assess   and  evaluate   the source.

     - How does it compare with other sources in your bibliography?

     - Is this information reliable? current?

     - Is the author credible? have the background to write on this topic?

     - Is the source objective or biased?

• 1 or 2 sentences to  reflect   on the source.

     - Was this source helpful to you?

     - How can you use this source for your research project?

     - Has it changed how you think about your topic?

• a title page, and
• the annotated bibliography which begins on its own page with the word References bolded and centered at the top of the page.

Each entry begins with an APA reference for the resource with the annotation appearing directly beneath. The entire annotation is indented 0.5 inches from the left margin.

Entries are listed in alphabetical order. The entire document is typed on one of the six approved font styles and sizes and is double spaced.  There is no additional space between entires.

Consider using Academic Writer or NoodleTools to create and format your annotated bibliography.  

APA Citation Style Resources and Tools

Apa academic writer.

Use the tools in the  References tab to create APA references for the resources in your annotated bibliography.  The form includes a text box for your annotation.  You can create your title page and assemble your annotated bibliography in the Write tab in this authoritative resource.

Academic Writer is a digital library of quick APA guides and tutorials: - Learn - view videos and tutorials, test your APA knowledge with quizzes, and view sample papers, references, tables, and figures. - Reference - view tutorials, search APA dictionaries, develop research ideas, plan and track your research, and manage your references. - Write - use templates to write papers (includes step-by-step help), and work on saved papers. (Must create a personal account to use.)

Create and format your annotated bibliography in NoodleTools .  Find information on how to create an account, create APA references, and creating and formatting an annotated bibliography in the NoodleTools Guide.

• NoodleTools Guide

This video below provides an overview of how to create an annotated bibliography including evaluating resources, writing annotations, creating APA references, and formatting the final document in the APA style. 

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• Last Updated: Apr 24, 2024 9:10 AM
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How to Write an Annotated Bibliography

• Introduction
• New RefWorks
• Formatting Citations
• Writing Annotations
• Sample Annotated Bibliographies

What is an Annotated Bibliography?

An annotated bibliography is an enhanced list of citations that briefly summarizes each article, book, or other source of information and explains why it is important for your topic.  It can be divided into two distinct parts: the annotation and the bibliography.

• A bibliography is a list of articles, books, and or other sources of information that have been used for researching a topic. This list is called “References” In APA format or “Works Cited” in MLA format.  All academic papers should have a bibliography that lists the sources used for its creation. 
• An annotation is a short paragraph that summarizes a source and describes how it is relevant to your research.  To annotate literally means “to make notes.”

There is not an official format for annotated bibliographies, though usually the bibliographic citation is written in APA or MLA format.  If this is being done for a class, ask the instructor which format you should use. ​

• Example of an Annotated Bibliography The William Morris Collection at the Archives and Rare Books Library, University of Cincinnati
• More Examples

Example of entries on an Annotated Bibliography

Henderson, R., & Honan, E. (2008). Digital literacies in two low socioeconomic classrooms: Snapshots of practice. English Teaching: Practice and Critique, (7)2 , 85-98.

Provides snapshots of digital practices in two middle-level classrooms within low socioeconomic suburbs in Australia during one school term. Ethnographic research techniques were used to investigate (1) teachers' pedagogical approaches to using digital literacy practices with low-income students; (2) students' access to digital technologies at home and at school; and (3) how home literate practices compared to the practices valued in school. Results underscore the need to disrupt teachers' deficit views of these students' home digital literacies so that school practices can be built upon the knowledge and literacies students already have. 

(Beach et al., 2009)

Frazen, K., & Kamps, D. (2008). The utilization and effects of positive behavior support strategies on an urban school playground. Journal of Positive Behavior Interventions, 10, 150-161. doi: 10.1177/1098300708316260.

This study examined the effectiveness of a school-wide PBS recess intervention across three grades—2 nd , 3 rd , and 4 th .  The intervention included a token economy system for following five operationally defined, positively stated school rules.  A multiple baseline design across grades was used to determine the effectiveness of the swPBS recess intervention on inappropriate behaviors.  Intervention was implemented across the three grades at staggered times.  When intervention was implemented, inappropriate behavior demonstrated a change in level for all grades and a decrease in variability for one grade (2 nd ). Trend was relatively stable across all phases for two classrooms and a slight increasing trend was observed during baseline for the 4 th grade that stabilized once the intervention was implemented. Experimental control was demonstrated when (1) baseline behavior remained consistent despite the implementation of intervention in other grades, (2) only when intervention was implemented was a change in behavior level observed, and (3) experimental control was demonstrated at three distinct points. 

(McCoy, 2015)

Why are Annotated Bibliographies useful?

An annotated bibliography demonstrates your understanding of a topic.  It's easy to add a source to a reference list and forget about it when you just need a citation, but you will read and evaluate that source more carefully when you have to write an annotation for it. Since annotations need to be more than just a summary and explain the value of each source, you are forced to think critically and develop a point of view on the topic.  Writing an annotated bibliography is a great way to start preparing a major research project because you will see what arguments have already been proposed in the literature and where your project can add something new to the larger body of work.

Reading published scholarly annotated bibliographies is an efficient method for starting research since they will provide a comprehensive overview of a topic and introduce what other researchers are saying about a topic.

Beach, R., Bigelow, M., Dillon, D., Dockter, J., Galda, L., Helman, L., . . . Janssen, T. (2009). Annotated Bibliography of Research in the Teaching of English.  Research in the Teaching of English,   44 (2), 210-241. Retrieved from http://www.jstor.org/stable/27784357

McCoy, D. (2015). Annotated bibliography #1 behavior research methods [Class handout]. Behavior Analysis, University of Cincinnati, Cincinnati, OH.

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How to Write an Annotated Bibliography for Research

Introduction

What is an annotated bibliography, writing an annotated bibliography, analyzing an annotated bibliography.

A literature review is more than just a collection of articles that inform your research project. For a literature review to benefit your research, you need to structure it in a way that organizes scientific knowledge and synthesizes this knowledge to justify your research project.

An annotated bibliography is one tool that provides that organization. In this article, we will explore why it's important to craft an annotated bibliography for your research and what to put into one so it can serve as a foundation for your future research inquiries.

Annotated bibliographies are a tool to organize existing research in a way that helps you to demonstrate your familiarity with a particular research topic. Each annotated bibliography entry outlines each study in your literature review and includes your analysis of the study.

A bibliography refers to the full list of references included in your literature review. An annotation refers to notes, summaries, and reflections about each reference. Thus, an annotated bibliography consists of the references in your literature review and your notes on each reference.

How is it different from a literature review?

A literature review is a collection of articles on the latest research and the subsequent synthesis of the theoretical developments arising from that research. An annotated bibliography can help you achieve that synthesis by organizing the information in a systematic way and providing space for your analysis (and critiques, where appropriate).

How long is an annotated bibliography?

An annotated bibliography includes all the relevant contemporary research conducted on the topics covered by the research questions you want to address. Ultimately, the current state of the research area you are addressing will dictate the length of your literature review and annotated bibliography.

Research topics that have greater theoretical coherence will have more relevant studies, while less-explored research questions will have fewer studies. In the end, it is the up to the researcher's judgment to determine whether they have collected sufficient research for their annotated bibliography.

Organization of knowledge

We've all likely made the mistake of simply downloading journal articles and other scholarly publications relevant to our research and throwing them in a folder on our computer, seldom to be read until it comes time to write our paper. At this point, these articles are just a jumble of information that is difficult to sift through. Of course, it is possible to synthesize knowledge without using annotated bibliographies, but the process will be time-consuming and tedious.

Think of information that you collect for an annotated bibliography as unstructured data that needs to be organized in a way that facilitates the identification of useful insights. Having all the existing research distilled into a succinct form is important, but providing a structure that organizes that knowledge will make it much easier to synthesize theory and present theory in your resulting research manuscripts or presentations.

From start to finish, ATLAS.ti is there for every stage of research

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An annotated bibliography is more of a visual organizer for your thoughts about the existing research than it is a required element in your paper or presentation. That said, there should be an intentional process applied to the writing of annotated bibliographies that is important to outline in this section.

Conducting a literature review

The literature review informs the annotated bibliography and the subsequent research inquiries that it provokes. Ultimately, you will want to search for the most recent scholarly articles containing the most relevant information that pertains to the concept or theory you want to research.

When putting together a literature review, remember to search for the most recent research articles outlining important theoretical developments relevant to your research question. Be sure to consult various web sites, scholarly databases, and bibliographies of key articles for research that aligns with your research interests.

How do you format an annotated bibliography?

While there is no particular standard used to write annotations, there are a few common criteria used to analyze existing research sources:

• Bibliographic citation . Citing research papers is an important part of the research publication process. By providing a reference in the proper citation format now, you can make it easier to copy and paste this reference entry into your paper later.
• Keywords . Articles often come with a list of keywords that make it easy for you to search for when conducting your literature review. They are also useful for determining what aspects of your research inquiry are and aren't being explored by the collected research.
• Study description . A brief summary (typically one paragraph) of each research paper can help you conduct your literature review. Complete sentences may not be necessary, but writing your own understanding of each paper now can make writing your background section easier later on.
• Research context . Context is important because cultural influences, historical factors, and other sociocultural resources inform the data collection and analysis. Be sure to outline the relevant details of the place in which the study was conducted.
• Methods . The various methods employed in qualitative research look at phenomena in profoundly different ways. Make sure to list the methods for each study to identify any methodological gaps when analyzing your annotated bibliography.
• Potential critiques . Use this space in your annotated bibliography to note what each study has overlooked in terms of theory or methods. These critiques will contribute to the problem statement that defines your research question and the resulting study.

Other items to include in your reference list might include DOI numbers, theoretical frameworks , study limitations, and any other information that would be worth sorting or filtering when you conduct your analysis .

Ultimately, the annotated bibliography format is either determined by your assignment guidelines (if it is a requirement of your coursework) or your own judgment (when you are distilling research for designing a study ). Some annotated bibliographies are written in paragraph form like a series of little essays, each describing a particular bibliographic citation. Others can also take the form of a table that visually organizes the information in a form where it is easy to spot patterns and limitations.

Whatever you decide, the format should be consistent across each annotated bibliography entry. The effort it takes to consistently format your bibliography will save time later on as your collected research will be easier to read and synthesize.

