thesis statement and annotated bibliography

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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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

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VII. Researched Writing

7.7 Writing an Annotated Bibliography

Emilie Zickel; Melanie Gagich; and Terri Pantuso

As you are gathering sources in your research, you will want to keep track of which information comes from what source. While other strategies have been discussed such as note taking, some researchers use an annotated bibliography for long term reference purposes. As the name implies, an annotated bibliography is the bibliographical reference of a given source along with key information from that source that you may use for future reference. As assignment parameters will vary by instructor, generally speaking the annotations are 150-200 words in length per source and do not include quoted material. The purpose of the annotations is to summarize the material within the context of your thesis statement.

Annotated Bibliographies follow a common structure and format. Below is an explanation of the elements and format of an annotated bibliography.

Components of an Annotated Bibliography

An annotation often offers a summary of a source that you intend to use for a research project as well as some assessment of the source’s relevance to your project or quality and credibility. There are two key components for each source: the citation and the annotation.

The Annotated Bibliography Samples page [1]  on the Purdue OWL offers examples of general formatting guidelines for both an MLA and an APA Annotated Bibliography.

You will provide the full bibliographic reference for the source: author, title, source title, and other required information depending on the type of source. This will be formatted just as it would be in a typical Works Cited for an MLA paper or a References page for an APA paper.

Tone and Style

Some elements can vary depending on the style you are using (e.g., APA or MLA). Be sure to review your style guide along with your assignment sheet. Generally speaking, use the following as a guide:

• Use signal phrases to refer to the author(s).
• Always maintain a neutral tone and use the third-person point of view and correct tense according to style guide (present tense for MLA, past tense for APA) (i.e., Tompkins asserts… ).
• Keep the focus of the summary on the text, not on what you think of it, and try to put as most of the summary as you can in your own words. If you must use exact phrases from the source that you are summarizing, you must quote and cite them.
• Annotations should not be a replication of the abstract provided by the source.

What to Include in Annotations

• After the bibliographical information, begin to discuss the source. Begin with a general summary of the source. Describe the key sections of the text and their corresponding main points. Try to avoid focusing on details; a summary covers the essential points and typically does not include quoted material.
• Evaluate the source’s credibility or relevance. Is the author an expert on the topic? How do you know? Is the source peer-reviewed or otherwise credible in nature? How do you know? What makes this source a good one to use?
• Discuss how you plan to integrate the source in your paper. Do you need to point out similarities or differences with other sources in the annotated bibliography? How does it support (or refute) your intended thesis?

Review your Annotated Bibliography assignment sheet for additional content requirements . Instructors often require more than a simple summary of each source, and specific requirements may vary. Any (or all) of these aspects may be required in an annotated bibliography, depending on how or if your instructor has designed this assignment as part of a larger research project.

This section contains material from:

Gagich, Melanie, and Emilie Zickel. “Keeping Track of Your Sources and Writing an Annotated Bibliography.” In A Guide to Rhetoric, Genre, and Success in First-Year Writing . Cleveland: MSL Academic Endeavors. Accessed July 2019. https://pressbooks.ulib.csuohio.edu/csu-fyw-rhetoric/chapter/annotated-bibliography/ . Licensed under a Creative Commons Attribution 4.0 International License . Archival link: https://web.archive.org/web/20201027005500/https://pressbooks.ulib.csuohio.edu/csu-fyw-rhetoric/chapter/annotated-bibliography/

OER credited in the text above includes:

Jeffrey, Robin. About Writing: A Guide . Portland, OR: Open Oregon Educational Resources. Accessed December 18, 2020. https://openoregon.pressbooks.pub/aboutwriting/ . Licensed under a Creative Commons Attribution 4.0 International License . Archival link: https://web.archive.org/web/20230711210756/https://openoregon.pressbooks.pub/aboutwriting/

• "Annotated Bibliography Samples," Purdue Online Writing Lab, accessed December 20, 2021, https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/annotated_bibliography_samples.html . ↵

A statement, usually one sentence, that summarizes an argument that will later be explained, expanded upon, and developed in a longer essay or research paper. In undergraduate writing, a thesis statement is often found in the introductory paragraph of an essay. The plural of thesis is theses .

7.7 Writing an Annotated Bibliography Copyright © 2023 by Emilie Zickel; Melanie Gagich; and Terri Pantuso is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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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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?

UMary Writing Center

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

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Annotations

What is an annotation.

An annotation is a short (100-300 words) summary or critical evaluation of a source. Annotations can help you learn about your topic, develop a thesis statement, decide if a source will be useful for your assignment, and determine if there is enough valid information available to complete your project.

What is an annotated bibliography?

An annotated bibliography is a list of citations for various books, articles, and other sources. The annotated bibliography looks like a Works Cited page but it also includes an annotation after each source cited. Annotated bibliographies are a great research tool. 

What Goes Into an Annotation?

Most annotations both summarize and evaluate. Be sure to check with your professors to know what they want in annotations. 

A summary describes the source by answering who wrote the document and their overall argument. You don't need to include every part of the argument; just the parts that are most relevant to your topic.

An evaluation  critically assesses the work for accuracy, relevance, and quality. Check for any biases, holes, or particular strengths. Try out this Quick-How-To about  Evaluating Sources  for detailed guidance on assessing a source.

