Practically speaking
How to write an annotated
bibliography
Jennifer King
Jennifer King has had extensive
experience across government
and non-government schools.
She is now Head of Information
Services at Brisbane Boys’
College, a GPS day and
boarding school for boys from
Prep to Year 12. Brisbane Boys’
College is a member school of
the Presbyterian and Methodist
Schools’ Association (PMSA).
What is an annotated
A
bibliography?
n annotated bibliography
provides a brief account
of the available research
on a given topic (‘annotate’ means
to ‘make a note’). As with any
bibliography, it is an alphabetical list
of research sources such as books,
articles, websites and documents.
However, in addition to bibliographic
information, the standard annotated
bibliography gives a brief summary
of each source, as well as some
assessment or evaluation of various
aspects which relate to its quality.
Creating an annotated bibliography
calls for the application of a variety of
intellectual skills: concise exposition,
succinct analysis and informed library
research.
Annotated bibliography = normal
bibliography (the citation) + notes
on the sources (the annotation)
Why do we use annotated
bibliographies?
The purpose of the annotated
bibliography may be to:
• review the literature on a
particular subject
• illustrate the scope and quality of
your research, showing that you
have read and understood your
sources
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• describe other items on a topic
that may be of interest to the
reader
• provide a way for future
researchers to decide whether
a source will be helpful to their
own research if they read it.
How do we write an
annotated bibliography?
Cite your sources first, construct a
bibliography or list of references of
the books, articles, websites and other
documents you have consulted, using
the school’s accepted referencing style
(in this case, the Harvard sixth edition,
as included in your blue referencing
manual).
Examine and review these sources,
writing a concise annotation for
each (use the evaluation sheet on
the following page or download the
user-friendly, Word version from
<www.sroki.com>) that summarises
the central theme and scope of the
source. On this sheet, also include
one or more sentences that provides a
critical comment, or evaluates at least
some of the following aspects of the
sources (whichever are relevant to the
particular source):
• Authority.
• Reliability.
• Authenticity.
• Audience.
• Relevance/usefulness.
• Reliability.
• Accuracy.
• Currency.
• Bias or objectivity.
• Methods of collection of
information (research methods).
• A comparison/contrast to
another work you have cited.
• Reflection of how the source adds
to your knowledge of the topic,
as in its usefulness or importance
to your research.
When you have placed this in Word
at the end of your assignment, add
the annotations to all or perhaps
just some of the sources listed in
your bibliography, according to the
instructions of your teacher. Make
the bibliography or list of references
in bold, so it stands out from the
annotation below it. Make sure
there is double spacing between the
bibliography and the annotation,
so the reader can easily distinguish
between the citation and the
annotation.
Your annotation should be between
two and 10 sentences; up to 150 words
maximum in length; one paragraph
only. Attempt to divide up your
paragraph in this way:
• Summary or description
— approximately .25 of the
annotation.
• Critique or evaluation —
approximately .5 of the
annotation.
• Reflection or closing remarks
— approximately .25 of the
annotation.
You should always write in complete
English sentences, in academic
language, and use the third person
(person spoken about, for example,
they, he/she, it — NOT my, or you, or
I) in your annotation.
Sample annotated
bibliography
The following examples use the
Harvard sixth edition format for a
journal citation:
Henshaw, Richard C 1997,
‘Mifepristone (RU486) and abortion’,
Medical Journal of Australia, vol. 167,
pp. 292–293, viewed 13 September
2009, <http://www.mja.com.au/
public/issues/sep15/henshaw/
henshaw.html>.
November 2010