If you do use your annotated bibliography in your research paper for publication, ensure that your citations conform to Modern Language Association (MLA) format, American Psychological Association (APA) format, or the reference format used in the journal to which you are submitting your research. You can refer to a publication manual like the MLA Handbook, but it's probably more helpful to look for annotated bibliography examples online that can serve as models for your own bibliography.

Doing a quick search for journal articles that synthesize existing research in a literature review might give you some useful annotated bibliography examples.

Once you have organized your literature review in an annotated bibliography, the next step is identifying useful pathways for your own research to explore. Locating the gaps in the current scholarship is a necessary task for formulating a research question , defining your theoretical framework , and designing your overall study .

The Code-Document Analysis tool in ATLAS.ti can serve as a good annotated bibliography generator. Code your collected studies and analyze those codes in the Code-Document Analysis tool to gain a sense of what theories and developments are discussed in each study. By generating a visual understanding of the current state of research, you can make it easier to define subsequent lines of research inquiry that justify the study you want to conduct.

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1 Annotated Bibliography

Virginia Costello

By the end of this chapter, you will be able to do the following:

• Understand the rhetorical basis of the annotated bibliography genre
• Conduct academic research drawing from multiple sources in multiple media
• Write paragraphs that describe, evaluate, and/or summarize sources
• Choose discipline-appropriate citation styles and citation managers

I. Introduction

The annotated bibliography comes in various forms and serves a variety of purposes. Thus, authors might include an annotated bibliography at the end of their text to offer further reading. Advanced students might be required to produce an extended annotated bibliography before they begin their dissertation. Professionals, such as those from the Bureau of International Labor Affairs and the U.S. Department of Labor, for example, might create an annotated bibliography to inform other scholars, policy-makers, and the general public :   Addressing Labor Rights in Colombia . Or, more importantly for the purposes of this chapter, students might create an annotated bibliography at the preliminary stage of their research, as it serves as a foundation for a larger project, like a college-level research paper.

Writing an annotated bibliography helps researchers organize their sources and gain perspective on the larger conversation about their topic . It is a list of sources (or a bibliography) divided into two parts: The first part, the citation, contains basic information about the source, such as the author’s name, the title of the work, and the date of publication. The second part contains individual paragraphs that describe, evaluate, or summarize each source.

As you will notice in the examples in this chapter, the number and type of sources (e.g., books, scholarly articles, government websites) required for an annotated bibliography vary, as do the requirements for each paragraph. If your wider goal is to create an annotated bibliography for your dissertation committee, you may need eighty scholarly sources (e.g., peer-reviewed articles, books on theory related to your topic, or recent studies that evaluate data), each followed by an evaluative paragraph. If, however, you are a first-year college student enrolled in an introductory research class, your instructor may require you to find, say, seven specific types of sources: four scholarly articles, two primary sources, and a chapter in a book. Your instructor might ask you to write a simple summary paragraph for each source and then add a sentence about how you plan to use the source in a final research paper.

If you have written a research paper before, then, in all likelihood, you have also created a list of the sources you referenced in the paper. Depending on the style of citation required (e.g., MLA, APA, CMS), that list might have been called Works Cited, R eferences, Endnotes, or, perhaps, Bibliography. Similar to these pages, citations in the annotated bibliography are often listed in alphabetical order according to the author’s last name. Although the order of the information about the source varies depending on which citation style you use, most of the basic information required, such as the author’s name, the title of work, and the date of publication, does not. Unlike those pages that only list sources, in the annotated bibliography, each citation is followed by a paragraph.

Example 1.1: Selection from a student paper in MLA format (8th Edition)

Prison Reform: Annotated Bibliography

Høidal, Are. “Prisoners’ Association as an Alternative to Solitary Confinement—Lessons Learned from a Norwegian High-Security Prison.”  Solitary Confinement. Effects, Practices, and Pathways toward Reform , Eds. Jules Lobel and Peter S. Smith. Oxford University Press, Oxford, 2020, pp. 297–309.

In his piece about the effects of solitary confinement, Høidal draws attention to the 17th Section of the Norwegian Penal Code. This section of the code states that all inmates should be allowed to work with others during daytime hours. Norway, the inspiration for many modern-day prison reformations, is globally recognized for taking excellent care of its prisoners, as opposed to other countries, such as the United States. In this chapter, Høidal discusses and evaluates Norway’s idea that prisoners should have access to the community both within and outside the prison system during daytime hours. He mentions that Norway offers educational programs for prisoners because it aligns with what Norway views as the purpose of prisons and Section 17 of the Norwegian Penal Code: to rehabilitate. Inmates are nourished both physically and mentally so that upon their release, they can return as functioning members of society. This nourishment, Høidal concludes, also lessens the likelihood of re-conviction.

Tønseth, Christin, and Ragnhild Bergsland. “Prison Education in Norway – the Importance for Work and Life After Release.” Cogent Education. vol. 6, no. 1, 2019, pp. 1-13, https://doi.org/10.1080/2331186X.2019.1628408

Tønseth and Bergsland delve into the complexity of Norway’s prison education system. Norwegian prisons have introduced a transformative learning theory, one that argues that providing education can promote change in the learner. After enabling inmates to obtain an education, researchers noticed an increase in self-determination, an increase in self-esteem, and several social benefits. Tønseth and Bergsland show that learning, especially in the prison system, is more than merely obtaining knowledge. A new, mentally stimulating environment is associated with learning in prisons, which promotes self-growth, something that is very important to the people running the Norwegian Prison System. Research on the effects of different methods of rehabilitation on inmates is still being conducted; however, according to the authors, there is already a promising trajectory.

In the example above, the student’s paragraphs include each source’s main points, some context, and an occasional evaluative adjective or sentence. Before you begin your assignment, carefully read or reread the assignment prompt from your instructor .  If your assignment calls for descriptive and evaluative paragraphs, that means that you should discuss the strengths and weaknesses of your sources’ arguments. You might also complete basic background information on the author and then discuss the author’s credibility. Some assignments may ask you to discuss the source’s relevance in the larger conversation of that particular discipline and/or to discuss the types of sources the author references.

If your assignment calls for summary paragraphs, you should identify the main points of each source and write those points in your own words, employing transitions to help create a unified paragraph (rather than a list of ideas). Summary paragraphs do not include your own opinion or quotations from the text. Whether you are writing descriptive, evaluative, or summary paragraphs, the main purpose is to provide enough information about the source so that readers can determine if they want to read the original. After reading and annotating your sources and writing your paragraphs, you will have a clearer understanding of the arguments other scholars are making about your topic. This understanding will help you situate or contextualize your own argument in your research paper. (See section VI. Writing Strategies in this chapter for detailed examples.)

Many students think that research is a linear process: choose a topic, research the topic, write the research paper. But it can be more helpful and productive to think of the process in a much less linear and restrictive way. The sources you include in your annotated bibliography, the first stage of your research, may not be the same as those you include in your final paper. In fact, as you narrow your focus, read more sources and allow your ideas to change, you will find yourself eliminating sources that are too broad, too narrow, or tangential to your focus. Your search for new sources should continue throughout the writing process. In other words, as mentioned in the introduction, and as you will see in this and other chapters of this text, the research process is complicated (and interesting) and, at some stages, nearly cyclical: the research you do informs the research you are going to do and re-situates the research you have completed.

Practical Guidelines and Considerations

Once you have a general understanding of the purpose and format of the final product, the annotated bibliography, you should thoughtfully choose your topic within the parameters of your assignment; choosing your topic is the beginning of your research.

Here is a simplified list of steps for developing your annotated bibliography, with names of sections in this chapter that provide more detail.

• Choose a topic and, if your instructor requires it at this stage, develop a research question. (In this section, below)
• Briefly consider the purpose and style of the assignment ( II. Rhetorical Considerations )
• Create keywords and plug them into library databases or other search engines. ( IV. Research Strategies )
• Choose appropriate sources from the database/search engine results. Read and annotate those sources. ( IV. Research Strategies and V. Reading Strategies )
• Use your annotations on your sources to write evaluative, descriptive, or summary paragraphs. ( VI. Writing Strategies )
• Choose a citation manager, identify an appropriate citation style, and alphabetize citations and paragraphs. ( III. The Annotated Bibliography Genre Across Disciplines )

Introductory research classes often offer a theme and require students to narrow their focus by choosing a topic within that theme. If your class offers a theme, you might narrow your focus by thinking about the topic through the lens of your major. Thus, for example, if your class has a theme such as prison reform and your major is architecture, you may wonder what architects consider as they build new prisons, or you might compare prison architecture in different countries, like the U.S. and Norway.

North Carolina State University Libraries offers this video, which might help you choose a topic.

Library Referral: Topic Development and Your Personal Angle

(by Annie R. Armstrong)

It might be tempting to ask someone, “What’s a good research topic?” While discussing possible topics with your classmates is a good idea, in the end, you should be the one providing that answer. Your personal investment in a topic can propel you through the thorniness of the research process. If your course has a set theme (e.g., sustainability, stand-up comedy, censorship, prison reform), consider your personal angle: what passions, interests, or causes excite you, and how might they be related to this theme?

Even if you say “cats,” or “video games,” you’ll be able to make a connection to the course theme that intrigues both you and your reader. There are always larger questions you can ask about these interests. For example, if you love cats: are you more broadly concerned with animal welfare? If your passion is video games: to what degree do you think they help or hinder the social lives of teens? Think about how you can “zoom in” or “zoom out,” to focus on both broad and narrow aspects of your topic.

Discuss your topic with a librarian to unearth new ideas and connections, and watch the video One Perfect Source? for an explanation of how to find sources for a topic.

Developing a Research Question

Some instructors may ask you to develop a research question before you begin your annotated bibliography. Others may instruct you to develop it in the proposal stage (see Chapter 3 ). In either case, at some point in the early stages of research, you will need to write a question that guides your research. It should be one that is focused, complex, and genuinely interests you. Writing the research question will help you narrow your focus and create keywords. The more time and thought you put into creating this question now, the easier it will be to complete your research and write the paper later.

Example 1.2 Here are a few student examples of research questions.

• In what ways might the U.S. look to the Norwegian prison system as a model for prisoner rehabilitation?
• To what extent can the U.S. incarceration system be reformed to be more cost-effective while at the same time helping prisoners undergo significant rehabilitation?
• How has the reintroduction of wolves into the Yellowstone region affected the livelihood of cattle ranchers in the region?

