Study of Religion (2008)
Advice for teachers
Using an annotated bibliography as evidence of the
inquiry process
December 2010
Study of Religion (2008)
Advice for teachers
Using an annotated bibliography as evidence of the inquiry process
Compiled by the Queensland Studies Authority
December 2010
The QSA acknowledges the contribution of Moreton Bay College in the preparation of this
document.
About this advice
This advice is intended to help teachers implement the syllabus in their school setting. It provides
information about:
2

the purpose of an annotated bibliography in the Study of Religion (2008) course

writing an annotated bibliography for the Study of Religion (2008) course

making judgments about the quality of an annotated bibliography.
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Study of Religion (2008)
Advice for teachers Using an annotated bibliography as evidence of the inquiry process
What is an annotated bibliography?
An annotated bibliography is an alphabetical list of research sources with an evaluative summary
or annotation about each source.
What is the purpose of an annotated bibliography in the Study
of Religion (2008) course?
Section 9.5 of the Study of Religion (2008) syllabus requires that students “provide supporting
documentary evidence of the inquiry process” when undertaking research for assessment. This
evidence can be provided as either:

referenced research notes or

an annotated bibliography
Therefore either strategy may be used as evidence of students’ ability to:

identify and select an issue for inquiry

frame questions about a religious issue or associated phenomena

gather and summarise information from primary and secondary sources relevant to the scope
and context of the inquiry

use investigative techniques such as literature and media searches

create bibliographies using an accepted convention.
How should students write an annotated bibliography?
When writing an annotated bibliography for Study of Religion (2008) students should:

Cite the source, for example book, journal article or website, according to the school’s
preferred referencing style. Examples include Harvard and APA (American Psychological
Association).

Provide the annotation including the following elements:


a description of the main ideas presented in the source

an explanation of how the source was used in the inquiry process

an evaluation of the validity of the source.
Write concisely. The length of annotations may vary depending on the nature of the source.
Some annotated sample entries are shown below.
Sample 1
Bibliographic information is
provided using the school’s
preferred referencing style.
The annotation includes:

Description of the main
ideas presented in the text

Explanation of how the
source was used in the
inquiry process

Evaluation of the
validity of the source
Coady, T. “An uneasy marriage of necessity.” The Age. 3 April 2007.
www.theage.com.au/news/opinion/an-uneasy-marriage-ofnecessity/2007/04/02/1175366152314.html (accessed May 13, 2008).
This newspaper article enabled a conclusion to be made about the
involvement of the Lyons Forum in passing the Andrews Bill to outlaw
euthanasia. It was used to finalise the wording of the hypothesis.
It showed there is a significant link between religion and politics and the
importance of balancing this relationship with the views and considerations of
all citizens, particularly when applied to a democratic society. It showed the
importance of allowing religious views to influence but not dominate
legislation passed by the government.
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Sample 2
Bibliographic information is
provided using the school’s
preferred referencing style.
Gifford, C. World Issues: Euthanasia. London: Chrysalis, 2004.
The annotation includes:

Description of the main
ideas presented in the text
This book provided an overview of euthanasia throughout the world, what
arguments exist for and against voluntary euthanasia and what major groups
and individuals have attempted to influence change in euthanasia legislation.

It was useful in the early stage of the inquiry and helped to answer framing
and investigating questions such as What is euthanasia? What perspectives
are held on this ethical issue? How do people make decisions about
euthanasia?

Explanation of how the
source was used in the
inquiry process
Evaluation of the validity of
the source
This source provided valid information as it made reference to primary data
such as up-to-date statistical information and included expositions from
terminally ill patients. These accounts gave divergent views on the issue.
Sample 3
Bibliographic information is
provided using the school’s
preferred referencing style.
Healey, J. Debating the Issues. Sydney, NSW: The Spinnery Press,
2005, pp.181-195.
The annotation includes:
This source provided a range of debates regarding the issue of euthanasia in

Description of the main
ideas presented in the text

Explanation of how the
source was used in the
inquiry process
This allowed comparison and led to a conclusion about how to organise the
information for the seminar and highlighted how difficult it is to reach a
legalized decision about euthanasia.
Evaluation of the validity
of the source
This source is extremely reliable and valid in terms of the information and
facts provided. It acknowledges all contributors to the book, provides
opinions through quotes and gives definitions. In addition it provides pages
of further resources with links to informative websites and books that were
specific to the debates featured.

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Australia. The debates revealed information about the history, people and
arguments involved with preventing voluntary euthanasia from becoming
legalized within Australia. It was interesting to read the arguments
specifically from the various groups involved, such as politicians, Australian
citizens, religious groups and anti or pro euthanasia groups.
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Study of Religion (2008)
Advice for teachers Using an annotated bibliography as evidence of the inquiry process
How are judgments made about the quality of annotated
bibliographies?
Research and communication
The quality of students’ annotated bibliographies can be matched to the following syllabus
standards:
Standard A
Standard B
Standard C
Standard D
Standard E
The student work
has the following
characteristics:

identification
of a range of
diverse
issues and
framing of
wellconstructed
and pertinent
research
questions

evidence of
broad and
focused
investigations
establishing
the validity of
a wide range
of diverse
sources
The student work
has the following
characteristics:

identification
of a range of
issues and
framing of
wellconstructed
research
questions

evidence of
focused
investigations
establishing
the validity of
a wide range
of sources
The student work
has the following
characteristics:

identification
of issues and
framing of
relevant
research
questions

evidence of
investigations
establishing
the validity of
relevant
sources
The student work
has the following
characteristics:

identification
of familiar
issues and
use of
rudimentary
research
questions

evidence of
investigations
using familiar
sources
The student work
has the following
characteristics:

identification
of known
issues and
use of
questions

evidence of
use of familiar
sources
Note: Colour highlights have been used in the table to emphasise the qualities that discriminate
between the standards.
References
Charles Sturt University. “How Do I Write an Annotated Bibliography?” Learning Skills. 2010.
http://www.csu.edu.au/division/studserv/learning/annotated/ (accessed November 2010).
Queensland University of Technology. “Writing an annotated bibliography.” QUT Cite-Write. 18
February 2009. http://www.citewrite.qut.edu.au/write/annotated_bib.jsp (accessed November 2010).
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