example of annotated bibliography essay

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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.

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.

Citation Guides

• Annotated Bibliography
• Block Quotes
• Citation Examples
• et al Usage
• In-text Citations
• Page Numbers
• Reference Page
• Sample Paper
• APA 7 Updates
• View APA Guide
• Bibliography
• MLA 8 Updates
• View MLA Guide

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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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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

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.

Versión española

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• Last Updated: Sep 29, 2022 11:09 AM
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Extended Essay: Create an Annotated Bibliography

• Extended Essay- The Basics
• Step 1. Choose a Subject
• Step 2. Educate yourself!
• Using Brainstorming and Mind Maps
• Identify Keywords
• Do Background Reading
• Define Your Topic
• Conduct Research in a Specific Discipline
• Step 5. Draft a Research Question
• Step 6. Create a Timeline
• Find Articles
• Find Primary Sources
• Get Help from Experts
• Search Engines, Repositories, & Directories
• Databases and Websites by Subject Area
• Create an Annotated Bibliography
• Advice (and Warnings) from the IB
• Chicago Citation Syle
• MLA Works Cited & In-Text Citations
• Step 9. Set Deadlines for Yourself
• Step 10. Plan a structure for your essay
• Evaluate & Select: the CRAAP Test
• Conducting Secondary Research
• Conducting Primary Research
• Formal vs. Informal Writing
• Presentation Requirements
• Evaluating Your Work

Using an Annotated Bibliography

• What was in the source?
• How was the source useful?
• [and sometimes] How has the source changed your thinking?

It is excellent preparation for carrying out independent research.This page has information on using an annotated bibliography for your Extended Essay:

What Is an Annotated Bibliography - and Why Write it at the Beginning of Your Research? How Can a Good Annotated Bibliography Help With My EE? What Should an Annotation Include? How Do I Write an Annotation? What Do Sample Annotations Look Like?

For other resources, see:

What Is an Annotated Bibliography - and Why Write it at the Beginning of Your Research?

An annotated bibliography is a bibliography that includes a summary and/or evaluation of each of the sources. Each citation is followed by a brief note – or annotation – that describes various aspects of the source such as a summary, an evaluation of the content, and applicability to your topic.

Why should an annotated bibliography come at the BEGINNING of your research assignment?   A researcher can use an annotated bibliography to do a critical summary of each source: its importance, its strengths and weaknesses, and the ways in which the source will fit into your research. When doing an annotated bibliography, researchers analyze and don't summarize.

How to Write an Annotated Bibliography . Narrated by Melissa Wehler, 2020.        YouTube , youtu.be/rUax6rIiwgA. Accessed 4 Sept. 2021.

How Can a Good Annotated Bibliography Help Me With My EE?

The process is not just a matter of listing possible sources. It also requires you to think critically. Consider your sources in terms of:

• what has already been written about their chosen topic and
• how your own research will fit into this.

As you examine each source, you will need to identify the issues and different perspectives of others. This will help you to develop a reasoned argument.

• allow you to keep track of your reading
• encourage you to think critically about the sources you are using in relation to your research area
• allow you, quite early on in the process, to become aware of possible concerns about using certain sources
• help you determine whether a source is of use to you in your research
• help you to justify your use of particular sources, both to your supervisor and to the IB examiner who will be reading your essay
• help you with the planning of your research, and ultimately save you time
• enable you to develop critical-thinking skills in selecting and evaluating source material.

What Should an Annotation Include?

• the bibliographic information
• the annotations (a concise summary of the source).

The annotations will vary in length depending on whether you are writing a summary of the source or analyzing it.

A summary should include:         

• a concise summary of the content and theme(s) of the source
• a comment on the authority of the author
• a comment on the purpose of the source
• a comment on how this source might be useful.         

What Do Sample Annotations Look Like?

The following are examples of annotations in several IB disciplines.

Social and cultural anthropology

What Should the Annotation Include?

This video tutorial from Champlain College Library explains what an annotated bibliography is and what each annotation should include.  The short paragraphs describing each source on the list should summarize the source, evaluate it, and discuss how it would fit into your topic.

Champlain College Library, prod. What's an Annotated Bibliography? YouTube.       Champlain College Lib., 2 Feb. 2012. Web. 17 Apr. 2016.       <https://youtu.be/RZoIXuRyTgI>. 

How Do I Write an Annotation?

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. 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. Here are the steps to follow:   Step 1: Talk about the author. (1 sentence) 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. Step 2: 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. Step 3: 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? Step 4: 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?  