Tip:  Annotations are original descriptions that you create after reading the document. You may find a short summary, often titled "abstract," at the beginning of journal articles. Do not copy the abstract as that would be plagiarism.

Writing an Annotation

Cite the source using MLA style.

Describe the main ideas, arguments, themes, theses, or methodology, and identify the intended audience.

Explain the author’s expertise, point of view, and any bias he/she may have.

Compare to other sources on the same topic that you have also cited to show similarities and differences.

Explain why each source is useful for your research topic and how it relates to your topic.

Evaluate the strengths and weaknesses of each source.

Identify the observations or conclusions of the author. 

Tips on Writing and Formatting

Each annotation should be one or two paragraphs and between three to six sentences long (about 100- 300 words total).

All lines should be double-spaced (unless your professor has noted a different format).

Do not add an extra line between the citations.

Try to be objective, and give explanations if you state any opinions.

Use the third person (e.g., he, she, the author) instead of the first person (e.g., I, my, me), unless discussing your own research.

Sample Annotation

London, Herbert. “Five Myths of the Television Age.” Television Quarterly , vol. 10, no. 1, Mar. 1982, pp. 81-89.

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.

Adapted from: "How to Write Annotated Bibliographies."  Memorial University Libraries ,  www.library.mun.ca/researchtools/guides/writing/annotated_bibl/ .

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What is an annotated bibliography?

An annotated bibliography gives an account of the research that has been done on a given topic. Like any bibliography, an annotated bibliography is an alphabetical list of research sources. In addition to bibliographic data, an annotated bibliography provides a concise summary of each source and some assessment of its value or relevance. Depending on your assignment, an annotated bibliography may be one stage in a larger research project, or it may be an independent project standing on its own.

Selecting the sources:

The quality and usefulness of your bibliography will depend on your selection of sources. Define the scope of your research carefully so that you can make good judgments about what to include and exclude. Your research should attempt to be reasonably comprehensive within well-defined boundaries. Consider these questions to help you find appropriate limits for your research:

• What problem am I investigating? What question(s) am I trying to pursue? If your bibliography is part of a research project, this project will probably be governed by a research question. If your bibliography is an independent project on a general topic (e.g. aboriginal women and Canadian law), try formulating your topic as a question or a series of questions in order to define your search more precisely ( e.g. How has Canadian law affecting aboriginal women changed as a result of the Charter of Rights and Freedoms? How have these changes affected aboriginal women? How have aboriginal women influenced and responded to these legal developments?).
• What kind of material am I looking for? (academic books and journal articles? government reports or policy statements? articles from the popular press? primary historical sources? etc.)
• Am I finding essential studies on my topic? (Read footnotes in useful articles carefully to see what sources they use and why. Keep an eye out for studies that are referred to by several of your sources.)

Summarizing the argument of a source:

An annotation briefly restates the main argument of a source. An annotation of an academic source, for example, typically identifies its thesis (or research question, or hypothesis), its major methods of investigation, and its main conclusions. Keep in mind that identifying the argument of a source is a different task than describing or listing its contents. Rather than listing contents (see Example 1 below), an annotation should account for why the contents are there (see Example 2 below).

Example 1: Only lists contents:

McIvor, S. D. (1995). Aboriginal women’s rights as “existing rights.” Canadian Woman Studies/Les Cahiers de la Femme 2/3 , 34-38. This article discusses recent constitutional legislation as it affects the human rights of aboriginal women in Canada: the Constitution Act (1982), its amendment in 1983, and amendments to the Indian Act (1985). It also discusses the implications for aboriginal women of the Supreme Court of Canada’s interpretation of the Constitution Act in R. v. Sparrow (1991).

Example 2: Identifies the argument:

McIvor, S. D. (1995). Aboriginal women’s rights as “existing rights.” Canadian Woman Studies/Les Cahiers de la Femme 2/3 , 34-38. This article seeks to define the extent of the civil and political rights returned to aboriginal women in the Constitution Act (1982), in its amendment in 1983, and in amendments to the Indian Act (1985). * This legislation reverses prior laws that denied Indian status to aboriginal women who married non-aboriginal men. On the basis of the Supreme Court of Canada’s interpretation of the Constitution Act in R. v. Sparrow (1991), McIvor argues that the Act recognizes fundamental human rights and existing aboriginal rights, granting to aboriginal women full participation in the aboriginal right to self-government. ** * research question ** method & main conclusions

The following reading strategies can help you identify the argument of your source:

• Identify the author’s thesis (central claim or purpose) or research question. Both the introduction and the conclusion can help you with this task.
• Look for repetition of key terms or ideas. Follow them through the text and see what the author does with them. Note especially the key terms that occur in the thesis or research question that governs the text.
• Notice how the text is laid out and organized. What are the main divisions or sections? What is emphasized? Why? Accounting for why will help you to move beyond listing contents and toward giving an account of the argument.
• Notice whether and how a theory is used to interpret evidence or data. Identify the method used to investigate the problem/s addressed in the text.
• Pay attention to the opening sentence(s) of each paragraph, where authors often state concisely their main point in the paragraph.
• Look for paragraphs that summarize the argument. A section may sometimes begin or conclude with such a paragraph.