Notice that these questions avoid a simple either/or binary (e.g., either we look to Norway for answers or we don’t). Language such as “in what ways” and “to what extent” open up the possibility of a range of answers.

While the answers to these questions will include factual, verifiable evidence (e.g., the kinds of rehabilitation programs the U.S. offers, the number of prisons in the U.S.), the questions themselves do not for ask for simple, factual answers. A factual question does not make a solid research question because it doesn’t present information upon which reasonable people might disagree, and it is easily answered. (Here is an example of a factual question, not a research question: How much does it cost to maintain the U.S. prison system? The question asks for a number, not a thoughtful argument.)

One way to begin writing the research question is with a timed writing exercise like the one below.

Write or type your topic at the top of a piece of paper or document. Set a timer for exactly six minutes. Once the timer begins, allow yourself to write every question that comes to mind about your topic, even if it might seem somewhat off-topic, mundane or simplistic. In other words, don’t censor yourself, and don’t worry about spelling or typos.   When you think about your topic, what aspect of it makes you curious? You might start with  how  or  why questions. Turn whatever comes into your head into a question. Continue writing for the entire time, even when your mind wanders and gives you a sentence like, “I don’t know what to write.” Turn it into a question: “I don’t know what to write?” Doing so keeps your mind moving and your handwriting. More importantly, it often helps you move on to a new idea.

When the time is up, read and categorize your questions. First, underline the factual questions. You may want to find the answers to those questions, but they are not research questions. Second, strike through the mind-wandering questions. Examine what you have left. Any question strike you? Can you develop a research question by combining the simple questions and adding, “to what extent,” or, “in what ways”? Remember that this is a draft research question and that you may revise it as you find more information about your topic. 

In general, your research question should guide your exploration of your topic rather than lead you to a preconceived answer or a belief you already hold. For example, if your topic is prison reform and you think private prisons are morally or ethically problematic, consider sources that take a variety of positions, not simply ones that point to what you already believe. Leave your mind open to finding sources that explain the complexities of the prison system, including reasons that states have relied on private prisons (such as relieving overcrowding issues). In other words, don’t avoid sources that seem to contradict or complicate your current position. When you read arguments that you find problematic and consider evidence that might not support your original ideas, you develop a wider understanding of your topic. Grappling with arguments that challenge your own ideas expands your ability to understand, address, and perhaps refute points and shows that you understand the larger conversation about your topic.

In short, let the research inform your position.

Note that this doesn’t mean you should suddenly change your position. It does mean that just as you do in a reasonable conversation, you should consider views and values other than your own. Then you reevaluate, modify, and/or fortify your original position.

More Resources 1.1: Research Questions

Here’s a link with more tips about How to Write a Research Question .

II. Rhetorical Considerations: Purpose and Style

Whether you are writing an annotated bibliography for a biology or anthropology class, a grant application, or a section at the end of a book, you will want to consider the purpose and style of your work.  If you are writing your annotated bibliography for a class, identify the parameters of the assignment and consider a few questions:

• Who is the intended audience?
• How many and what kind of sources do you need? (e.g., scholarly articles, books, government websites)
• What citation style will you use? (e.g., AMA, APA, CMS, MLA)
• What types of paragraphs should you write? (e.g., evaluative, descriptive, summary, or some combination)

In answering the last question, remember that some instructors will ask you to simply summarize each source. Others may want a summary and a sentence about how you will use each source, or a sentence that explains how each source will help you answer your research question. Still other instructors will ask for descriptive or evaluative information about your sources. You can find examples and further discussion of these types of paragraphs in the VI. Writing Strategies section of this chapter.

III. The Annotated Bibliography Genre Across Disciplines

Briefly examine the following annotated bibliographies written by academics and other professionals. These examples will provide you with a greater understanding of how your work in the classroom translates to the work in the profession. The first example, written by Professor Sue C. Patrick and published on the American Historical Association website, centers on primary sources and is part of a larger project: Annotated Bibliography of Primary Sources | AHA .

Primary sources, which will be discussed in greater detail in the IV. Research Strategies section of this chapter, are those from a first-person perspective or a direct piece of evidence (e.g., constitutions, eyewitness accounts, diaries, letters, raw data). After each citation, Patrick provides an explanation of how she used the source as a part of a writing project for her students. If you navigate to the contents page of Patrick’s original project, you will see that this annotated bibliography is one small part of her project. The larger project offers a wide range of information for history instructors: Teaching Difficult Legal or Political Concepts: Using Online Primary Sources in Writing Assignments | AHA .

The second example, Parental Incarceration and Child Wellbeing: An Annotated Bibliography , focuses on quantitative research, which means that it centers around secondary sources. The author, Christopher Wildeman, professor of Policy Analysis and Management (and Sociology) at Cornell University, categorizes and summarizes studies that address the effects of paternal and maternal incarceration on children. In his summary paragraphs, Wildeman includes the data and final results of each study. Notice that he does not evaluate the information. Notice, too, that rather than listing all sources in alphabetical order, as students are generally required to do for their annotated bibliography, this author divides his annotated bibliography into sections, and each of those sections are in alphabetical order.

Example 1.3: Academic and Professional Examples

In order to provide context and to help you make connections between the work you complete in your classes and the work professionals do, examine a few more annotated bibliographies i n this  Box Folder . You will notice these annotated bibliographies include a wide range of citation styles, sources, and summary, description, or evaluation paragraphs.

These examples are meant to show you how this genre looks in other disciplines and professions. Make sure to follow the requirements for your own class, or seek out specific examples from your instructor in order to address the needs of your own assignment. 

Citation Styles

You may have noticed that in the annotated bibliographies linked above, the authors organized their source citations differently. The following video offers an introduction to citation styles.

Academic disciplines use different conventions for the style, placement, and format of their citations. You will find a few examples in the purple box below. It’s a good idea to become familiar with the citation style that professionals in your discipline use. For example, if you are premed, you may want to read the American Medical Association or AMA style guidelines. (Note that in-text citations which appear in the text of a research paper itself—rather than as a list—will be covered in Chapter 4 .)

Example 1.4: Examine the following examples of two sources cited in four different styles. What do you notice about the similarities and difference between these styles? What does your comparison tell you about the priorities of those who developed these styles?

AMA (American Medical Association)

Black B. The character of the self in ancient India : Priests, kings, and women in the early Upanisads. Ithaca: State University of New York Press; 2007. http://ebookcentral.proquest.com/lib/uic/detail.action?docID=3407543.

Costello JF & Fisher SJ. The Placenta – Fast, Loose, and in Control. N Engl J Med . 2021; 385(1):87-89. doi:10.1056/NEJMcibr2106321

APA (American Psychological Association)

Black, B. (2007). The character of the self in ancient India : Priests, kings, and women in the early Upanisads . Ithaca: State University of New York Press. Retrieved from http://ebookcentral.proquest.com/lib/uic/detail.action?docID=3407543

Costello, J. F., & Fisher, S. J. (2021). The placenta — fast, loose, and in control. The New England Journal of Medicine, 385 (1), 87-89. doi:10.1056/NEJMcibr2106321

CMS (Chicago Manual of Style)

Black, Brian. 2007. The Character of the Self in Ancient India : Priests, Kings, and Women in the Early Upanisads . Ithaca: State University of New York Press. http://ebookcentral.proquest.com/lib/uic/detail.action?docID=3407543.

Costello, Joseph F., and Susan J. Fisher. 2021. “The Placenta — Fast, Loose, and in Control.” The New England Journal of Medicine 385 (1): 87-89. doi:10.1056/NEJMcibr2106321

MLA (Modern Language Association)

Black, Brian. The Character of the Self in Ancient India : Priests, Kings, and Women in the Early Upanisads. State University of New York Press, Ithaca, 2007, http://ebookcentral.proquest.com/lib/uic/detail.action?docID=3407543.

Costello, Joseph F., and Susan J. Fisher. “The Placenta — Fast, Loose, and in Control.” The New England Journal of Medicine , vol. 385, no. 1, 2021, pp. 87-89, doi:10.1056/NEJMcibr2106321.

Behind each style of citation is a logic that is connected to the discipline. Professional groups from each discipline create these styles that reflect the values of that discipline.

AMA , for example, emphasizes collaboration among researchers, and so articles are often discussed with and written by more than one scholar. The titles of the journals are abbreviated, as readers are expected to know those names. Here are general guidelines for AMA General Style.

APA style citation begins with the author’s last name and first initial, followed by the year of publication in parenthesis. APA professionals are social scientists, and thus emphasize the date of publication because it is more important when something is published than, say, where it was published. When readers skim a list of citations in APA style, they can quickly see how the focus of the research has changed over the years. Here are general guidelines for APA General Format .

CMS incorporates two systems. Purdue OWL describes these as “the Notes-Bibliography System (NB), which is used by those working in literature, history, and the arts. The other documentation style, the Author-Date System, is nearly identical in content but slightly different in form and is preferred by those working in the social sciences.” Here are general guidelines for CMS General Format .

MLA is more often used in the humanities; it emphasizes the full name of the author and thus the creativity or individuality of the writer. The date of publication appears toward the end of the citation. Here are general guidelines for MLA Format and Style .

Although we are only addressing styles of citations for the purpose of creating an annotated bibliography, these styles also require a specific document format. So, for example, if you are writing a research paper in APA style, you may use section headings, place page numbers in the upper righthand corner of every page, and title your citations page “References.” MLA style requires a header with your last name, a space and the page number on every page (except the first), and the citation page is called “Works Cited.”

Citation Management Tools

Citation management tools help keep your research organized and create individual citations as well as bibliographies in the proper style for your discipline. Your library may offer programs such as RefWorks or EndNote or provide links to open-source programs such as Zotero . If you want help deciding which tool is best for your project, click here: How to Choose a Citation Manager.

These tools are useful, but you will still want to understand the basic conventions of the citation style that you are using so that you can spot errors. Proofread carefully. Stick to one style of citation and do your best not to confuse it with another style—something that is easy to do if, for example, you are reading articles that use APA style, but you are writing in MLA style. Note also that the styles change with each new handbook edition. So for example, the most recent MLA Handbook (9 th edition) was updated in 2021. Fortunately, Zotero and other citation mangers will offer you an option of not only style, but also edition (e.g., MLA 8 th or 9 th edition).

