annotated biblography example

annotated biblography example

Annotated Bibliography: A Comprehensive Guide

1. Introduction

We intend for this guide to be a detailed and comprehensive “how-to” research tool for students on the preparation of an annotated bibliography. The emphasis is on improving skills in locating and evaluating scholarly sources and incorporating the content of the sources into the annotations. There is detailed information on the preparation of entries in the “Resource” list and the professor has a clear idea of what is expected. Examples are provided in the new MLA style and in a variety of interdisciplinary fields. There is also detailed information on the preparation of entries in the “Resource” list and the professor has a clear idea of what is expected. Examples are provided in the new MLA style. In this guide you’ll find learning module tutorials, a wealth of interactive exercises, and a course assignment which is designed to provide the learning scaffold students will need to be successful in your discipline. These much-revised and improved materials are based on the “Using American Psychological Association as a Model” content. A separate guide based on the heavy needs of ESL students runs throughout and you’ll find Eslflow’s “4 Language skills” guide a very useful complement.

2. Purpose of Annotated Bibliography

An annotated bibliography will, first and foremost, provide an insight into different facets of a particular topic. Therefore, it is important to study each source individually. An annotated bibliography helps a researcher analyze each resource on its credibility, pertinence, and contribution to the topic, then decide if a particular source will be helpful for writing the research. Remember, the sources you choose for the assignment are just as important as the assignment itself because giving it no due importance will not give it the credit it deserves. An annotated bibliography not only helps a researcher access the information but also sift through it and evaluate it. This evaluation of the resources must be done systematically in order to make the research easier. Finally, the annotated bibliography can help a researcher figure out which sources are most important and which ones do not serve any purpose. This is critical so as to know which information is to be put in the research and which to leave out.

3. Key Components of an Annotated Bibliography

A bibliography is a list of resources, normally centered around a specific topic, and serves as a means of organizing resources for exploration of that topic. Normally, bibliography entries for resources will be in the form of a list (as in our example) or a simple paragraph summarizing the resource. Each resource cited in the bibliography will have a different level of depth in the manner it has informed an author’s exploration of a topic. An annotation aims to tell the reader the quality, accuracy, and relevance of the resource cited. The annotation is a concise and succinct paragraph that is developed through a systematic process. This process involves gathering, reading, and evaluating sources on a given topic and developing an understanding of how each resource relates to the topic. From this, an annotation can inform the reader of the relevance and quality of the cited resource and, to some wider extent, inform the reader on the nature of the research into the topic. With these aims in mind, considering the nature of a given topic or subject that an annotated bibliography may be involved with, and the needs of the lecturer, it can be noted that there are 3 different types of annotations that can be constructed. These are descriptive annotations, informative annotations, and critical annotations. Each type is somewhat dependent on the depth and nature of the topic. Type 1 annotations are best described as an analysis of a work but could be bibliographical if it is written to describe. This type is most useful when the reader requires some more detailed information about the nature of a resource. Type 2 annotations are considered to be more in depth. They seek to give the reader an indication of the relevance of a cited resource to the topic, concept, and methods used in a piece of research, and the results and likely value of the resource to an investigation of the topic. Type 3 annotations are the most in depth and are an extension of a type 2 annotation. In a type 3 annotation, the reader is given an analysis of the strengths and weaknesses of the resource and how it may relate to other resources cited. This may involve the construction of a specific model to demonstrate features of the resource. In general, annotated bibliographies will involve a mixture of type 2 and type 3 annotations, with the preference closer to type 2. An investigator may choose the mix by considering the needs of the reader, the time available, and the depth of investigation of a topic.

4. Writing Annotations: Tips and Examples

The reflection explains how this source has shaped your understanding of the topic work of the bibliography and how it changed what you thought to be true. This might just be an analysis of what you have learned from this source, and your answer might be that the source has not changed your prior understanding of the topic.

The application explains how this source might be useful in your research on the topic work of the bibliography. Will it be effective in giving you the information you need? This is the time to explain if the source gives any special insights or detailed information which might not be known to the general public.

The assessment evaluates how well the source moves its intended audience. This could be assessing the value of information in terms of its reliability, relevance, or accuracy. You should express if you think the work is persuasive and why. At this stage, it may be useful to compare and contrast different works on the same topic. Always remember to state the relevance of the source to the topic work of the bibliography.

Annotations contain four parts, including summary, assessment, application, and reflection. The summary should give a clear idea of what the source contains. Is the information complete? Does it cover the topic comprehensively? This is the time to highlight any biases you think the author might have.

When you’re writing an annotation, you need to consider carefully the subject, content, and scope. Is the material comprehensive, concise, or well-written? Does the author have credibility, and what are the implications of the text/work? In your annotation, you should try to express why the content is of interest or relevance, and it is important to keep relating the annotation back to the subject/discipline or topic work of your bibliography. Always remember to define the audience that the source is targeted at (Is it only for academics? Is it for a particular group or the general public?).

5. Formatting and Citations

The Modern Language Association has established the widely-used MLA documentation style. This is a specific way to cite, reference, and present style information in a manuscript for all subjects. A writer can access this format by getting a handbook from any school bookstore. A textbook or website dealing with MLA style is also a good resource. (To be sure, you should ask your course instructor.) This way, a writer can spend more time understanding the material and less time stressing over which format style to use. MLA style is used in many high school and college level courses. Any source information used within an essay should be included within the essay through in-text citations. These citations are short and include the author’s name, page number, or both. This information should match the information provided on the works cited page. A works cited page is an alphabetized list (generally by author’s last name) of all referenced materials used within the body of the essay. Following the author’s name are any other co-authors of the source, the name of the source, and the publication information. (Generally purdue.edu) High quality works are often published more than once. Keep track of any information you learn from a source so you don’t need to continually refer back to it and have to create a heading for what edited information was found in what source. This vital information should be great practice for any formal writing assignment later on. Remember that a secondary or tertiary source and a source providing mere information are different in that the latter may not specify who or what group is the author. If it knowingly a company or organization, it is permissible to use that instead an author’s name.