Assessing the relevance and value of sources:

Your annotation should now go on to briefly assess the value of the source to an investigation of your research question or problem. If your bibliography is part of a research project, briefly identify how you intend to use the source and why. If your bibliography is an independent project, try to assess the source’s contribution to the research on your topic.

• Are you interested in the way the source frames its research question or in the way it goes about answering it (its method)? Does it make new connections or open up new ways of seeing a problem? (e.g. bringing the Sparrow decision concerning aboriginal fishing rights to bear on the scope of women’s rights)
• Are you interested in the way the source uses a theoretical framework or a key concept? (e.g. analysis of existing, extinguished, and other kinds of rights)
• Does the source gather and analyze a particular body of evidence that you want to use? (e.g. the historical development of a body of legislation)
• How do the source’s conclusions bear on your own investigation?

In order to determine how you will use the source or define its contribution, you will need to assess the quality of the argument: why is it of value? what are its limitations? how well defined is its research problem? how effective is its method of investigation? how good is the evidence? would you draw the same conclusions from the evidence?

Keep the context of your project in mind. How is material assessed in your course or discipline? What models for assessing arguments are available in course materials?

Various kinds of annotated bibliographies:

Annotated bibliographies do come in many variations. Pay close attention to the requirements of your assignment. Here are some possible variations:

• Some assignments may require you to summarize only and not to evaluate.
• Some assignments may want you to notice and comment on patterns of similarity and dissimilarity between sources; other assignments may want you to treat each source independently.
• If the bibliography is long, consider organizing it in sections. Your categories of organization should help clarify your research question.
• Some assignments may require or allow you to preface the bibliography (or its sections) with a paragraph explaining the scope of your investigation and providing a rationale for your selection of sources.

Some language for talking about texts and arguments:

It is sometimes challenging to find the vocabulary in which to summarize and discuss a text. Here is a list of some verbs for referring to texts and ideas that you might find useful:

To learn more on referring to texts and ideas, visit our file on reporting verbs .

This handout and many others are available in Writing in the Health Sciences: a comprehensive guide .

Based on materials originally developed for the Equity Studies Program, New College.

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Annotated Bibs

• What is an annotated bibliography?
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Annotated bibliographies are particularly helpful when doing research that requires keeping track of multiple articles and resources, especially if it is over an extended period of time.

The  Cornell University Library  has  defined an annotated bibliography as :

“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.”  Their annotated bibliography LibGuide may provide you with additional information, if you're inclined to  check it out . 

In English, this means you are creating a paragraph that others may read to get a general idea of what your sources are about. The hardest part is being concise with your information. Annotations take practice but once you get the hang of  it, they  are easy.

Purdue Owl also has a section explaining Annotated Bibliographies , why you'd use them, samples and examples that you may find useful. 

• EXAMPLE Annotated Bib
• Annotated Bibliography Worksheet You can use this as a tool to help with creating an annotated bibliography

Here are steps to follow for your annotated bib to make your life a bit easier:

A: Talk about the author. (1 sentence (or combine with part B))     

Is this a professor? Maybe this is a professional in the field? Or is this person a hobbyist? Tell the audience about the author in the first part of the annotation.

B: Explain what the article is about. (1-3 sentences)

Tell the audience what is in the article. This is the most difficult part of the annotation because it requires you to be very succinct. Don’t rewrite the article; just write the base facts and important notes about the article here.

C: Explain how this article illuminates your bibliography topic. (1-2 sentences)

What about this article makes it relevant to your topic? Why did you select it? What pertinent bit of information makes this article stand out among the others? This should be more specific than what you wrote in section B.

D: Compare or contrast this work with another you have cited. (1-2 sentences)

How does this specific article relate to another article in your annotated bibliography? Do they agree or not? Why not? What makes them unique?

Here's a sample of what this might look like:

The University of North Colorado evaluated their program via student surveys and realized students could find sources but were not reading them properly, so they changed their library curriculum. This a succinct article that well establishes their goals, how they gathered feedback, and how they used the feedback in real and meaningful ways. Overall their sessions were useful, and the data was sticking, but they found ways to improve their instruction through the assessments. [This covers part A & B]

This article shows that even with instruction there are gaps that needed to be addressed (and possibly still do). Focuses on fixing curriculum based on research, unlike other literature encountered to date. The others theorize and may make suggestions but do not necessarily make any changes. [This covers part C & D for my topic.]

McCartin, L. F., Evers, S., & Markowski, B. (2019). Student perceptions of information literacy skills and curriculum before and after completing a research assignment. The Journal of Academic Librarianship , 45 (3), 262–267. https://doi.org/10.1016/j.acalib.2019.03.009

Another model that may be useful to you comes from Columbia College in Vancouver . They are also in MLA style so keep that in mind when looking at their citations. Their model is similar to what is described in the previous tabs but is a shorter evaluative summary. We recommend viewing their page and its resources in its entirety.

From the annotations box:

"An  annotated bibliography  is a list of citations for various books, articles, and other sources on a topic. The annotated bibliography looks like a Works Cited page but includes an annotation after each source cited. An annotation is a short summary and/or critical evaluation of a source. Annotated bibliographies can be part of a larger research project, or can be a stand-alone report in itself.

Types of Annotations

 A  summary annotation  describes the source by answering the following questions: who wrote the document, what the document discusses, when and where was the document written, why was the document produced, and how was it provided to the public. The focus is on description. 