IV. Research Strategies: Finding, Identifying, and Using Sources

Before you begin your library research, list at least seven keywords or phrases. These are words that describe your topic. Your list might begin with the most basic nouns (e.g., prison, mental health) and then become more personalized and specific (e.g., mass incarceration, schizophrenia). If you have written a research question, identify the keywords in that question. List the nouns and verbs and then find synonyms.

More Resources 1.2: Search Strategies

The following video offers suggestions on how to use keywords in your research question to create more keywords: Savvy Search Strategy

Here’s another short video on searching databases using Boolean logic: How Should I Search in a Database?

Types of Sources

Your instructor might require you to find sources from general categories, like primary or secondary sources. Alternatively, she might outline something more specific, such as peer-reviewed articles, ebooks, interviews, or book reviews. A few categories worth recognizing at the onset of your research include primary vs. secondary sources, popular vs. scholarly sources, and peer-reviewed journals and articles. Whatever your requirements, you should be choosy about your sources; do not simply settle for the first ones you find. Skim or read the sources before you count on them to help you develop your argument. Don’t be afraid to reject a few. Research is a process, and not every search will yield good results. Furthermore, if you simply accept all the sources you find on your first keyword search, you may have problems tying things together later.

Primary sources are those that offer firsthand accounts, like witness statements from an accident or crime, diaries, personal letters, interviews, photographs like the one of Ida B. Wells-Barnett and her son Charles, or flyers like the one that lists lectures Emma Goldman gave in Portland in 1915 (see Figure 1.2 and Figure 1.3 below).

A secondary source analyzes a primary source or other secondary sources. The image of the campaign card in Figure 1.4 is a primary source, but when a scholar writes and publishes an analysis of this source and refers to other sources that, say, describe the Republican Party principles as outlined in 1928 and why Wells-Barnett wanted to be a part of the party, then that analysis (the scholar’s work) becomes a secondary source.

When you are trying to determine if a source is primary or secondary, pay attention to the author’s language. For example, examine Jessica Dillard-Wright’s abstract below .

Here’s the text for the entire abstract:

In the middle of the paragraph, she states, “I draw on anarchist, abolitionist, posthuman, Black feminist, new materialist and other big ideas to plant seeds of generative insurrection and creative resistance.” In this sentence, the writer points out how she builds her argument and analysis on the work of others, meaning that it is a secondary source. Another clear indication that this is a secondary source lies in the bibliography. Here’s a selection from the first page of Dillard-Wright’s citations.

Ashley, J. A. (1980). Power in structured misogyny: Implications for the politics of care. Advances in Nursing Science , 2(3), 2–22.

Benjamin, R. (2018). Black afterlives matter: Cultivating kinfulness as reproductive justice. In A. Clarke, &amp; D. Haraway (Eds.), Making kin not population (pp. 41–66). Prickly Paradigm Press.

Benjamin, R. (2020). Black skin, white masks: Racism, vulnerability, and refuting blackpathology. Department of African American Studies. https://aas.princeton.edu/news/black-skin-white-masks-racism-vulnerability-refuting-black-pathology

Braidotti, R. (2020). “We” are in this together, but we are not one and the same. Journal of Bioethical Inquiry , 17(4), 465–469. https://doi.org/10.1007/s11673-020-10017-8

Butler, J. (2002). Is kinship always already heterosexual? Differences: A Journal of Feminist Cultural Studie s, 13(1), 14–44.

Chinn, P. (2020, May 21). Nursing in the Anthropocene. Advances in Nursing Science Blo g. https://ansjournalblog.com/2020/05/21/nursing-in-the-anthropocene

Choy, C. (2003). Empire of care: Nursing and migration in Filipino American history . Duke University Press.

Connolly, C. A. (2010). “I am a trained nurse”: The nursing identity of anarchist and radical Emma Goldman. Nursing History Revie w, 18, 84–99.

Davis, A. Y. (2020, October 6). Why arguments against abolition inevitably fail. Medium . https://level.medium.com/why-arguments-against-abolition-inevitably-fail-991342b8d042

Although the difference between primary and secondary sources may seem obvious now, consider this complication. On one hand, a recent article from a newspaper may be considered a secondary source, as the reporter might have talked to witnesses or other people involved. On the other hand, a newspaper article from 1920 might be considered a primary source because it provides a historical perspective.

Popular vs. Scholarly Sources

A scholarly source employs technical or discipline-specific language, is written for a narrow audience (specific scholars), and always includes a bibliography or list of sources. A popular source is one that employs more accessible language, appeals to a wider audience, and often includes photos or images.

Most instructors will require you to use library databases to find sources, but may allow you to use search engines such as Google or Google Scholar later in the course, when you have a clearer understanding of the wider conversation around your topic and how you might use these sources. Academics (and the greater educated world) consider sources found in the library databases or through the library search box as reliable and credible. They also recognize that rather than a simple line between reliable and unreliable sources, there is a spectrum, which simply means that some sources are more credible than others.

For example, some academics consider peer-reviewed journals such as The Prison Journal more credible than popular sources such as Psychology Today , both of which are available through many academic library databases. Articles published in The Prison Journal undergo a rigorous peer review process, which means that a variety of experts in the field read and comment on a draft of the article. Often, the writer has to revise and resubmit the draft before the editor approves it and the final article is published. Articles published in Psychology Today are written by authorities on a particular subject but do not go through a peer-review process. Generally, editors are the only ones that read submissions to determine if they are worthy of publication. Although the process of publication is different, both types of articles offer valuable and useful research.

In general, we accept that sources found through library search engines and databases are reliable; they are worthy of thoughtful consideration and analysis. There are many sources found outside the library that are reliable, too, but determining the reliability of the source becomes more of a challenge. Here are questions to consider when evaluating the reliability of a source:

• What’s the writer’s purpose in creating the source? Is the source meant to entertain, provide news, or both? Is it meant to educate, persuade, scandalize, or sell a product or service, or does it have a different purpose altogether?
• Is the source built on credible sources? (Check the credibility of the sources in the bibliography.)
• Is the author an authority on the subject? Does the author refer to other authorities? (Check the author’s background and experience.)
• Does the source provide verifiable evidence and facts to support claims?

More Resources 1.3: Questions for Analyzing Sources

Library Referral: Searching is Experimental

Think of searching library databases and catalogs as an experiment rather than a linear process. It may get messy and lead you in unexpected directions. The databases can’t interpret natural language, so you’ll need to boil your topic down to a few keywords. See the Choosing Keywords video for a full illustration of this process.

Your first search won’t be your last! Experiment with different keywords and gather more sources than you think you’ll actually need. Once you start reading and learning more about your topic, you may discover that some of your sources are only tangentially connected to the direction in which you want to take your topic.

The focus of your research changes as you become more knowledgeable about the topic.

Searching a variety of research databases and catalogs will open the door to a broader range of viewpoints from different academic disciplines and publication types (think books, book chapters, scholarly/peer-reviewed journals, newspapers, and popular/mainstream magazines).

Library Databases

Once you know what kind of sources you need for your assignment (e.g., primary or secondary, popular or scholarly) and you have a list of keywords, examine library databases. Libraries buy subscriptions to two basic types of databases: general or multidisciplinary (e.g., JSTOR, Academic Search Complete, ProQuest) and subject-specific (e.g., Psycinfo, AccessAnesthesiology, Embase, Excerpta Medica). Unlike Web-based searches, library databases offer quality controls. Articles have been reviewed by professional editors and fact-checked before they are published in academic journals. Database companies, like JSTOR, buy subscriptions to these journals, organize, and categorize them.

For introductory research courses, you will want to start with the general and multidisciplinary databases. Plug your keywords into the database search box. Skim the titles for appropriate sources. As you progress and find more information on your topic, you may want to use the subject-specific databases.

As you are researching your topic, pay attention to the types of sources you find. If your source is from the New York Times, for example, is it a news story or an opinion piece? If it’s a video, is it a documentary or a TED Talk? What difference does the type of source make? The answer to this question depends, in part, on how you will use the source. Will you use a source as background information or evidence to support your argument? Will you use the source to present a claim that opposes your argument and then refute that claim by providing factual or authoritative evidence? You may not know how you will use a source when you first find it, but it’s worth thinking about the different ways a source can be put to use. See Chapter 4 for more about how to use sources once you start writing your research essay.

Finding More Keywords

After you type the keywords in library search boxes or databases, you may need to narrow or expand your search, depending on your results. If your topic is prison reform, for example, you will need to choose an angle. Start by asking questions about your topic, and think about choosing a lens through which to view your topic. Even if it seems obvious, start with the basics: What do you know about your topic? Can you use something you already know about or have an intense interest in as a lens through which to view your topic?

For example, if architecture students are interested in this topic, they might ask questions about what the architecture of U.S. prisons tells us about how we understand punishment and rehabilitation. When you find a scholarly article worth reading, examine the list of words under the headings Keywords, Subject, or Author’s Key Terms and look for more words to add to your own list.

In the example above, the list of keywords appears below the abstract: “ethical prison architecture, prison design, carceral geography, environmental psychology, prisoner wellbeing, prison climate.” While architecture students may have searched databases with keywords like “prison architecture” or “prison design,” they may not have thought of “carceral geography,” a phrase worthy of another database search.

Beyond the Library: Sources on the Web

Thus far, we focused on finding sources through academic or public library databases. For a wider search that includes reliable sources which may not be available through the library, such as an organization’s website (e.g., The Marshall Project which collects articles published about the prison system), use common search engines such as Google, Yahoo!, or Bing. These search engines use algorithms based on popularity, previous searches, commercial investment, location, and relevance, rather than on keywords and combinations of keywords, like library databases. This means that you will want to approach these sources with a healthy dose of skepticism: Double-check facts (see links to fact checkers in the last part of this section) and ask questions about the people, organizations, corporations, or businesses behind the sources you find using common search engines.

Generally, .com or commercial sites do not consistently offer information suitable in length, breadth, or reliability to be referenced in a research paper. The major exception to this rule is reliable newspapers like The New York Times, The Washington Post, and The  Guardian . Reliable news outlets may report on a groundbreaking discovery from NASA and will explain that discovery in terms a non-expert will understand, but they will also provide a link to the study so that an expert (or a researcher like you) can examine the original.

