Writing an Annotated Bibliography
What is an annotated bibliography? First, let’s break it down into
components:
Bibliography: An alphabetized list of scholarly sources on a specific
topic. As with any Works Cited (MLA) or References (APA) page, you
should read and collect published academic sources to support your
claims.
Annotation: A note of explanation or comment. Write an annotation
for each source in order to describe its main idea and to highlight its
usefulness for your research topic and focus.
What is the purpose of an annotated bibliography?
Its purpose is to organize and prioritize the many sources you have gathered
so that you can use the information in these sources most effectively in your
research study or research paper.
How does an annotated bibliography benefit me?
Creating annotations helps with organizing your research, especially if the
project is lengthy. Annotations condense a large amount of information into
single paragraphs that can be grasped easily and moved around, and they
are a great way to critically analyze the content and sources for your
project.
What are some of the formatting differences between MLA and APA
for an annotated bibliography?
Remember, APA and MLA styles differ stylistically in how sources are cited
in-text and at the end of your paper. Here are some examples of each style:
APA Style: Zhang, T. (2012). English learning and teaching journey of
second language learners in postgraduate program. A study of bilingual and
multilingual speakers’ construction of identity in autobiographical narratives
[Abstract]. DSpace/Manakin Repository.
MLA Style: Zhang, Tong. “English Learning and Teaching Journey of Second
Language Learners in Postgraduate Program: A Study of Bilingual and
Multilingual Speakers’ Construction of Identify Autobiographical Narratives”
Abstract. DSpace/Manakin Repository. (2012): Web.
Now let’s look at how to write an effective annotation for a source.
Annotated Bibliography Example
Imagine that this abstract is the text annotated from the example above:
In this study, I explored four bilingual and multilingual speakers’
constructions of identities in their language learning and teaching journeys.
Conducting this research by using autobiographical narrative analysis
method, I collected and analyzed participants’ autobiographies and the
follow-up interviews which offer a rich data resource to utilize in order to
unfold the four ELLs’ bilingual and multilingual speakers’ constructions of
identities and explore how their multiple aspects of identity are related to
their identities as English teachers. Participants presented their identities as
co-constructed and complex in nature and viewed their identity construction
in autobiographical narratives: language learners or language teachers,
gender identities, and members of different language communities, which
were collaborated and interconnected within their entire constructions of
identities. The participants’ narrative also indicated the uniqueness and
complexity in their construction of identities.
Step 1: Summarize the article (be sure to include important
theoretical and methodological information)
Example: Zhang’s (2012) autobiographical and narrative research
study reveals the complex identity negotiations and (re)construction
that multilingual speakers experience as teachers and students during
their studies in a U.S. MA TESOL program.
Step 2: Relate the article to your research topic
Example: Zhang’s (2012) study focuses on multilingual students’
identity constructs; my study aims to understand identities of
multilingual students as well. Although Zhang’s (2012) study used an
academic context, further research is needed to understand
multilingual students’ identity construction outside of academic
contexts, specifically social and home contexts.
Step 3: Address any gaps in the source
Example: Zhang’s (2012) study is situated in an academic
context, thus future research is needed to understand multilingual
students; identity constructions outside of academic contexts,
specifically social and home contexts.
Step 4: Put it all together. Remember to add transition words and
phrases to make the annotations cohesive for the reader
Example annotation: Zhang’s (2012) autobiographical and
narrative research study revealed the complex identity negotiations and
(re)constructions that multilingual speakers experience teachers and
students during their academic studies in a U.S. TESOL program. Similar to
Zhang’s (2012) focus on multilingual students’ identity constructs, my study
aims to understand identities of multilingual students as well. Although
Zhang’s (2012) study used an academic context, further research his needed
to understand and multilingual students’ identity constructions outside of
academic contexts, specifically social and home contacts.
**Remember the length of the annotated bibliography will depend on your
assignment and your professor’s requirements. Specific sections of the
annotation may vary depending on the purpose of the annotated
bibliography.