 An  evaluative annotation  includes a summary as listed above but also critically assesses the work for accuracy, relevance, and quality. Evaluative annotations can 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. The focus is on description and evaluation."

• Annotated Bibliography Worksheet

Bibliographic Management Tools help researchers organize and manage their research. They may be able to help you format papers and create footnotes and bibliographies.

• ESU has loaded the  EndNote  bibliographic management software on all general access computer labs on campus. You can use this software to save sources and create bibliographies in the various standard formats like MLA and APA.  It is not usually a desktop icon, so you'll have to look for it in the program list or search programs and files for "endnote". Here's a  link to their quickstart guide .

There are also many citation building tools available on the web. These tools can be useful but you should always check your citations against the appropriate style guide to be sure the all the information is included and formatted correctly for that style.

• Mendeley : free social software that allows you to manage and share research papers, this also creates and tracks citations, allows you to save your PDFs in one place, and also has a mobile app and desktop download.  It does a lot more, and is incredibly useful. This is probably my personal favorite because it does an amazing amount and it's free . There's also  this amazing LibGuide  that walks you through how to use it that's really useful.
• Zotero :  this is fairly identical to Mendeley, it's just a different interface. It's also free! Pick one and run with it!

More General Citation Creators:

• Citationsy : this requires a login, but allows you to build a reference list quickly and easily all in one place. This is very easy to use. Don't forget to check for accuracy. Has an extension in some browsers, like Firefox.
• Citation Generator : cloud based, ad-free, quick, easy to use and free. You can type your document and cite as you go - it's easy. Or copy and paste your paper in and create your citations after.
• Son of Citation Machine : an interactive tool to help create reference citations

Video Tutorial

Hit the "i" on the bottom for chapter markings for Literature Reviews, Annotated Bibliographies and Bibliographic Management Tools (managing your citations). Jump to where you need to go!

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Instructor Resources

• Credo Instruct: Annotated Bibliography This tutorial (10 slides) walks you through how to start, format, and construct an annotated Bibliography.

What is an Annotated Bibliography?

An annotated bibliography is a bibliography in which each entry or citation is accompanied by an annotation--a statement, ranging in length from a sentence or two to an entire paragraph, which may describe, explain, and evaluate each item. 

An Annotated Bibliography Has Multiple Components:

Full citation, formatted in the specified style (APA, MLA, Chicago, etc.) A paragraph that summarizes the main points . A paragraph that evaluates the accuracy and quality of the source.  A paragraph that explains how the information is useful or relevant to your topic.

An Annotated Bibliography is NOT...

• A literature review , which is a critical summary of what the scientific literature says about a specific topic or question.
• A  research paper  where you select resources to support one side of an issue versus another.  A literature review should explain and consider all sides of an argument in order to avoid bias, and areas of agreement and disagreement should be highlighted.

Example of an Annotated Bibliography Entry

Example entry:.

• Author Last Name, First Name. "Title of Article in Quotations."  Journal Name in Italics , vol. __, no. __, YYYY, pp. __-__.  Database in italics , www.url.com.

This article talks about point a, point b, and point c . It summarizes the goal, problem, and solution relating to a specific project.  

This article is peer-reviewed, showing it is a quality source and accurate because it was reviewed by other experts in the same field of study.  If it is not peer-reviewed, discuss how you determined the author or sources was credible. Help can be found on the Evaluating Sources tab.

This article is useful and supports my thesis statement by showing evidence for my first supporting argument. My first supporting argument is... The supporting evidence in this article is... This paragraph should be 3-5 sentences long on average. 

What's an annotated bibliography?

Other Resources

The Online Writing Lab (or OWL) at Purdue University has some excellent online information about such bibliographies. See  Purdue Owl: Annotated Bibliography . You can use this site to get an overview of what an annotated bibliography is and how to write one yourself.

The Writing Center at the University of North Carolina at Chapel Hill has a great handout with information on Annotated Bibliographies. See  Annotated Bibliographies at UNC Chapel Hill.

Information about annotated bibliographies

• Writer's Handbook: Annotated Bibliography Guide on how to write Annotated Bibliographies from the University of Wisconsin-Madison
• Annotated Bibliographies Annotated Bibliography guide from UNC at Chapel Hill. Very good resource with tips and examples.
• Annotated Bibliographies Information from Purdue OWL on Annotated Bibliographies.
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Writing Evaluative Annotated Bibliographies

Dawn Atkinson

Chapter Overview

This chapter aims to help you understand what an annotated bibliography is and how this type of document can be used when planning assignments, conducting research, and evaluating sources. An annotated bibliography generally takes one of two forms: descriptive annotated bibliographies reference and briefly describe sources, while evaluative (or critical ) annotated bibliographies reference, succinctly summarize, and evaluate resources. Regardless of form, an annotated bibliography may be incorporated into a longer text, such as a formal report, or be produced as a stand-alone piece to document research work—for example, to accompany an in-depth assignment like a researched argument essay. Either way, the sources listed on an annotated bibliography should center on a topic or focus; if the annotated bibliography documents research efforts related to an associated assignment, the focus will reflect the author’s thesis, research questions (questions that a study seeks to answer), or research objectives.

The remainder of this chapter addresses evaluative annotated bibliographies.

What, specifically, is an evaluative annotated bibliography?