If you want to save yourself the frustration of sifting through many .com sites, try searching domains that end in .edu. In the Google search box, type Site:edu and then add a keyword or phrase, like “prison reform.” Thus, you would write, Site:edu prison reform . You can also use this formula for sites ending in .gov or .org. These three domains tend to offer more credible information than .com, but, again, you should critically analyze the websites rather than simply accepting the information as accurate. Evaluate the source by asking questions like those listed in the previous section.

If you want to go in a different direction, search for websites that professionals in your discipline use and search the bibliographies posted there. For example, professionals in the life sciences use bioRxiv , a free online archive and distribution service for unpublished manuscripts. It’s a place where professionals deposit their papers for comments before they submit them to journals for publication.

Social Media

While you would not want to use information on social media to support an argument you are making in an academic research paper, the effect and use of these outlets might be worthy of note. Thus, for example, you might ask about the patterns of use of social media like Twitter. Tweets offer fragments of ideas, and they are not particularly useful when you are writing a research paper, but if social scientists collect these primary sources, they might notice patterns that tell us something about politics and culture. More generally, they might study tweets and their influence on how and what people think. The Pew Research Center ( https://www.pewresearch.org) , a nonpartisan, non-advocacy group, collects and analyzes tweets.

Checking for Accuracy: Here’s the Principle

That Beyoncé tweeted something in particular is easily certifiable by finding the tweet in which she made the claim. However, consider a separate question: Is what Beyoncé said true? This is the more difficult question to answer, as you need to find verifiable evidence. You will need to look for evidence that is an authoritative confirmation of a claim. Authoritative confirmation means that someone, or better yet several someones, in authority on the subject support the claim and perhaps offer data, statistics, or facts.

Beyoncé may have millions of followers, and thus what she tweets influences what her followers think, but does that make what she says accurate or factual? No, of course not. She may be an expert in making music, but she is not an expert in all things. She clearly influences people, and that is worthy of note if your research question asks something about how social media influencers gain popularity.

If you come across information that you are not sure is accurate, whether you found it in a scholarly source or on a website, use a reliable fact checker, like the ones listed below, and find out what the experts say.

• Center for Disease Control
• Fact Checker – The Washington Post
• Reuters Fact Check
• FactCheck.org

More Resources 1.4: Assessing Sources

V. Reading Strategies: Skim, Annotate, Summarize, and Evaluate

When you find a source that looks interesting, skim, don’t read it (yet). Because we are wary of the message it sends to students, some instructors hesitate to admit that skimming is a valid reading and research tool. Skimming allows you to search through many resources in a short amount of time and is a generally acceptable method of determining whether a source is appropriate for your project.

When you are searching for sources on the library databases, skim article abstracts, as they offer a short summary of the argument in the paper. Also skim introductions, headings, conclusions, and citation pages. Skimming is not, of course, a substitute for thoughtfully reading your sources before you begin writing your final paper. Here’s a helpful video on how to read a scholarly article:

More Resources 1.5: Reading Scholarly Articles

Notice that the scholars interviewed in “How to Read a Scholarly Article” all start by skimming the abstract and then, if the source seems appealing and appropriate, they read the abstract but also still skim (or skip altogether) other sections of the article.

Some instructors will expect you to have read and annotated all of your sources before you draft your annotated bibliography assignment. Annotating, in this context, means marking up the text by underlining or paraphrasing important points, commenting on claims the author makes, or asking questions of the text. The word “annotated” that modifies the word “bibliography” refers to the paragraphs that are written based on the comments or annotations you made on each source.

Examine the annotations below. You may want to use the standard pen-and-paper method and write on the text itself (Figure 1.7), or you may want to use programs or apps such as Adobe, Diigo, or Notability to annotate a text electronically (Figure 1.8). ​​

Annotating Video and Visual Sources

Traditionally, students annotate documentaries by simply taking notes with pen and paper. They keep track of important points and the times when those points occur. So, for example, in the video   Anatomy of a Scholarly Article | NC State University Libraries mentioned in the previous section, you might pause the video and note the time that the important point occurs. For example, at 1:32 (one minute and thirty-two seconds from the beginning of the video), the speaker defines an abstract of article, so your notes might look like this:

1:32: An abstract is a summary of the article, usually under 150 words

More recent and sophisticated ways of annotating videos include downloading software programs that allow you to take notes directly on a video—a TED Talk video posted on YouTube, for example. Some programs allow you to use a split screen to watch the video, take notes on a document, and link those notes to specific parts of the video. Others, like YiNote and Transnote, allow you to take time-stamped notes while watching videos.

VI. Writing Strategies: Turning Annotations into an Annotated Bibliography

The annotations you have written on your sources become the fodder for the descriptive, evaluative, or summative paragraphs you need to write after each citation in your annotated bibliography.

Let’s look at a few specific examples and explore the style and tone of each. The descriptive and evaluative (also called “annotated”) are probably the most common, so we will start here. This paragraph might provide some background information on the author, place the author’s argument in the context of the field or discipline, and evaluate the claims and evidence provided in the source.

Example 1.5: Here’s an annotated example with an MLA style citation from The University of Illinois at Urbana-Champaign library guide .

The first sentence in italics and yellow highlight summarize s the argument . The bolded and blue highlighted phrases offer an evaluation , and the underlined and orange highlighted phrase identifies the larger conversation in that discipline.

Gilbert, Pam. “From Voice to Text: Reconsidering Writing and Reading in the English Classroom.” English Education , vol. 23, no. 4, 1991, pp. 195-211.

Gilbert provides some insight into the concept of “voice” in textual interpretation, and points to a need to move away from the search for voice in reading . Her reasons stem from a growing danger of “social and critical illiteracy,” which might be better dealt with through a move toward different textual understandings . Gilbert suggests that theories of language as a social practice can be more useful in teaching. Her ideas seem to disagree with those who believe in a dominant voice in writing , but she presents an interesting perspective .

Example 1.6: Here’s an example of an APA style (7th edition, 2019) citation and a slightly different evaluative paragraph from the Cornell Libraries .

The first sentence offers a little background information on the authors. The bulk of the paragraph is italicized and highlighted yellow to show where it summarizes the authors’ hypothesis and the results of their findings . The last line in this paragraph is underlined and highlighted orange to show where it makes a comparison to another study. This sentence shows that the writer is aware of the larger conversation happening in this discipline. Other paragraphs might focus more on the author’s credentials (degree, employment, experience), author’s reliability, and main points of the source.

Waite, L., Goldschneider, F., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review , 51, 541-554.

The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.

Example 1.7: For comparison, here’s the same citation in MLA style, 8th edition.

Waite, Linda J., et al. “Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults.” American Sociological Review , vol. 51, no. 4, 1986, pp. 541-554.

Example 1.8: Finally, here’s an example of a paragraph that primarily summarizes and then indicates how the student plans to use the source in the final paper.

The first sentence is underlined and highlighted orange to show the conversation and what the author is arguing against . The middle sentences are italicized and highlighted yellow to show where the author summarizes the main points of the chapter , and the final sentence is bolded and highlighted blue to show how the student will use this source in the final paper.

Thorp, Thomas. “Thinking Wolves.” The Philosophy of the Midwest . Eds. Josh Hayes, Gerard Kuperus, and Brian Treanor. Routledge, 2020. pp. 71-89.

Thorp claims that philosophers and scientists, motivated by a desire to increase our care and respect for non-human animals, have begun to question all of the traditional distinctions between humans and other animals. Beginning with a political analysis of the attitudes of western ranchers toward the return of wolves to the Yellowstone region, Thorp argues that our human reasoning is importantly and essentially different from animal cognition, for example, what wolves do when they hunt. He concludes that only humans have the capacity to be truly responsible for our choices, including our choices about how to care for the natural world. This source offers a foundation on which I will build my argument about the cognitive differences between animals and humans.

Example 1.9: More Samples

Whatever your discipline or particular assignment, remember that the best annotated bibliographies build their own credibility by referring to the credibility of their sources.

Key Takeaways

• Before you dive into the research, identify the parameters of your assignment and examine a model or example.
• Use the lens of your interests or academic discipline to choose a relevant topic.
• Create keywords and plug them into library databases or other search engines.
• Sift through the results and allocate time to read (or skim) and annotate sources.
• Use your annotations to write paragraphs that evaluate, describe, or summarize each source.
• Choose a citation manager and identify an appropriate citation style.
• Alphabetize and/or categorize citations and paragraphs.

Chicago Manual of Style 17th Edition . Chicago Manual of Style 17th Edition – Purdue OWL® – Purdue University. (n.d.). Retrieved November 7, 2022, from https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html?edu_mode=on

Dillard-Wright, J. (2021). A radical imagination for nursing: Generative insurrection, creative resistance.   Nursing Philosophy ,  23 , e12371.  https://doi-org.proxy.cc.uic.edu/10.1111/nup.12371

Davis, B. W. (2021). Zen pathways : An introduction to the philosophy and practice of Zen Buddhism. Oxford University Press, Incorporated.

“Emma Goldman Lectures in Portland, Oregon, August 1, 1915.” Jewish Women’s Archive. https://jwa.org/media/handbill-advertising-group-of-lectures-by-goldman-in-portland-oregon

Fosslien, Liz. (2022). What We Think . https://www.fosslien.com/

Mueller, S. (2005). “Documentation styles and discipline-specific values,” The Writing Lab Newsletter. Vol. 29, No. 6, pp. 6-9.

Patrick, S. C. “Annotated Bibliography of Primary Sources. Teaching Difficult Legal or Political Concepts: Using Online Primary Sources in Writing Assignments.” American Historical Association. https://www.historians.org/teaching-and-learning/teaching-resources-for-historians/teaching-and-learning-in-the-digital-age/the-history-of-the-americas/teaching-difficult-legal-or-political-concepts/annotated-bibliography-of-primary-sources

Wells, I. B.  Campaign card of anti-lynching activist Ida B. Wells-Barnett to be a delegate to the Republican National Convention in 1928. Credit: University of Chicago Photographic Archive, apf1-08621, Hanna Holborn Gray Special Collections Research Center, University of Chicago Library.

Writing for Inquiry and Research Copyright © 2023 by Virginia Costello is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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English Research Guide

• Picking a topic
• Background research
• Finding articles, books, and more
• Evaluating sources
• Citing in MLA

Annotated Bibliography Handout

What is an annotated bibliography?

The Process

Complete annotated bibliography examples: mla, complete annotated bibliography examples: apa, additional resources, example citations and annotations.

• Video Introduction
• Annotated Bibliography Handout Download our brief, printable guide to annotated bibliographies!