See the Online Writing Lab (OWL) at Purdue University for Annotated Bibliography Samples.

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• ENC Learning Commons

Annotated Bibliography

• Sample APA Annotation
• URL: https://libguides.enc.edu/writing_basics/annotatedbib
• Definition and Descriptions
• Evaluation Tools
• Parts of an Annotation
• Sample ASA Annotation
• Sample Chicago Annotation
• Sample MLA Annotation

Research Tools

American Psychological Association (APA) Annotations

Creating an annotated bibliography in APA style

The Publication Manual of the American Psychological Association  7th edition (APA Manual) is kept behind the iDesk on the First Floor.

This example is based on the APA style guide, but your instructor might give you other formatting instructions . 

General guidelines

Some annotations are merely descriptive , summarizing the authors' qualifications, research methods, and arguments. 

Many annotations evaluate the quality of scholarship in a book or article.  You might want to consider the logic of authors' arguments, and the quality of their evidence.  Your findings can be positive, negative, or mixed.

Your professor might also want you to explain why the source is relevant to your assignment. 

Sample Page: APA-formatted annotated bibliography

Rules! rules! rules!

The Publication Manual of the American Psychological Association (7th ed.) states the following formatting rules:

• The text and the reference list should be double-spaced.
• Numbering starts on the title page, at the top right of the page.
• Reference list entries must have a hanging indent (to do this in Microsoft Word 2003, click Format, then Paragraph, then Special, and choose Hanging).
• There should be 1 inch (2.54 cm) margins all around (top, bottom, left, and right) on each page.
• Use Times Roman font, or a similar serif font.
• Each paragraph should be indented.

More Sample Annotations

Cornell University Library offers these instructions on preparing an annotated bibliography.

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• Last Updated: Nov 7, 2023 8:23 AM

EXPOS 20: The Social Construction of Gender

• About this Guide
• Scanning (for) Research
• Creating Your Annotated Bibliography

It's a Strategic Tool!

An annotated bibliography is one of the best tools to help you write your essay. It helps you remember the sources you have consulted and is a good starting point for organizing your argument. Annotated bibliographies can fulfill any and all of these functions:

For guidance on how to create your annotated bibliography, check out these resources:

Creating an Annotated Bibliography (Trinity University)

Writing an Annotated Bibliography (University of Toronto)

How to Prepare an Annotate Bibliography (Cornell University)

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Annotated Bibliography

What is an annotated bibliography.

An annotated bibliography provides an overview or a brief account of the available research on a given topic. It is a list of research sources that takes the form of a citation for each source, followed by an annotation - a short paragraph sumarising and evaluating the source. An annotated bibliography may be a stand-alone assignment or a component of a larger assignment. 

Purpose of an annotated bibliography

When set as an assignment, an annotated bibliography allows you to get acquainted with the material available on a particular topic.

Depending on your specific assignment, an annotated bibliography might:

• review the literature of a particular subject;
• demonstrate the quality and depth of reading that you have done;
• exemplify the scope of sources available—such as journals, books, web sites and magazine articles;
• highlight sources that may be of interest to other readers and researchers;
• explore and organise sources for further research.

What does an annotated bibliography look like?

Each entry in an annotated biliography has two components: 

• a bibliographic citation followed by 
• a short paragraph (an annotation) that includes concise descriptions and evaluations of each source. 

The annotation usually contains a brief summary of content and a short analysis or evaluation. Depending on your assignment you may be asked to summarise, reflect on, critique, evaluate or analyse each source. While an annotation can be as brief as one sentence, a paragraph is more usual.  An example is provided below.

As with a normal reference list or bibliography, an annotated bibliography is usually arranged alphabetically according to the author’s last name.

An annotated bibliography summary should be about 100 - 200 words per citation—check with your lecturer/tutor as this may vary between faculties and assessments. Please also check with your lecturer about the elements each annotation should include.

Steps to writing an annotated bibliography

• Choose your sources - locate and record citations to sources of research that may contain useful information and ideas on your topic.
• Review the items that you’ve collected in your search.
• Write the citation using the correct style.
• Write the annotation. 

Questions to consider when selecting sources

The sources for your annotated bibliography should be carefully selected. Start by reading abstracts or skimming to help you identify and select relevant sources. Also keep in mind that, while annotated bibliographies are often ‘stand alone’ assignments, they can also be preliminary research about a particular topic or issue, and further research or a longer literature review may follow. Try to choose sources which together will present a comprehensive review of the topic.

