Tips for Writing

• Write about one source at a time
• Answer these questions in COMPLETE SENTENCES
  • ​What is the main or most significant idea of this source?
  • What is the author trying to do?
  • Who do you think the author's intended audience is?
• Write SHORT paragraphs.
• Write 5-8 sentences that accurately describe the information and ideas from each source.  

SIUC Writing Center- www.siu.edu/~write  

Your annotated bibliography requires that you:

• Summarize: Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.

• Assess: After summarizing a source, it may be helpful to evaluate it. Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is this source biased or objective? What is the goal of this source?

• Reflect: Once you've summarized and assessed a source, you need to ask how it fits into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?

Examples of what your annotated bibliography should not look like:

Marieb, Elaine N. (1992).Human Anatomy and Physiology Redwood City, CA: The Benjamin/ Cummings Co.

I use this book to get the basic information about arthritis, it was very informative.

Keefe FJ., (1996) Pain in Arthritis and musculoskeletal disorders. Journal of Orthopaedic & Sports Physical Therapy, 24, 279-290.

I got all the facts about exercising with arthritis and the different types of exercise.

Content adapted from Writing an Annotated Bibliography: Tips 

What to Include:

A typical annotation contains the following information in approximately 150 words:

• Author information: Who is the author? What is her/his educational/professional background? Are they qualified to write about this topic?
• Purpose: What is the purpose of this research? Is the purpose stated or implied?  
• Audience information: To what audience is the author writing (scholars, teachers, the general public, etc.)? Is this reflected in the author's style of writing or presentation?
• Author bias: Does the author show any biases or make assumptions upon which the rationale of the article rests? If so, what are they?
• Methodological information: How did the researcher obtain the data? I 
• Conclusion: What conclusions does the author draw? Are these conclusions specifically stated or implied?
• Conclusion justification: Are the conclusions justified from the research or experience? Are the conclusions in sync with the original purpose of the research and supported by the data? Are the conclusions skewed by bias?
• Relationship to other works: How does this work compare with others cited? Does it conflict with conventional wisdom, established scholarship, government policy, etc.? This may be difficult to do if you are only examining a small body of research.
• Time frame: Is the work current? Is this important? How does the time in which it was written reflect on the information contained in this work

Content adapted from Creating Annotated Bibliographies: Pieces of an Annotation [https://libguides.library.kent.edu/c.php?g=277939&p=1853357]

Sample Annotated Bibliography Entries

The following example uses APA style (Publication Manual of the American Psychological Association, 6th edition, 2010) for the journal citation:

Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51, 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, 8th edition, 2016) for the journal citation:

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.

Attribution: Research & Learning Services; Olin Library; Cornell University Library; Ithaca, NY, US https://olinuris.library.cornell.edu/services/research/guides/use