A list of sources/citations (AKA a bibliography) about your research topic that includes notes (AKA annotations) about each source.

The notes (or annotations) may include a summary, an assessment of the source, and/or a reflection on how the source has been or will be useful to your research project.

Why do I have to do this?

Your annotated bibliography demonstrates to your professor that you've found, evaluated, and begun to analyze appropriate sources for your research project.

It can also help you organize your thoughts for your research paper, and the citations will be useful later for building the Works Cited or References page for your final paper.

How should it look?

Your annotated bibliography should look like a Works Cited or References page, but with a paragraph about each source underneath each citation (the annotation).

Follow all the formatting guidelines of your citation style. For MLA, for example, you will double space your entire document, use size 12 Times New Roman font with 1 inch margins, and list all citations alphabetically by the first word of the citation. 

Review the handouts and examples linked below!

The Process of Writing an Annotated Bibliography  

• L ocate books, articles, and other resources that may contain useful information and ideas on your topic.
• Read and review the actual items, then choose those works that provide a variety of perspectives on your topic.
• Is the source current or out of date for your topic?
• What type of audience is the author addressing?
• Is the information based on fact, opinion, or propaganda?
• Is the author's point of view objective and impartial?
• Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
• Is the publication organized logically?
• Are the main points clearly presented?
• Once you've found enough trustworthy sources, you're ready to build your citations using the appropriate style such as MLA, APA, or Chicago/Turabian.
• Remember to follow all style and formatting guidelines (for example, ordering your citations alphabetically).

• Finally, you'll write a concise annotation underneath each citation.
• Annotations typically include summary, assessment, and reflection portions, but requirements may vary. Consult your prompt or ask your professor about their expectations.

The summary will be a concise overview of the source, its main ideas, the authors' hypothesis, and their conclusions. This will be similar to the information you might find in the abstract of a scholarly journal article.

An assessment might include information about the author, publisher, or publication credentials, the currency of the source, its intended audience, any bias you perceived, any questions or criticisms you have about the authors' methodology, and any other ideas you have about why the source is or is not credible.

Your reflection should be about how the source fits into your own research process. This might include, for example, useful information you gained from the source, questions it brought up that impacted your further research, or how you expect to use it in your paper.

• MLA annotated bibliography example #1 provided by Germanna Community College
• MLA annotated bibliography example #2 provided by Spartanburg Community College
• APA annotated bibliography example #1 provided by Liberty University
• APA annotated bibliography example #2 provided by Bethel University

Annotated Bibliography Resources

Excelsior OWL Introduction to Annotated Bibliographie s

Research Tips

• Research 101 Guide
• Recommended workshops:  " Find Books & Articles" and/or "Google Tips & Tricks"

Evaluating Sources

• Evaluating Information
• Applying the CRAAP Test   (courtesy of Meriam Library at CSU-Chico)
• Recommended workshop:  " Website Investigator"

Citation Guides

• Excelsior OWL MLA Guide
• Excelsior OWL APA Guide
• Excelsior OWL Chicago Guide
• Recommended workshop:  " Cite Right"

Writing Assistance

• ELAC Reading and Writing Center

Example APA citation:

Waite, L. J,. Goldschneider, F, K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditionally family orientations among young adults. American Sociological Review , 55(4), 541-554.  

Example MLA citation:

Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger. “Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults.” American Sociological Review , vol 51, no. 4, 1986, pp. 541-4.

Example Annotation :

The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by William cited below shows no significant gender differences in sex role attitude as a result of non-family living. I can use this in my research paper to support my argument that waiting to get married can be beneficial to women.

Adapted with permission from Olin Library Reference, Research & Learning Services, Cornell University Library, Ithaca, NY, USA.

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8.1.1: Sample Annotated Bibliography

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How Do I Start My Annotated Bibliography Entries?

Creating an annotated bibliography requires you to read your sources critically. As you first collect your sources, briefly review and examine the information they contain, specifically through the lens of how each can add to your research. As you read more critically, choose those that represent different perspectives on your topic as well as those that have similar viewpoints but arrive at them in different ways or from various angles.

If you have been using notes from each source, the information you need and your ideas about the source will be right there for you. When it is time for you to write your annotations, having your thoughts already mapped out will make your work easier. Here is a sample draft annotation from one student's artificial intelligence research project.

Source Annotation Notes

For some sources, you may be unable to find information for each category. In particular, for sources that are very short or from which you use only one or two bits of information, your annotations will not be long or complex. What is important at this stage is to identify how you will use your resources as they relate to your argument or thesis.

After you have outlined your sources by using the graphic organizer or a similar method, it is time to start writing the actual annotations. Remember the three tasks in writing an annotation:

• Summarize the central idea or scope of the source, particularly as it relates to your research project.
• Evaluate the source for authority, author’s perspective, reliability, validity, and bias.
• Reflect on how the source affects your research and your thinking.

Your annotated bibliography should include at least some of these functions and, depending on the source, may contain all of them. Below is an example of an annotated bibliography entry for the article on artificial intelligence. The entry begins with the correctly formatted citation, followed by two paragraphs summarizing, evaluating, and reflecting. Because you already have completed the graphic organizer, much of the analysis is already done there. Simply take that thinking and shape it into useful paragraphs, like those the writer created here.

Sample annotated bibliography entry (CC BY 4.0; Rice University & OpenStax)

Format of Contents

Works Cited Entry. Buiten, Miriam C. “Towards Intelligent Regulation of Artificial Intelligence.” European Journal of Risk Regulation , vol. 10, no. 1, 2019, pp. 41–59, www.cambridge.org/core/journals/european-journal-of-risk-regulation/article/towards-intelligent-regulation-of-artificial-intelligence/ AF1AD1940B70DB88D2B24202EE933F1B. Accessed 23 Jan. 2021.

Authority. The author is named and introduced with background information establishing her authority in the field. The publishing organization is also named, establishing credibility as a peer-reviewed journal.

Miriam Buiten is a law and economics professor. She has authored or coauthored eight journal articles and one book, covering topics such as law, technology, and digitalization; competition law; and European law. This article appears in a journal published by Cambridge University Press. It is peer reviewed and intended for an academic audience. The author discusses the unpredictability and difficulty of controlling artificial intelligence and examines what, if anything, can be done to increase transparency, specifically as it relates to the biases present in artificial intelligence algorithms. The author is named and introduced with background information establishing her authority in the field. The publishing organization is also named, establishing credibility as a peer-reviewed journal.

Summary. The contents of the text are summarized briefly, allowing readers to quickly understand the topic and scope of the article and to begin to piece together its relevance to the overall research project.

This source focuses on legal transparency for artificial intelligence, which is related to the question of whether artificial intelligence is harmful or helpful to society. The author argues that transparency for artificial intelligence will be difficult and expensive to comply with and should be better defined in legal contexts before it is required. Many other sources call for total transparency in legal matters regarding artificial intelligence. However, this article questions whether such transparency is useful and/or feasible based on current laws. The article is well researched, using dozens of peer-reviewed sources.

Evaluation. This paragraph includes an evaluative statement that shows the article’s validity.

This article aids the researcher in shaping her argument that oversight of artificial intelligence is a highly complex endeavor that, although important, will be difficult to achieve. It is useful to the argument that laws need to develop at a much quicker pace to keep up with rapidly developing technology.

Reflection. This part of the paragraph reveals how the source fits into the research puzzle, noting that it indirectly supports the claim that developing oversight for artificial intelligence is not a simple task and would require the law to evolve quickly.

Style. The annotation is written in third person, referring to “the researcher” and “her,” as opposed to using first-person pronouns such as me and I

MLA Works Cited Entry. The entry is formatted in MLA style as described in Chapter 7.

Format of Works Cited Entry

Buiten, Miriam C. “Towards Intelligent Regulation of Artificial Intelligence.” European Journal of Risk Regulation , vol. 10, no. 1, 2019, pp. 41–59, www.cambridge.org/core/journals/european-journal-of-risk-regulation/article/towards-intelligent-regulation-of-artificial-intelligence/ AF1AD1940B70DB88D2B24202EE933F1B. Accessed 23 Jan. 2021.

Author. The entry with gold highlighting begins with the author’s last name, followed by a comma and the remainder of the name. The author’s name is followed by a period.

Title of Source. The title of the source follows the author’s name in purple highlighting. The title is either italicized or placed within quotation marks, depending on the type of source, and followed by a period. Book titles are italicized, while print or online articles are placed in quotation marks, as shown.

Title of Container. The container, highlighted in teal, is the larger work to which a source belongs. An article may belong to a website or journal, a song to an album, or a video to a video-sharing site. This container comes next in the citation. It is generally italicized and followed by a comma. However, some sources do not have containers; for example, a book (versus a chapter in a book) or an entire website (versus a single page on a website) is self-contained and thus has no container to cite.

Version. Next, the version is listed, if there is one. For example, a textbook edition or version of a text would appear here, followed by a comma. This citation example doesn’t have a version, so that information is skipped.

Number. Some sources, especially academic journals, are part of a numbered sequence as shown in green highlighting. Journals usually have both volume and issue numbers; include both in your citation, separated by commas.

Publisher. The next element in the citation is the publisher, followed by a comma. The publisher does not have to be listed for some sources, including periodicals, works published by the author or editor, websites with the same name as the publisher, or websites that host works but do not actually publish them. Because this sample source is a periodical, no publisher is listed in the citation.

Publication Date. List the most recent date of publication available for the version of the source you used. The date is followed by a comma as shown in red highlighting.

Location. Location, shown in dark and light gray highlighting, refers to where in the source you found the information, including page numbers and URLs. Be as specific as possible, as this information allows readers to return to your source to read it for themselves. When listing a URL, remove the beginning tag of http:// or https://.

Alphabetizing and Indenting

Remember to list sources in alphabetical order according to the author’s last name. If the source has more than one author, list it according to the last name of the first author mentioned. If the source has no author named, insert it into your alphabetical list according to the first word in the title. For example, if Miriam C. Buiten’s name were not mentioned, you would enter the item under T, the first letter of the first word in the title, Towards. In your bibliography, double-space the citation, and do not leave a space between entries.