Keep the following questions in mind to help clarify your choices

• What topic/ problem am I investigating?
• What question(s) am I exploring? (Identify the aim of your literature research). 
• What kind of material am I looking at and why? Am I looking for journal articles, reports, policies or primary data? 
• Am I being judicious in my selection of sources? Does each one relate to my research topic and assignment requirements?
• Have I selected a range of sources? Choose those sources that provide a variety of perspectives on your topic
• What are the essential or key works about my topic? Am I finding them? Are the sources valuable or often referred to in other sources?

Surveying the sources

Take notes on your selected texts as you read. Pay attention to:

• the author’s theoretical approach.
• which parts of the topic are covered.
• main points or findings on the topic.
• the author’s position or argument. 

Evaluate and ask questions as you read

Record evaluations in your notes and consider:

• How, and how effectively, does this source address the topic?
• Does it cover the topic thoroughly or only one aspect of it?
• Do the research methods seem appropriate?
• Does the argument seem reasonable?
• Where does it stand in relation to other studies? Agree with or contradict?

How should I write the annotations?

• Each annotation should be concise. Do not write too much—annotations should not extend beyond one paragraph (unless assignment guidelines say otherwise). 
• The summary should be a brief outline of argument(s) and main ideas. Only mention details that are significant or relevant, and only when necessary. 
• Any information apparent in the title of thesourcel can be omitted from the annotation.
• Background materials and references to previous work by the same author usually are not included. As you are addressing one text at a time, there is no need to cross reference or use in-text citations to support your annotation.
• Find out what referencing style you need to use for the bibliographic citations, and use it consistently.
• In-text citations would usually only be necessary for quotations or to draw attention to information from specific pages.
• Unless otherwise stipulated, you should write in full sentences using academic vocabulary.

Contents of an annotated bibliography

An annotation may contain all or part of the following elements depending on the word limit and the content of the sources you are examining.

• Provide the full bibliographic citation.
• Indicate the background of the author(s).
• Indicate the content or scope of the text.
• Outline the main argument.
• Indicate the intended audience.
• Identify the research methods if applicable.
• Identify any conclusions made by the author/s.
• Discuss the reliability of the text.
• Highlight any special features of the text that were unique or helpful e.g. charts, graphs etc.
• Discuss the relevance or usefulness of the text for your research.
• Point out in what way the text relates to themes or concepts in your course.
• State the strengths and limitations of the text.
• Present your view or reaction to the text.

Sample annotation 

The citation goes first and is followed by the annotation. Make sure that you follow your faculty’s preferred citation style. The summary needs to be concise. Please note the following example is entirely fictitious.

In the sample annotation below, each element is numbered (see Key).

Essay and assignment writing guide

• Essay writing basics
• Essay and assignment planning
• Answering assignment questions
• Editing checklist
• Writing a critical review
• Annotated bibliography
• Reflective writing
• ^ More support

Scholarly Resources 4 Students | scite.ai 21 May 2024

Discover your Library: Main Library 21 May 2024

Extended Essay: Annotated Bibliography

• Kick Off Day
• Define Topic
• Locate Resources
• Annotated Bibliography
• Evaluating Sources
• Integrating Quotes
• Citations & Referencing
• Evaluation Criteria & Examiner Reports
• Criterion A, B, C: Assessment of Research
• Criterion D: Presentation
• Criterion E: Engagement (Reflection)
• The Viva Voce
• EE Draft Feedback Template for Supervisors
• Language of Analysis
• Approaches to Learning (ATL)
• Roles and Responsibilities

Annotated Bibliography Template

MLA Annotated Bibliography Template

This sample annotated bibliography shows you the structure you should use to write an MLA annotated bibliography and gives examples of evaluative and summary annotations.

It can be used as a template to set up your assignment.

What is an Annotated Bibliography?

What is an Annotated Bibliography?  from Kimbel Library .

Useful Links for Annotated Bibliographies

Overview of purpose and form of annotated bibliographies from the Purdue OWL.

Includes a sample annotation from an MLA annotated bibliography. From the Purdue OWL.

An example of an MLA annotated bibliography. From the Purdue OWL.

What is OPVL

Using OPVL With Documents Guide A Guide for Using Primary Source or Original Source Documents

OPVL: Origins, Purpose, Values, Limitations Origin, Purpose, Value and Limitation (OPVL) is a technique for analyzing historical documents. It is used extensively in the International Baccalaureate curriculum and testing materials, and is incredibly helpful in teaching students to be critical observers. It is also known as Document Based Questions (DBQ).