An evaluative annotated bibliography focuses on an overarching topic by listing pertinent references and by providing sentences that discuss and assess the resources identified in those references. Place the reference for a source at the beginning of an annotated bibliography entry, and then craft sentences and paragraphs about the source that do some or all of the following in accordance with the specifications for the assignment.

• Summarize the source’s main argument, main point, central themes, or key takeaways.
• Evaluate the source; in other words, assess the source based on criteria. For example, what is your view of the source’s usefulness or relevance (in terms of research about a topic), accuracy, trustworthiness, timeliness, level of objectivity, or quality, and why do you hold that view? What methods did the author(s) of the source use to collect data, are they sound, and how did you draw that conclusion? How does the source compare with other publications listed on the annotated bibliography that address the same topic? You will need to read all the sources on your annotated bibliography before you can answer this last question.
• Comment on how the source corresponds with your research aim. How does it fit with, support, or differ from your viewpoint? How has it expanded your thinking on a topic? How might you use the source when writing an associated assignment?

An annotation may also include information about an author’s credentials, the intended audience for a source, and the purpose of a text. Note that in technical and academic genres, authors oftentimes foreground the purposes of their works by indicating them early on, to help readers understand the overall direction of the writing. The purpose of a scholarly journal article, for instance, will typically be stated in its abstract , which is a summary of the article located after the publication’s title but before its introduction.

Why might you be asked to consider author credentials and date of publication when compiling sources for an annotated bibliography?

What does an evaluative annotated bibliography look like?

When constructing an annotated bibliography, follow your instructor’s directions about what information to include and how to format the document, and structure its references according to the style conventions specified. References in the following annotated bibliography entries adhere to APA style; the annotated bibliography as a whole also follows APA formatting conventions. The entries, which are adapted from McLaughlin (2020) as cited in Excelsior Online Writing Lab (2020, “Sample Annotated Bibliography”), feature combinations of the annotated bibliography information listed previously in this chapter and center on the topic of the transferability of writing skills , or applying knowledge and skills about writing gained in one context to another context—a practice that may advance a writer’s knowledge and skills. If you are asked to produce an annotated bibliography for a class, help readers navigate its contents by being consistent about the type of information you supply in each of its entries. In accordance with APA style, the references in the following sample are alphabetized by first author’s last name.

Boone, S., Biggs Chaney, S., Compton, J., Donahue, C., & Gocsik, K. (2012). Imagining a writing     and rhetoric program based on principles of knowledge “transfer”: Dartmouth’s Institute for Writing and Rhetoric. Composition Forum, 26 . http://compositionforum.com/issue/26/dartmouth.php

In this article, Boone et al. (2012) overview the writing program at Dartmouth College’s   Institute for Writing and Rhetoric to discuss an example of what a program based on      writing transfer research looks like. The authors trace the history of the program’s development, explain current curriculum and organization, and look at future directions for the program. Beginning with the idea that skills and knowledge do not all  transfer in the same way, program developers at Dartmouth set out to explore what kind of knowledge writing is and how this knowledge is transferred. By developing     curriculum and sequences of courses that foster reflection and connections to future courses and by encouraging faculty development, Dartmouth has established a thoughtfully constructed writing program that serves as a model for other such programs. The authors explore the state of research on the program and goals based on the results of their research.

This piece serves as a useful guide composed by writing program administrators and writing researchers who are interested in seeing how current studies of writing transfer can be applied to an operating program. The authors offer practical advice, include sample syllabi and curriculum, and honestly reflect on successes and struggles of the program. This article provides much-needed information for those interested in developing a writing program that aligns with transfer research.

Moore, J. (2012). Mapping the questions: The state of writing-related transfer research . Composition Forum, 26 . http://compositionforum.com/issue/26/map-questions-transfer-research.php

Moore (2012) reviews the literature on writing skill transfer in this article as a starting point for who those who are interested in the research area and are already conversant in the language of rhetoric and composition studies. The author begins by discussing the history of research on writing skill transfer, describing issues related to    common definitions and multi-institutional studies. She also explores the goals and methods of recent investigations and, ultimately, calls for explorations of new areas pertinent to writing transfer research. In doing the latter, she raises important   questions about how students’ involvement in non-writing courses and non-academic activities may influence what they do when writing.

Moore’s article provides a helpful overview of studies in the field of writing skill transfer and establishes a jumping-off point for new investigations in the area. I can use information from the article in my term paper introduction to establish context for the reader before exploring different dimensions of writing skill transfer in the body of the piece.

Wardle, E. (2007). Understanding ‘transfer’ from FYC: Preliminary results of a longitudinal study. Writing Program Administration, 31 (1-2), 65-85.  http://associationdatabase.co/archives/31n1-2/31n1-2wardle.pdf

In her report on a longitudinal study conducted at the University of Dayton, Wardle (2007) explores the transfer of writing skills from first-year college composition    courses. She begins by explaining that research is limited when it comes to transfer of   writing skills, even though transfer is seen as a key function of first-year writing     courses. The research that does exist indicates that the skills do not transfer well. With this in mind, Wardle established a curriculum designed to support writing transfer and followed students for two years after they had completed first-year composition. Her  research indicates that the skills from first-year writing did not transfer well, not because students were unable to make the transfer but because the writing assignments they encountered, along with a variety of other issues, made them feel there was no need to transfer the skills.