In an annotated bibliography, indent the entire annotation in the same manner as the source citation after the first line. In most word processing programs, you can create this formatting by highlighting the citation and annotation paragraphs and then creating a hanging indent. In Microsoft Word, open the Paragraph Settings icon on the Home tab. Under the tab that reads Indents and Spacing, find the section labeled Indentation. On the right side of that section is the label Special. Click the drop-down menu, and choose Hanging. Different word processing programs may require you to create hanging indentations in another way. Consult an MLA guide often to ensure that your citations are correct.

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Home / Guides / Citation Guides / Citation Basics / Annotated Bibliography Format & Examples

Annotated Bibliography Format & Examples

A complete guide to the mla & apa annotated bibliography.

If you’ve just received an assignment that requires an MLA or APA annotated bibliography, you may be wondering where to start. This guide will help answer all of your questions and includes step-by-step instructions on how to do an annotated bibliography in MLA style, as well as an APA annotated bibliography. You will also find sample annotated bibliographies, real-life examples, and opportunities to practice what you have learned.

The MLA ( Modern Language Association ) and APA (American Psychological Association) are not associated with this guide. All of the information provided here, however, offers direction for students and researchers who use these citation styles in their work.

The structures and annotated bibliography templates on this page were created by the in-house librarians at EasyBib.com.

If you’re simply looking for an example of an annotated bibliography (both in MLA format and APA format), scroll down toward the bottom of the page. We’ve included links to visuals for those of you who need help with the structure and styling of an annotated bibliography. If you’re looking for a variety of annotated bibliography topics, and you’re truly searching for the answer to, “What is an annotated bibliography?” then continue reading!

Here’s a run-through of everything this page includes:

Table of contents

What is an annotated bibliography, annotations vs. abstract, why include annotations.

• Step 1: Analyze your sources

Step 2: Write the descriptions

• Step 3a: Formatting an MLA style annotated bibliography
• Step 3b: Formatting an APA style annotated bibliography

Annotated Bibliography Templates

Using the easybib annotation tool.

A bibliography is a complete list of the sources that were used to complete a research paper or project.

Depending on the style guide you follow, you may also see this called a Works Cited (also called an MLA bibliography) or Reference List (APA format). Each listed source, or citation , shares information about the author, title, publishing year, and other details that serve to credit the original authors whose work informed your research. These details also help other students and researchers find and read the source materials.

When your research is related to a scholastic assignment, you should always verify your instructor’s requirements for the types and number of sources to include, as well as the style you should adhere to when formatting your paper and bibliography.

An MLA annotated bibliography and an APA format annotated bibliography are bibliographies that include a concise explanation, or annotation , of each listed source. Depending on the assignment, this annotation may be solely descriptive, or analytical.

An abstract and annotation should not be confused; they differ in both their substance as well as their placement in a paper.

Annotations: 

• Usually found in bibliographies at the end of a paper
• Are subjective
• Purpose is to summarize and evaluate . It should briefly communicate the work’s main point, but also discuss the background of the author or study, and the strengths/weaknesses of the work.

Abstracts: 

• Usually found in journal databases or the beginning of a paper
• Are objective
• Purpose is to summarize . It should provide a short overview of the article and communicate the main points and themes.

If you would like to learn more , this link further explores the difference between an abstract and an annotation.

This resource provides additional information on how to write a bibliography with annotations in other formats. You can also take advantage of the plagiarism checker and bibliography tools that come with EasyBib Plus to help you create your reference lists.

Before you learn how to make an annotated bibliography, you may be wondering why you need to.

Sometimes instructors want you to create and include annotations in your bibliography, either as part of an assignment or as an assignment unto itself. Understanding the purpose of this approach to your reference list can help to ensure that you gain all of the benefits that the annotated bibliography process provides.

As a student, this method will help you develop or hone your research skills, providing you with practice not only in locating sources but also in analyzing and evaluating them for relevance and quality.

Your instructor will gain insight into your research abilities, as well, allowing them to assess your work more thoroughly. If you plan to publish your research, this comprehensive approach to detailing your sources will provide readers and other researchers with a substantial directory of resources to evaluate for their own work.

Whether you’re publishing or submitting your annotated bibliography, make sure your spelling and wording is correct! If you need to brush up on any parts of speech topics, check out our interjection , determiner , and adverb pages!

Step 1: Analyze your sources 

Each annotation should be a summarization or analysis of your source. If you have been tasked with writing annotations as part of a research paper or project, begin to create both the citation and notes on the source while you identify and analyze your sources.

Not only will this approach help you to hone your research skills and identify sources that are relevant and useful for your topic, but you will also save time. When done in this manner, both your citations and annotations will be nearly complete before you begin to write the body of your paper.

Analyzing your potential sources requires a two-pronged approach that first evaluates the author, publication, and date, and then examines the content.

When conducting your initial assessment of the source, consider some of the following questions to guide your appraisal:

• What qualifies the author to write on this subject?
• Is the author affiliated with a reputable institution in this field?
• Is the author credentialed or otherwise considered an expert in this field?
• Is this source current?
• Is this the most recent edition?
• Is the publisher reputable?
• Is the journal reputable?

Once your primary evaluation is complete, you will move on the assessing the content itself. Consider some of these elements as you review each source:

• Who is the intended audience?
• Is the author presenting her opinion or interpretation as the truth, or stating facts?
• What supporting evidence does the author provide?
• Did the author perform the research, or curate and present the research of others?
• If the author used the research of others, are the sources the author cites credible?
• Are there errors or omissions of fact?
• Is the author writing objectively and without bias?

Also, consider the value each source provides to you:

• Is the information helpful for your particular assignment?
• Does it help answer your research question(s)?
• Is this source different from your other sources, or does it repeat information you already have?
• Is the source providing you with a different perspective on your topic, or changing your beliefs or thinking about your subject?

To make it easier for you to create your reference page, write your notes in the format you will be using when you construct this part of the assignment (for instance, as short phrases or complete sentences). Once you have identified all of the sources you wish to include, you will merely need to insert what you have already written on the page and write your citation, which is explained in the next section.

Click here for additional information and a supplementary annotated bibliography sample. For an MLA bibliography example (with annotations),  check out our visual example of an MLA annotated bibliography .

An annotated bibliography entry may be written either as short phrases or complete sentences. Your instructor will advise you of which approach you are required to take.

Annotations should include either:

• The main points from the source, as well as the topics covered, the approach used, and any findings.
• Or your critical evaluation.
• A standard annotation is approximately one paragraph.
• Take care not to include any unnecessary details, as the goal is to summarize each source as succinctly as possible and, in some cases, evaluate them.
• Your field of study or instructor will determine what format your annotated bibliography will use. In this guide, you’ll find examples of an MLA and an APA annotated bibliography.

Here is an annotated bibliography example MLA annotation for the book The Elements of Eloquence: Secrets of the Perfect Turn of Phrase by UK author and blogger Mark Forsyth:

The author, Mark Forsyth, examines the rhetorical devices used in the English language, analyzing the patterns and formats that create memorable quotes. He traces the history of rhetoric to the Ancient Greeks, and provides an abridged timeline, following their use and evolution through to modern day. The author also explores the broader subject of persuasion and maps out the role that the figures of rhetoric play in it. In all, he examines over thirty devices, dissecting notable passages and phrases from pop music, the plays of William Shakespeare, the Bible, and more to explore the figures of rhetoric at work within each of them. Thorough definitions accompany this examination of structure to demonstrate how these formulas have been used to generate famously memorable expressions as well as how to reproduce their effects.

Notice how the annotated bibliography MLA entry above is descriptive enough so the reader has an idea of what the source is about with just a single paragraph. For more information on annotations, check out this informative site . If you’re looking to strengthen your writing in general, reading these grammar guides could be a good start.

For guidance on creating entries in MLA format , APA format , and more styles , check out the EasyBib library of resources or try the EasyBib annotation tool—we talk about it below!

Step 3a: MLA annotated bibliography format

The MLA Style Center and the current edition of the MLA Handbook provide the following guidance for formatting an MLA annotated bibliography:

• Title your reference page as “Annotated Bibliography” or “Annotated List of Works Cited.”
• Place each annotation after its reference.
• Annotations should typically not exceed a single paragraph.
• Annotations should be indented one inch from the start of your citation.
• Double-space all text on the page.
• 1-inch margins around the page.

Sources in an annotated bibliography can be organized alphabetically by the first word in each reference (as with a normal Works Cited page), by publication date, or by subject.

For a visual example of an annotated bibliography, as well as specific annotation examples, visit the MLA annotated bibliography guide .

If you are required to share your references in a manner other than in MLA bibliography format, the EasyBib style guides can help you with many common styles. While you’re at it, check out their conjunction , preposition , and pronoun pages to help keep your paper in mint condition!

Step 3b: APA annotated bibliography format

The American Psychological Association states that your instructor should set the guidelines for your annotated bibliography, but asks that the bibliography be formatted according to their standard reference page rules (see Section 9.51 of the Publication Manual ). If your teacher has requested an APA formatted annotated bibliography, first ask them for guidelines. Otherwise, here are some quick rules for you to follow:

• Double space all text on the page.  
• Title your page “Annotated Bibliogra phy”. Bold and center the title.  
• Organize references alphabetically by the first word of each reference.  
• Only the first line of a ref erence is flush with the left margin. Any other lines after the first line should be indented ½ inch from the left.  
• Add annotations on the next line after their paired reference.   
• Fully indent annotations by a ½ inch from the left.  
• Keep annotations short. No more than one paragraph.  

For examples of a  properly formatted APA annotation, visit this guide on APA annotated bibliographies .  

In comparison to the sample annotated bibliography MLA, the APA sample formats its page elements and references differently.

Students and researchers who type their research notes can save time by using an annotated bibliography template in MLA format while reviewing and analyzing sources. By adding the relevant information into a pre-formatted template, you’ll create a resource that helps you when you begin writing your paper in addition to saving time by completing your references and summaries alongside your research.

Students who prefer to take notes by hand can employ a modified version of this approach, with an additional step required to transfer your handwritten and formatted references from your notebook to populate your reference page.

Bibliography Template for MLA

To create an annotated bibliography MLA template, copy the following details into the program in which you will take notes or hand write it on the top margin of a page in your notebook. For each source, use this template to guide you as you identify the necessary details and insert them into your notes:

• Author (Last name, First name).
• Title of source.
• Title of the container ,
• Other contributors (names and roles),
• Publication Date,
• Location of the source (such as URL or page range).
• Summary or Analysis.

The MLA 9 model for MLA works cited entries offers a single format for all source type, and a great deal of flexibility to include the information most relevant to your topic and omit that which isn’t.