Introduction/Summary -> The
purpose of this article is to inform
the readers of the Medical Journal of
Australia about RU486, how it works,
and its advantages over surgical
abortion.
Authority -> Richard Henshaw is
an obstetrician and gynaecologist,
working at Queen Elizabeth
Hospital in Woodville, South
Australia. Therefore, he possesses
the qualifications necessary to make
informed comment on the drug
RU486.
Currency -> This article was published
in 1997, so it is not particularly current;
however, since 1997, no significant
discoveries have occurred in relation
to RU486.
Relevance -> Therefore, all the
information in the article is still
relevant to any research on the impact
of RU486.
Summary -> will form an important
basis for research for the assignment.
Jevy, CO, Lando, B & Brown, JW
2004, ‘Employee turnover and
job performance: monitoring the
influences of salary growth and
promotion’, Journal of Armchair
Psychology, vol. 113, no. 1, pp. 56–64.
Introduction/Summary -> In this
article, Jevy, Lando and Brown
review the influences of pay and
job opportunities in respect to job
performance, turnover rates and
employee motivation.
Research methods -> The authors use
data gained through organisational
surveys of blue-chip companies in
Vancouver, Canada to try to identify
the main causes of employee turnover
and whether it is linked to salary
growth.
Usefulness to your research /to a
particular topic -> The article is useful,
as Trevor et al. suggest that there
are numerous reasons for employee
turnover and variances in employee
motivation and performance.
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Limitations — if any -> The main
limitation of the article is that the
survey sample was restricted to mid-
level management.
Conclusions -> thus the authors
indicate that further, more
extensive, research needs to be
undertaken to develop a more in-
depth understanding of employee
turnover and job performance.
Reflection — Explain how this work
illuminates your topic or how it
will fit in with your research -> This
article will not form the basis of my
research; however, it will be useful
supplementary information for my
research on pay structures.
London, Herbert 1982, ‘Five myths of
the television age’, Television Quarterly,
vol. 10 no. 1, pp. 81–89.
Herbert London, the Dean of
Journalism at New York University
and author of several books and
articles, explains how television
contradicts five commonly believed
ideas. He uses specific examples of
events seen on television, such as
the assassination of John Kennedy,
to illustrate his points. His examples
have been selected to contradict such
truisms as: ‘seeing is believing’; ‘a
picture is worth a thousand words’;
and ‘satisfaction is its own reward’.
London uses logical arguments
to support his ideas which are his
personal opinion. 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.
Vendt, G 2008, Cell and molecular
biology: concepts and experiments, 5th
edn, John Wiley and Sons, New York.
Gerald Vendt is a published author
of research articles and other texts
with a Ph.D from the University of
Washington. This means that the
Practically speaking
information contained within this
book can be assumed to be reliable.
It is also the fifth edition of the text,
suggesting that it has undergone
modifications to improve accuracy
and ensure all information is up-
to-date. Therefore, this book is an
authoritative source on virus structure
and function.
Wadenson, E 2007, Dirt for art’s sake:
books on trial from Madame Bovary to
Lolita, Cornell University Press, New
York.
Elisabeth Wadenson sets out to study
the changing perceptions of what
material is illicit, and what is art. This
book is a deeply researched study of a
number of the most famously banned
books, including Ulysses and Lolita.
Wadenson has conducted thorough
investigations into the writers’ lives,
the reception, and eventual acceptance
of their work into the literary canon.
Zehrenreich, B 2001, Nickel and dimed:
On (not) getting by in America, Henry
Holt and Company, New York.
In this book of non-fiction, based on
the journalist’s experiential research,
Zehrenreich 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 Wal-Mart sales employee, the
author summarises and reflects on her
work, her relationships with fellow
workers and her financial struggles
in each situation. An experienced
journalist, Zehrenreich 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.
Zehrenreich’s project is timely,
descriptive and well-researched.
November 2010
Practically speaking

Some verbs to use for your annotated biography

account for acknowledge admit agree allege analyse argue assert
assess assume believe claim clarify compare conclude consider
criticise decide defend define demonstrate deny depict describe
determine discover distinguish doubt emphasise evaluate examine exemplify
exhibit explain find frame hypothesise identify illustrate imply
indicate investigate infer judge justify note persuade object
observe persuade point out propose prove question recognise refer to
reflect report reveal review show state suggest think

Criteria
The evidence indicates that ... The article assesses the effect of ...
The author identifies two reasons for ... The article questions the view that ...
He infers that ... Researchers have demonstrated that ...
These scientists have found ... It was proposed that the experiment ...
The author presents evidence which ... The researchers justified their finding by ...