This longitudinal study is a foundational piece for writing program directors and   serves as a call for more research on writing skill transfer, particularly as it relates to first-year college writing courses. Consequently, lessons gleaned from this study continue to inform writing teachers, program directors, and researchers. In the article, Wardle cites her work with colleague Doug Downs. Together, Wardle and Downs are known as leaders in writing transfer research, which again speaks to the article’s  contribution as a trustworthy and influential piece of scholarship.

While the above sample focuses exclusively on the topic of writing skill transfer, an annotated bibliography that focuses on multiple topics related to a central theme may organize these under specific and informative headings to help readers distinguish one topic area from another. Additionally, if you are asked to produce an annotated bibliography as a stand-alone document, you may be required to provide an introduction to help set the context for the rest of the piece and to explain its purpose.

What are evaluative annotated bibliographies used for?

Because evaluative annotated bibliographies summarize, evaluate, and consider the relevance of sources, they can be used to narrow a research focus, to weigh up research in an area, and to document research findings. To illustrate, maybe you have been asked to compose an evaluative annotated bibliography on the way to producing a researched argument essay. Although you know which topic you want to write about in your essay, you are less clear about what the research says regarding this topic. After reading a book chapter and several journal, magazine, and newspaper articles on the topic, you begin drafting your annotated bibliography and notice that the sources discuss similar and opposing viewpoints and support these with various pieces of evidence. Although you were fairly certain of your perspective on the issue before you began the annotated bibliography assignment, you acknowledge that your view has expanded as a result of reading, writing about, and considering how the sources relate to your researched argument paper. Furthermore, by evaluating the sources for accuracy, quality, and relevance, you are also able to determine which ones best underpin your claims, as well as opposing claims. Thus, you are able to develop a focused thesis statement and supporting topic sentences for your essay that acknowledge the complexities of the topic. Furthermore, your annotated bibliography documents your research work for readers, communicating which sources you investigated for purposes of composing your researched argument and your evaluations of these sources.

Activity: Produce an Evaluative Annotated Bibliography Entry

Read Michael Bunn’s (2011) essay “How to Read Like a Writer,” which can be found at https://wac.colostate.edu/docs/books/writingspaces2/bunn–how-to-read.pdf . Bunn teaches in the University of Southern California’s Writing Program. After reading, reflect on the essay and its pertinence to your own reading and writing life by answering the four discussion questions on page 85 of the text. Be prepared to talk about your answers in class.

Once you have read, reflected on, and discussed the essay, produce an annotated bibliography entry for the source by following these steps.

Step 1: Write a complete, accurate APA reference list entry for the source.

Step 2 : Answer the following questions.

• What qualifications does the author have? Google him to discover additional information about his credentials beyond that already supplied.
• Who is the intended audience for the source?
• What the purpose of the source?
• How do the audience and purpose influence how information is presented in the source?
• What argument does the author make?
• Is the argument convincing? Why or why not?
• How does the source contribute to your own ideas about reading and writing or relate to other sources you have read about reading and writing?

Step 3: Use the notes you have made to draft an evaluative annotated bibliography entry for the Bunn (2011) text. Refer to the information and examples provided in this chapter for guidance.

Homework: Produce an Evaluative Annotated Bibliography

Identify a topic of inquiry you can explore via means of an annotated bibliography. Your instructor may assign you a topic or ask you to select one. Research the topic by locating and reading sources about it; a librarian can help you identify a focused list of sources. Afterwards, compose an evaluative annotated bibliography that references, summarizes, and evaluates the sources. Your instructor may also ask you to identify author credentials and the intended audience and purpose for each source. In addition, you may be asked to discuss how the sources relate to a larger research aim. Since the evaluative annotated bibliography is a stand-alone assignment, supply an introduction to help set the context for the rest of the piece and to explain its purpose.

After drafting your evaluative annotated bibliography, your instructor may ask you to assess it in relation to the rubric criteria outlined in Rinto (2013, p. 10) in order to refine its content. The rubric is provided here in adapted format for your reference.

When refining your annotated bibliography, use the following handout, produced by the Writing and Communication Centre, University of Waterloo (n.d.), to ensure you have used the words that and which correctly.

 Which vs That: Restrictive and Non-Restrictive Clauses

Restrictive and Non-Restrictive Clauses

Which and that both introduce clauses (groups of words) that provide more information but are not grammatically necessary to the sentence.

e.g., The daily special, which was poached salmon , cost a lot. e.g., The dish that the sous-chef prepared turned out to be better than the daily special.

Using Restrictive Clauses: That

Use that when the information in the clause is necessary to the meaning of the sentence. It’s called a restrictive clause because it limits or affects the purpose of the sentence.

e.g., Suitcases that weigh more than 23kg must be checked.

that weigh more than 23 kg is necessary to the purpose of the sentence. If you removed this restrictive clause, it would imply that all suitcases must be checked, which isn’t what the author intends.

e.g., Drinks that have caffeine make it hard to fall asleep.

that have caffeine is also restrictive. If you take this part out, it suggests that all drinks make it hard to fall asleep.

Some writers will use which for a restrictive clause instead of that . This is technically fine, but if you are having any confusion about the distinctions between restrictive and non-restrictive clauses, it is better to maintain a clear distinction between that and which , for clarity’s sake.