Hopefully our visual annotated bibliography example in MLA above has helped. If you still have lingering questions, visit the MLA Style Center online ( linked here ). Also, here’s a guide if you’re looking for more on the related topic of MLA in-text & parenthetical citations .

Bibliography Template for APA

Students and researchers who are still asking themselves how to piece together an annotated bibliography, or still questioning what is an annotated bibliography, could probably benefit from a template, similar to the one above. This one, however, is for those of you who are tasked with creating an annotated bibliography in the style created by the American Psychological Association.

The tricky thing about this specific style though, is that every reference is styled differently. Books, websites, journal articles, newspaper articles, and many others each have their own reference structure.

For most sources though, you should look for the following, basic information:

• Type of source
• Author (last name, first name)
• Title of source/article/web page, etc.
• Title of where source was found (e.g., database name, website name, etc.)
• Other contributors (names and roles)
• Location of the source (such as URL, DOI, or page range)
• Summary or Analysis

We understand it can get tricky, and it’s very different from the Modern Language Association’s structure for references. Take a moment to either use the other handy guides on EasyBib.com or use our automatic generator to form your references in just a few clicks. Our tools help take the pain away from having to rack your brain to form references properly. Capitals, lowercase letters, italics, quotation marks, punctuation in the appropriate places, it can all be quite overwhelming. Do yourself a favor, and use the EasyBib automatic citation generator.

Even though there are a lot of different variations, here’s a commonly used structure for sources:

Author’s Last Name, First initial, Middle initial. (Year the source was published). Title of the source . Retrieved from (insert the website address here)

Underneath the reference, include your summary or analysis paragraph.

Hopefully, this page helped answer all of your “What is an annotated bibliography?” questions. If you’re seeking out an annotated bibliography generator, follow the steps above the annotated bibliography examples.

Looking for additional help with other related topics? Don’t forget about the various beneficial guides on EasyBib.com! Our APA in-text citation guide and our APA parenthetical citation guide are two of our most popular pages. Learn the ins and outs of referencing your work in the body of your paper with our thorough, complete, and reader-friendly guides.

If you are creating a bibliography in MLA format, the EasyBib MLA bibliography generator can help save you time formatting your citations and annotations correctly. You can create entries for websites, books, videos, databases, dictionary articles, and many other types of sources.

In addition to forming the citations, you can also enter your annotation text to produce the complete entry for each source. The process for this is simple. You can follow along below to practice creating one:

• First, select your source type from among the 50+ available options. For this example, we will use the acting career of Keanu Reeves as our research topic and use the movie Point Break from 1991 as our first source. To cite this film, you would select the option for “Film/Online Video.” As you follow along, pick the option that is suitable for your source if you are using a different example.
• Enter the title of your source or, if you are citing a website, you may enter the URL. (Now would be a great time to peek at how to cite websites in MLA ). After you enter the title or URL for your reference, the EasyBib citation tool will scan for titles that match it and provide you with a list of results. Select “Cite this” next to the listing that matches your source.
• You will see a citation form. This gives you the option to add additional relevant or necessary information. For our sample topic, we will specifically cite Keanu Reeves as the performer and Kathryn Bigelow as the director.
• After entering any additional details, you have the option to expand your entry and include an annotation. To do so, select “Add annotation” at the bottom of the page, and a text box will open up.

Then, type your summary or analysis into the text box. If you took notes during the research stage using the format of your paper, this might be as simple as copying and pasting your already written summary or critique. Once you have entered all of the necessary information, select “Create citation” to generate the complete entry. You can then copy and paste this into your MLA bibliography.

Here’s what it’ll look like:

Point Break . Directed by Kathryn Bigelow, performance by Keanu Reeves, 20th Century Fox, 1991.

Reeves’ role as rookie FBI Agent Johnny Utah in Point Break marks the turning point in his Hollywood film career. While he’d risen to fame due to the success of the Bill and Ted franchise, his status today as an action star began when Point Break provided him with the material to establish himself as capable of portraying more than the lovable but unserious characters of his previous starring roles. In a parallel arc, director Kathryn Bigelow’s career also sees a shift beginning with Point Break , establishing her within the traditional action genre as a serious director capable of creating high-action and visually memorable films. While Point Break leaves plenty to be desired in terms of dialogue, it afforded Bigelow and Reeves the opportunities to showcase themselves and their talent in new ways that still echo in their work today.

• Works Cited

Harner, James L.  On Compiling an Annotated Bibliography . 2nd ed., Modern Language Association of America, 2000.

MLA Handbook . 9th ed., Modern Language Association of America, 2021.

Publication Manual of the American Psychological Association . 7th ed., American Psychological Association, 2020.

“What Guidance Should I Give My Students for Preparing an Annotated Bibliography?” The MLA Style Center , The Modern Language Association, 4 Nov. 2016, style.mla.org/annotated-bibliographies/.

Visit our EasyBib Twitter feed to discover more citing tips, fun grammar facts, and the latest product updates.

Published October 18, 2015. Updated July 25, 2021.

Written and edited by Michele Kirschenbaum and Elise Barbeau. Michele Kirschenbaum is a school library media specialist and is the in-house librarian at EasyBib.com. Elise Barbeau is the Citation Specialist at Chegg. She has worked in digital marketing, libraries, and publishing.

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An annotated bibliography is a list containing complete information of sources, such as journals, books, and reports, cited in the text. In addition, it provides a brief description of each source in about 100–150 words. The annotation can explain the topics covered in the source or evaluate the source. The main objective of giving the annotation is to provide the reader the importance, accuracy, and value of the source.

An example of an annotated bibliography in APA style is given below.

Lim, L. (2014). Ideology, rationality and reproduction in education: A critical discourse analysis. Discourse: Studies in the Cultural Politics of Education, 35 (1), 61–76. https://doi:10.1080/01596306.2012.739467

Lim (2014) focuses on issues of power and ideology dominant in curricular discourses of rationality to study a discourse analysis of the goals of one of the most important curricula in the teaching of thinking. He proves that political and class commitments are reproduced in the forms of thinking that are valued in societies. Through his research, Lim asserts that such curricula engage in making our understanding of what thinking and rationality are. It must facilitate the social reproduction of a specific proportion of the middle class.

If you want to evaluate or provide a description of a source you are citing, you can create an annotated bibliography. Write your annotation in 100–150 words and add it below the source for which you are providing your annotation. Remember, your annotation should provide the reader the importance, accuracy, and value of the source. Below are the guidelines and rules to be followed while writing an annotated bibliography for APA style:

Order your reference entries in alphabetical order, similar to how you would order entries in the reference list.

If you want to add an annotation to an entry, add it as a fresh paragraph below the reference entry. The annotation is indented 0.5 inches from the left margin. However, the first line of the annotation is not indented.

To format the annotated bibliography, follow the recommendations given below:

Set the left, right, top, and bottom margins to 1 inch.

Give double-line spacing.

Title the page “Annotated Bibliography.” Set it in bold.

The title should be aligned to the center of the page.

As you format reference entries, left-align all references in the annotated bibliography section. If any entry runs over more than a line, indent the subsequent lines 0.5 inch from the left margin.

Arrange all reference entries alphabetically according to the surname of the authors.

Provide your annotations below the reference entry for which you want to give your annotation. Indent annotations 0.5 inches from the left margin.

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Narrative Essay

How to write an annotation.

One of the greatest challenges students face is adjusting to college reading expectations.  Unlike high school, students in college are expected to read more “academic” type of materials in less time and usually recall the information as soon as the next class.

The problem is many students spend hours reading and have no idea what they just read.  Their eyes are moving across the page, but their mind is somewhere else. The end result is wasted time, energy, and frustration…and having to read the text again.

Although students are taught  how to read  at an early age, many are not taught  how to actively engage  with written text or other media. Annotation is a tool to help you learn how to actively engage with a text or other media.

View the following video about how to annotate a text.

Annotating a text or other media (e.g. a video, image, etc.) is as much about you as it is the text you are annotating. What are YOUR responses to the author’s writing, claims and ideas? What are YOU thinking as you consider the work? Ask questions, challenge, think!

When we annotate an author’s work, our minds should encounter the mind of the author, openly and freely. If you met the author at a party, what would you like to tell to them; what would you like to ask them? What do you think they would say in response to your comments? You can be critical of the text, but you do not have to be. If you are annotating properly, you often begin to get ideas that have little or even nothing to do with the topic you are annotating. That’s fine: it’s all about generating insights and ideas of your own. Any good insight is worth keeping because it may make for a good essay or research paper later on.

The Secret is in the Pen

One of the ways proficient readers read is with a pen in hand. They know their purpose is to keep their attention on the material by:

• Predicting  what the material will be about
• Questioning  the material to further understanding
• Determining  what’s important
• Identifying  key vocabulary
• Summarizing  the material in their own words, and
• Monitoring  their comprehension (understanding) during and after engaging with the material

The same applies for mindfully viewing a film, video, image or other media.

Annotating a Text

Review the video, “How to Annotate a Text.”  Pay attention to both how to make annotations and what types of thoughts and ideas may be part of your annotations as you actively read a written text.

Example Assignment Format: Annotating a Written Text

For the annotation of reading assignments in this class, you will cite and comment on a minimum of FIVE (5) phrases, sentences or passages from notes you take on the selected readings.

Here is an example format for an assignment to annotate a written text:

Example Assignment Format: Annotating Media

In addition to annotating written text, at times you will have assignments to annotate media (e.g., videos, images or other media). For the annotation of media assignments in this class, you will cite and comment on a minimum of THREE (3) statements, facts, examples, research or any combination of those from the notes you take about selected media.

Here is an example format for an assignment to annotate media:

• Provided by : Lumen Learning. Located at : http://www.lumenlearning.com/ . License : CC BY: Attribution
• Authored by : Paul Powell . Provided by : Central Community College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution
• Authored by : Elisabeth Ellington and Ronda Dorsey Neugebauer . Provided by : Chadron State College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution
• Annotating a Text. Authored by : HaynesEnglish. Located at : http://youtu.be/pf9CTJj9dCM . License : All Rights Reserved . License Terms : Standard YouTube license
• How to Annotate a Text. Authored by : Kthiebau90. Located at : http://youtu.be/IzrWOj0gWHU . License : All Rights Reserved . License Terms : Standard YouTube License

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