How to Write an Annotated Bibliography
In the third stage of your project you are required to complete an annotated bibliography of the
sources you intend to use. This will be evaluated and count as a part of the project as a whole.
Before we begin however you need to know what an annotated bibliography is.
WHAT IS AN ANNOTATED BIBLIOGRAPHY?
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is
followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the
annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy,
and quality of the sources cited.
THE PROCESS
Creating an annotated bibliography calls for a concise explanation while examining the books for
information that would help you in your research. An annotated bibliography involves a few
steps:
1. Locate and record citations to books, periodicals, and documents that may contain useful
information and ideas on your topic. Briefly examine and review the actual items. Then choose
those works that provide a variety of perspectives on your topic.
2. Cite the book, article, or document in bibliographic format.
3. Write a concise annotation that summarizes the central theme and scope of the book or
article. Include one or more sentences that (a) evaluate the background of the author, (b)
comment on the intended audience, (c) compare or contrast this work with another you have
cited, or (d) explain how this work illuminates your bibliography topic.
SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE
The following example uses the MLA format for the journal citation:
Holland, Suzanne. The Human Embryonic Stem Cell Debate : Science,
Ethics, and Public Policy. Boston: MIT Press, 2001.
This is the annotation of the above source. In this example, I am following MLA guidelines
for the bibliographic information listed above. If I was really writing an annotation for this
source, I would now be offering a brief summary of what this book says about stem cell
research.
After a brief summary, it would be appropriate to assess this source and offer some criticisms
of it. Does it seem like a reliable and current source? Why? Is the research biased or objective?
Are the facts well documented? Who is the author? Is she qualified in this subject? Is this source
scholarly, popular, some of both?
The length of your annotation will depend on the assignment or on the purpose of your
annotated bibliography. After summarizing and assessing, you can now reflect on this source.
How does it fit into your research? Is this a helpful resource? Too scholarly? Not scholarly
enough? Too general/specific? Since "stem cell research" is a very broad topic, has this source
helped you to narrow your topic?
Your job is to look through the resources available to you both in the library and on the
internet. Remember when you are examining potential sources that you must examine them for
content and quality. Is the information related to the topic you have chosen? Does the
information help you when researching your topic? Try to look for different points of view in
order to look at both sides of an issue.
After you have looked through a minimum of ten sources decide which ones will be able to help
you in your research paper. You will be responsible for a minimum of six sources for your
paper which must be represented in the annotated bibliography.
Every history essay
must answer a
question.
Sample Essay Skeleton
Your Thesis is just the
answer to the question
followed by the reasons
why you think your answer
is correct.
Topic Question:
Is Mr. Ocampo an excellent history teacher?
Thesis:
Mr. Ocampo is an excellent history teacher because he has superior knowledge of course
material, he engages his students and he has complete control over his classroom.
Each body paragraph matches an
argument from your thesis
Body Paragraph 1:
Topic: Mr. Ocampo has excellent knowledge of course material.
•
•
Evidence #1:
Evidence #2:
•
- Michael P: History Student at St. Edmund Campion
Evidence #3:
“Mr. Ocampo is definitely an expert historian. I often ask for his
He has a Bachelor’s and Honour’s Specialist degree in history
“Every time I ask Mr. Ocampo a history question, he always has an
answer for me. I am amazed at how much he knows about history.”
help when planning my lessons”
- Mr. Venier: History Teacher at St Edmund Campion
Evidence can be direct quotes or
they can be a summary of
someone else’s ideas and
knowledge.
The evidence includes facts and
the opinions of people who are
knowledgeable about the subject
Body Paragraph 2:
Topic: Mr. Ocampo motivates and engages his students.
• Evidence #1:
Very few students fail Mr. Ocampo’s Classes
• Evidence #2:
Students often request Mr. Ocampo’s courses when planning
their schedule
• Evidence #3:
“I always hated history. But after Mr. Ocampo’s class, I have decided
that I want to become a history teacher.”
- Ashley G: History Student at St. Edmund Campion
Body Paragraph 3:
Topic: Mr. Ocampo has excellent classroom management skills.
• Evidence #1:
He has not sent a student down to the office all year.
• Evidence #2:
“I have had Mr. Ocampo twice and I have never seen anyone talk
back to him” - Joel W: History Student at St. Edmund Campion
• Evidence #3:
“I had the opportunity to observe Mr. Ocampo last year and I was
extremely impressed by his classroom management skills. His
classrooms run with routine and structure. I was very impressed.”