Using Non-Restrictive Clauses: Which

Use which when the information in the clause is not necessary to the meaning of the sentence. It might be helpful or interesting, but if you took it out, the sentence would still make sense.

e.g., The suitcase, which was stuffed with dirty clothes , didn’t fit in the overhead bin.

If which was removed: e.g., The suitcase didn’t fit in the overhead bin.

e.g., Coffee and tea, which both have caffeine , are Canada’s favourite morning drinks.

If which was removed: e.g., Coffee and tea are Canada’s favourite morning drinks.

Note that the non-restrictive which clause is set off by commas.

Use that without commas for a restrictive (necessary) clause. That is required more often than which . Use which with commas for a non-restrictive (not necessary) clause.

Write in that (for restrictive clauses) or which (for non-restrictive clauses).

• The spoon __________ fell on the floor needed to be washed.
• The book __________ she wanted was on the top shelf.
• They used Post-It notes __________ come in various colours to organize the pages.
• For the hike I need shoes __________ are sturdy.
• For the hike I need sturdy shoes __________ are expensive.
• The first skyscraper we saw __________ was the biggest one on that street had 67 floors.
• The only elevator __________ went all the way to the top was out of service.
• The cord __________ charges this computer is missing.
• He provided us with a whole box of samples __________ we didn’t really need so we could make a decision.

Bunn, M. (2011). How to read like a writer. In C. Lowe, & P. Zemliansky (Eds.), Writing spaces: Readings on writing (Vol. 2, pp. 71-86). Parlor Press. License: CC-BY 4.0. https://wac.colostate.edu/docs/books/writingspaces2/bunn–how-to-read.pdf

Excelsior Online Writing Lab. (2020). Annotated bibliographies . License: CC-BY 4.0. https://owl.excelsior.edu/research/annotated-bibliographies/

Rinto, E.E. (2013). Developing and applying an information literacy rubric to student annotated bibliographies. Evidence Based Library and Information Practice, 8 (3), 5-18.  License: CC-BY-NC-SA 4.0 .  https://doi.org/10.18438/B8559F

Writing Centre, University of Waterloo. (n.d.). Which vs that: Restrictive and non-restrictive clauses . License: CC-BY-SA 4.0 . https://uwaterloo.ca/writing-and-communication-centre/sites/ca.writing-and-communication-centre/files/uploads/files/which_vs_that.pdf

Mindful Technical Writing Copyright © 2020 by Dawn Atkinson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Annotated Bibliography Samples

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Below you will find sample annotations from annotated bibliographies, each with a different research project. Remember that the annotations you include in your own bibliography should reflect your research project and/or the guidelines of your assignment.

As mentioned elsewhere in this resource, depending on the purpose of your bibliography, some annotations may summarize, some may assess or evaluate a source, and some may reflect on the source’s possible uses for the project at hand. Some annotations may address all three of these steps. Consider the purpose of your annotated bibliography and/or your instructor’s directions when deciding how much information to include in your annotations.

Please keep in mind that all your text, including the write-up beneath the citation, must be indented so that the author's last name is the only text that is flush left.

Sample MLA Annotation

Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life . Anchor Books, 1995.

Lamott's book offers honest advice on the nature of a writing life, complete with its insecurities and failures. Taking a humorous approach to the realities of being a writer, the chapters in Lamott's book are wry and anecdotal and offer advice on everything from plot development to jealousy, from perfectionism to struggling with one's own internal critic.

In the process, Lamott includes writing exercises designed to be both productive and fun. Lamott offers sane advice for those struggling with the anxieties of writing, but her main project seems to be offering the reader a reality check regarding writing, publishing, and struggling with one's own imperfect humanity in the process. Rather than a practical handbook to producing and/or publishing, this text is indispensable because of its honest perspective, its down-to-earth humor, and its encouraging approach.

Chapters in this text could easily be included in the curriculum for a writing class. Several of the chapters in Part 1 address the writing process and would serve to generate discussion on students' own drafting and revising processes. Some of the writing exercises would also be appropriate for generating classroom writing exercises. Students should find Lamott's style both engaging and enjoyable.

In the sample annotation above, the writer includes three paragraphs: a summary, an evaluation of the text, and a reflection on its applicability to his/her own research, respectively.

For information on formatting MLA citations, see our MLA 9th Edition (2021) Formatting and Style Guide .

Sample APA Annotation

Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America . Henry Holt and Company.

In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.

The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a brief summary of the author's project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect on the source’s potential importance or usefulness for this person’s own research.

For information on formatting APA citations, see our APA Formatting and Style Guide .

Sample Chicago Manual of Style Annotation

Davidson, Hilda Ellis. Roles of the Northern Goddess . London: Routledge, 1998.

Davidson's book provides a thorough examination of the major roles filled by the numerous pagan goddesses of Northern Europe in everyday life, including their roles in hunting, agriculture, domestic arts like weaving, the household, and death. The author discusses relevant archaeological evidence, patterns of symbol and ritual, and previous research. The book includes a number of black and white photographs of relevant artifacts.

This annotation includes only one paragraph, a summary of the book. It provides a concise description of the project and the book's project and its major features.

For information on formatting Chicago Style citations, see our Chicago Manual of Style resources.