Source: Evaluation sheet for research sources

Criteria Comments
1. Central theme and scope of source (What is the source
about and what is it trying to cover?)
• Give a very short summary/introduction, remembering
that the evaluative criteria which follow are vital, so
spend most of your 150 words writing about them.
2. Authority/reliability/authenticity/background (Who or
what is responsible for the information?)
• Author/authoring body of source is established and
reputable (individual person, institution, or organisation).
• Qualifications, credentials, expertise, experience,
educational background and previous work (if any) of
author are relevant and add credibility.
• References to other sources support the writing ie a
bibliography is provided.
3. Accuracy (Is the information correct and verifiable?)
• Authority is reliable and trustworthy.
• Facts are documented, well-researched, detailed, exact
and comprehensive.
• There are no vague or sweeping generalisations.
• Conclusions drawn are based soundly on evidence
presented (be wary of views which differ dramatically
from others).
• Research methods used are acceptable.
• The article is peer-reviewed.
4. Currency (Is the information up-to-date?)
• The article clearly shows the date it was written and/or
the information gathered.
• The information (including statistics) is up-to-date.

Access 36 November 2010

 Practically speaking

Criteria Comments
• The author has recent qualifications, experience, or
knowledge in the area.
5. Objectivity/bias (Is the purpose of the source clear,
including any particular viewpoint?)
• The source has come from an official publisher or
electronic journal.
• There is a statement of purpose/scope.
• The intended audience is clear and the language
appropriate for them.
• Information is presented as factual or opinion, primary
or secondary in origin.
• There is clear disclosure of the source’s stance on
relevant issues if the source supports an official group,
e.g. Greenpeace, Children by Choice.
• Any sponsorship or underwriting is clearly disclosed.
• The tone of the writing is generally objective
(uninfluenced by emotions and personal prejudices)
rather than subjective (personal).
6. Relevance (Is the source useful to your investigations?)
• The information contains the breadth and depth
required.
7. Comparison with other sources (Does the information
measure up favourably against other sources you have cited?)
• Compare with other source(s) i.e. find points in
common.
• Contrast with other source(s) i.e. find points that differ.
• Comparative strengths/weaknesses.
8. Contribution to your knowledge of the topic (How is
the source useful or valuable; how does the information in this
source add to your understanding, or your hypothesis?)
• Pick out the main points and summarise briefly.
Choose significant, useful and relevant details only.

Now construct your annotation University, Indiana, viewed 11 May au/onlib/annotated_bib.html>.

from this evaluation sheet (print
out one sheet for each source
you are annotating) and insert all
annotations underneath the relevant
source in your bibliography.
To download a user-friendly,
Word version of this evaluation
sheet, visit <www.sroki.com>
Best of luck!
Bibliography
Owl Purdue Online Writing Lab 2010,
Annotated bibliographies, The Writing
Lab, The Owl at Purdue and Purdue
2010, <http://owl.english.purdue.
edu/owl/resource/614/01/>.
QUT Write 2008, Writing an annotated
bibliography , Queensland University
of Technology, Brisbane, viewed
10 May 2010, <http://www.
citewrite.qut.edu.au/documents/
annotated_bib_Feb08.pdf>.
The Learning Centre UNSW 2010,
Writing an annotated bibliography,
The University of New South
Wales, Sydney, viewed 10 May
2010, <http://www.lc.unsw.edu.
The Myrin Virtual Library n.d.,
Library research guide 12: Preparing
abstracts and annotations, Ursinus
College, Collegeville, Pennsylvania,
viewed 12 May 2010, <http://myrin.
ursinus.edu/about/welcome.asp>.
UNISA Learning and Teaching
Unit 2010, Writing an annotated
bibliography, University of South
Australia, Adelaide, viewed 12
May 2010, <http://www.unisa.
edu.au/ltu/students/study/
referencing/bibliography.asp>.

Access 37 November 2010