|how to do an annotated bibliography
Annotated bibliographies are typically composed around a theme, general subject area or thesis. Otherwise, it would simply be a list of random sources. The purpose of an annotated bibliography is to provide a focused list of sources while also providing a paragraph description of the source.
Each annotated bibliography entry has two parts: the citation and the annotation. The citation is the publication information that you would typically include in a Works Cited, Notes or list of References. The annotation is your summary and evaluation of the source. Some annotated bibliographies are more summative and others more evaluative. They annotations also vary in length depending on the audience for the document.
Why do professionals write annotated bibliographies?
Why do teachers ask students to write annotated bibliographies?
Here are some ideas for items to include in the annotation:
If the source is a book or internet site, you might also include:
If the source is a journal or magazine article or internet site, you might also include
If your preliminary thesis is “student writers and professional writers treat revision differently from each other,” the following would be an appropriate annotation of a journal article. (This entry is in MLA style.)
Sommers, Nancy. “Revision Strategies of Student Writers and Experienced Adult Writers.”
College Composition and Communication 31 (1980): 378-88. This article is
written from the premise that research on writing should concentrate more
heavily on revision. A study of twenty freshman composition students and
twenty professional adult writers and their revision processes reveals that
student writers are primarily concerned with vocabulary and the idea of
“clean[ing] up” writing. Revising for students equals coming into compliance
with rules. The experienced writers showed more concern for shaping their
arguments and clarifying meaning. The purpose of this article is to inform
the reader about the differences between the revision strategies of professional
and student writers. As published in CCC, this article is aimed at professionals
in the field of composition studies. Sommers’ article is unique in that it
presents qualitative research results in the area of revision. This article
supports my assumption that professional and student writers think of and use
written by Robin Gallaher
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