How to Write an Annotated Bibliography

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Writing your first research paper can be a challenge. Learning how to find and use sources, and then cite them properly, is an endeavor that many new students find overwhelming. Some professors like to add to this stress even more by requiring not just a research paper but an accompanying annotated bibliography. Since most students have never encountered the term annotated bibliography before entering post-secondary education, this added requirement tends to leave students everywhere scratching their heads and wondering why they ever thought pursuing a degree was a good idea.

If you're just starting to acquire research skills, you probably don't even know how to create a bibliography , let alone how to write an annotated bibliography. What the heck is an annotated bibliography, anyway, and why is your professor so intent upon your learning to create one? Haven't you acquired enough skills writing the darn paper? What does this teacher want from you? Where does it end?

The madness! The audacity of this professor! It's enough to make you want to give up.

Do not despair, dear student. For, like many things in the academic world, the term annotated bibliography is much less complicated than it sounds. Here, we present to you a simple guide on how to write an annotated bibliography. We've even included a short rationale to explain your professor's reason for making you undertake this pesky extra task in the first place.

What is an annotation?

An annotation is essentially a short summary of a source's content and argument, as well as an explanation of how that source fits the argument you are making in your paper. Annotations are typically written directly after the reference list entry for a source, and they usually should not exceed 150 words. Short and concise is the goal. Be sure to check your professor's guidelines, as he or she may have different expectations for length.

Annotations should not be confused with abstracts . Although both are short summaries of particular works, an abstract accompanies an article in a journal, providing a brief description of the article's contents. An annotation further provides an evaluation of the book, article, or resource in question.

When should I write my annotations?

The basic sequence for creating an annotated bibliography should go like this:

• Decide on your thesis .
• Find sources to support your thesis, altering your thesis if necessary.
• Keep track of those sources, including what information you are taking from them, so that you can cite them properly within your paper.
• Write your paper, citations included.
• Using the information you collected during the research process, create a bibliography with annotated entries.

So, you basically want to gather the information required to write each annotation as you are writing your actual paper. You have to keep track of what you are taking from each source anyway, so this really isn't extra work. The tricky part of how to write an annotated bibliography isn't collecting the proper information—rather, it is stating that information as concisely as possible.

Breaking it down: The anatomy of an annotation

Now that you (hopefully) get the idea, here's an example of an annotated reference. This example has been taken from a paper that argued that purple is the best color because it is a combination of blue and red. Keep in mind that the example citation is written according to APA style; the formatting, particularly of the citation, is differs among the style guides, but the basic information contained in the annotation generally remains the same.

In the following example, the orange text states what the paper is about, the purple explains what makes it a credible source, the green outlines the findings of the paper, and the blue describes how the argument in the paper applies to the author's own paper.

Why do you have to learn how to write an annotated bibliography, anyway?

If you've been working on the same paper for ages, the last thing you want to do is spend more time on that paper. It may seem as if your professor is simply trying to irritate you, but rest assured, there is a reason your instructor wants you to know how to write an annotated bibliography.

The reason is that creating a list that shows exactly how you've used each source demonstrates two things. First, it shows that you read and understood the research you have cited in your work. This basically ensures that you've actually learned how to properly write a research paper , which is a major goal of undergraduate classes. Second, creating an annotated bibliography helps you better develop your own thesis and support. When you think actively about how your argument is being supported, you are more capable of seeing where your reasoning or support may be falling short. That's right—creating an annotated bibliography can actually help you write a better paper!

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MLA Style Guide, 8th & 9th Editions: MLA Annotated Bibliography

• Works Cited entries: What to Include
• Title of source
• Title of container
• Contributors
• Publication date
• Supplemental Elements
• Book with Personal Author(s)
• Book with Organization as Author
• Book with Editor(s)
• Parts of Books
• Government Publication
• Journal Article
• Magazine Article
• Multivolume Works
• Newspaper Article
• Other Formats
• Websites, Social Media, and Email
• About In-text Citations
• In-text Examples
• How to Paraphrase and Quote
• Citing Poetry
• Formatting Your MLA Paper
• Formatting Your Works Cited List
• MLA Annotated Bibliography
• MLA 9th Edition Quick Guide
• Submit Your Paper for MLA Style Review

Annotated Bibliography

• Updated MLA Ninth Edition Annotated Bibliography Template

This template includes a space to add your topic and thesis statement as this is preferred for the annotated bibliography assignments in ENC courses taught at IRSC. Always follow your professor's instructions over any instructions on this LibGuide or inside the MLA Handbook.

Your professor may ask that you create an annotated bibliography in MLA style. An annotated bibliography is similar to the Works Cited page found at the end of a paper. The paper formatting is the same but instead of following a full research paper, the student will write a brief annotation for each source which will directly follow the source's Works Cited entry. The annotations contain descriptive or evaluative comments about your sources. Annotations should be short, typically no longer than one paragraph. Indent the annotation an inch from the start of the entry. Each citation should adhere to MLA guidelines. The title might be 'Annotated Bibliography' or 'Annotated List of Works Cited'.

Below is an example of an annotated bibliography in MLA style. You are welcome to use the template linked above to get you started with the correct formatting.

• << Previous: Formatting Your Works Cited List
• Next: MLA 9th Edition Quick Guide >>
• Last Updated: Jan 23, 2024 11:37 AM
• URL: https://irsc.libguides.com/mla