- Mr. Bieth: Vice Principal at St. Edmund Campion.
Direct quotes should be
written on your skeleton
and properly referenced!
HOW TO WRITE AN ARGUMENTATIVE ESSAY
The following outline attempts to show you how to construct a good essay; it represents,
in as simple a form as possible, the basic pattern to follow in putting together any
“argument paper” whether this paper is a class essay, a dissertation, or an article
designed for publication. An “argument paper” is best defined as a paper which states a
thesis, or says something, and attempts to back it up or support this thesis with
evidence which tends to convince the reader of the truth and validity of this thesis; this
kind of paper is distinct from the kind of paper which merely presents information. (Also,
the argument paper is more interesting, both to write and to read). These instructions
are presented in outline form merely to make it more apparent that a good essay is put
together step by step. If you are writing outside of class you will be able to follow this
outline at your leisure; if you are writing in class, or answering an essay question on an
exam, you still should mentally follow this outline to construct your essay before you
start to write.
I.
Form a good, strong thesis sentence, stating what you propose to
show.
This is the most important part of the whole process, the foundation upon which your
whole essay is constructed, and it must be the first thing done; until you have written
the thesis sentence it is useless to try writing anything else. Given a topic, assemble
your material and review it (mentally if in class during an exam) until you are familiar
enough with this material to form an opinion or judgment about your topic. This
opinion or judgment is the stand you are taking on this particular topic and it will be
the conclusion which your entire essay will to try to establish and support. This is
your thesis sentence; and this is why the thesis sentence has to come first when you
construct an essay.
II.
Build your argument to support this thesis sentence.
Return to your assembled material. Go through it again, and this time copy down
every argument, every bit of evidence, or every reason you can find in it which will
support your conclusion. After you have done this you should be able to tell whether
your conclusion is valid or not. If you cannot find enough support to convince yourself
of the validity of your own conclusion, you should discard your thesis sentence and
form a new one. Never attempt to argue on behalf of something which you yourself
do not believe, if you do, your paper will not be very good.
III. Arrange your argument to produce the maximum effect on the reader.
Go through the evidence or separate arguments you have copied down and arrange
them in the order of their strength. Usually it is best to arrange them in the order of
their strength. It is often best to start with the weakest and end with the strongest;
this arrangement is not always possible, but when it can be done your argument will
accumulate more force as it progresses. If this type of arrangement cannot be use,
merely arrange the arguments in the order in which they will appear in your paper.
Along with each argument, list any contrary arguments. You must state these fully
and fairly, but show that on balance your viewpoint is to be favoured. If you ignore
them, your essay will be weak, one sided and unconvincing.
IV. Write your outline.
a) Begin with a thesis sentence
b) Always write complete sentences
c) A brief introduction is needed if any questions or terms have to be defined before
you start your argument; otherwise it is optional
d) Roman numeral I will be the first argument or reason in support of your
conclusion. Roman numeral II will be the second argument – and so on – as you
have already arranged these arguments in order
e) Just as the Roman numeral entries must support your conclusion, so must the
sub-head entries under each roman numeral support that particular argument
(usually by clarifying, explaining or the citing of examples).
f) Copy your thesis sentence word for word as the conclusion at the end of your
outline. (This may seem a bit of an insult to your intelligence, but if your outline
has gone astray you will fins that your thesis will no longer fit in the position it was
originally created to occupy. Thus, by doing this you can sometimes save yourself
time and wasted effort.
V.
a)
b)
c)
d)
e)
f)
g)
Check your outline
Are there any self-contradictory concepts in it?
Is any of your material irrelevant?
Does each argument follow logically from everything preceding it?
Are there any gaps in your reasoning?
Are there any terms which need to be defined?
Are there any statements which are merely platitudes?
Have you made any dogmatic statements?
VI. Write the paper itself
About three-fourths of your work should be done before you reach this step. If steps
I-V are done well and carefully, the paper should just about write itself.
VII. Proofread you Paper.
And do it at least twice- more times if possible. (Never write anything which will be
read by others unless you proofread it to the best of your ability; this is one rule that
is rigidly observed by all mature scholars and authors who have been writing for
years).
a) Proofread your thought and style, and again check the list in V. Also does your
paper read smoothly and easily? (Read it aloud, if possible, and you will find out).
b) Proofread for mechanical errors.
1. Check all questionable spelling.
2. Check all the minimum standard requirements
VIII. Turn in your finished paper and wait patiently for your “A”.