In order to analyze a source, you must first know what it is. Sometimes not all of these questions can be answered. The more you do know about where a document is coming from, the easier it is to ascertain purpose, value and limitation. The definition of primary and secondary source materials can be problematic. There is constant debate among academic circles on how to definitively categorize certain documents and there is no clear rule of what makes a document a primary or a secondary source.

• Primary – letter, journal, interview, speeches, photos, paintings, etc. Primary sources are created by someone who is the “first person”; these documents can also be called “original source documents.” The author or creator is presenting original materials as a result of discovery or to share new information or opinions. Primary documents have not been filtered through interpretation or evaluation by others. In order to get a complete picture of an event or era, it is necessary to consult multiple—and often contradictory—sources.
• Secondary – materials that are written with the benefit of hindsight and materials that filter primary sources through interpretation or evaluation. Books commenting on a historical incident in history are secondary sources. Political cartoons can be tricky because they can be considered either primary or secondary.
• Other questions must be answered beyond whether the source is primary or secondary and will give you much more information about the document that will help you answer questions in the other categories:

1. Who created it? 2. Who is the author? 3. When was it created? 4. When was it published? 5. Where was it published? 6. Who is publishing it? 7. Is there anything we know about the author that is pertinent to our evaluation?

This is the point where you start the real evaluation of the piece and try to figure out the purpose for its creation. You must be able to think as the author of the document. At this point you are still only focusing on the single piece of work you are evaluating.

• Why does this document exist?
• Why did the author create this piece of work?
• What is the intent?
• Why did the author choose this particular format?
• Who is the intended audience?
• Who was the author thinking would receive this?
• What does the document “say”?
• Can it tell you more than is on the surface?

Now comes the hard part. Putting on your historian hat, you must determine: Based on who wrote it, when/where it came from and why it was created … what value does this document have as a piece of evidence? This is where you show your expertise and put the piece in context. Bring in your outside information at this point.

• What can we tell about the author from the piece?
• What can we tell about the time period from the piece?
• Under what circumstances was the piece created and how does the piece reflect those circumstances?
• What can we tell about any controversies from the piece?
• Does the author represent a particular ‘side’ of a controversy or event?
• What can we tell about the author’s perspectives from the piece?
• What was going on in history at the time the piece was created and how does this piece accurately reflect it?

Limitation:

The task here is not to point out weaknesses of the source, but rather to say: at what point does this source cease to be of value to us as historians?

With a primary source document, having an incomplete picture of the whole is a given because the source was created by one person (or a small group of people), naturally they will not have given every detail of the context. Do not say that the author left out information unless you have concrete proof (from another source) that they chose to leave information out.

Also, it is obvious that the author did not have prior knowledge of events that came after the creation of the document. Do not state that the document “does not explain X” (if X happened later).

Being biased does not limit the value of a source! If you are going to comment on the bias of a document, you must go into detail. Who is it biased towards? Who is it biased against? What part of a story does it leave out? Sometimes a biased piece of work shows much about the history you are studying

• What part of the story can we NOT tell from this document?
• How can we verify the content of the piece?
• Does this piece inaccurately reflect anything about the time period?
• What does the author leave out and why does he/she leave it out (if you know)?
• What is purposely not addressed?

This is again an area for you to show your expertise of the context. You need to briefly explain the parts of the story that the document leaves out. Give examples of other documents that might mirror or answer this document. What parts of the story/context can this document not tell?

Source:  IB Higher Level History of the Americas & Honor's 10 English

Annotated Bibliography for Extended Essays in Group 4

Annotations

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.

Writing an Evaluative 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. 

Basic Tips on Writing and Formatting

• Each annotation should be one paragraph, between three to six sentences long (about 150- 200 words).
• Start with the same format as a regular Works Cited list.
• All lines should be double-spaced. Do not add an extra line between the citations.
• If your list of citations is especially long, you can organize it by topic.
• 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)

Sample Evaluative Annotation

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.

Adapted from:

"How to Write Annotated Bibliographies."  Memorial University Libraries , www.library.mun.ca/researchtools/guides/writing/annotated_bibl/. Accessed 29 June 2016.

Sources and OPVL

The following grid can help you understand  OPVL  by various types of sources

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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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APA 7th Edition Style Guide

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