CAW LibGuides: Writing an Annotated Bibliography

What is this resource?

This resource describes the common features of three main types of annotated bibliographies and includes guidance on and examples of writing an annotated bibliography.

Demonstrable Skills

Writing an annotated bibliography demonstrates the following skills

• Selecting sources;
• Critical and evaluative reading of sources;
• Concise and accurate communication;
• Citation.

Why write an annotated bibliography?

Annotated bibliographies, similar to literature reviews, describe the scholarly context and the “knowledge gap” for your research. Annotated bibliographies may enable you to demonstrate that you have:

• established the importance of your topic within your field;
• familiarised yourself with significant and up-to-date research relevant to the topic;
• examined the background information needed to understand your study;
• justified your choice of research question, theoretical framework, or method.

Annotated bibliographies may be written as a single assignment or as a component of a larger project – for instance leading to a literature review or dissertation. Final year and post-graduate students may write one as part of their project proposal.

Understanding why you are writing your annotated bibliography will help you to select your sources and chose an appropriate form and style for your writing.

What is an annotated bibliography?

An annotated bibliography is an alphabetical list of citations, like a reference list or bibliography, with commentary or “annotations” written in a paragraph underneath each citation. Annotated bibliographies vary in terms of the sources you use, the type or scope of the annotations, and the length of the annotations.

The expected length of your annotations varies from a few sentences to several pages, though most annotations are around 150 words. Make sure you have understood your assignment brief before you start work on an annotated bibliography.

Sources

Your assignment brief may include combinations of the following to shape your reading:

• a set reading list;
• a list of topics or search terms to guide your reading;
• an expectation that you will establish your own list of sources;
• a combination of the above – for instance a list of core texts and suggested directions for further development;
• a maximum or minimum number of sources.

Similar to a literature review, your sources should inform your topic or project. If you are required to find your own sources, you should evaluate your sources in terms of:

• Relevance:   are they related to your assignment?
• Reliability:    are they authentic and from a quality source (author or publisher)?
• Recency:      do they demonstrate up to date methods and research?
• Rigor:            are the arguments evidenced in data and research?

These factors will vary, and you will have to decide which factors are most important. More guidance is available in CAW’s online resource ‘Writing a Literature Review’ that can be downloaded at: https://libguides.coventry.ac.uk/CAWhomepage/literaturereview.  Unlike a literature review, you will not organise your sources into groups according to themes, methodologies, or outcomes (refer back to “What is an annotated bibliography?” section). However, grouping and comparing your sources may help you when selecting or analysing your sources prior to writing.

There are three main types of annotation. Check your assignment brief to be sure that you read your sources with the relevant depth required for the type of annotation you are writing.

Summary annotations

Summary annotations comprise a brief description of the important information in to your source. For example the:

• methodology;
• central argument or claim;
• theme or themes.

Example summary annotation

Holt-Lunstad, Julianne, Sparra, David A., Robles, Theodore F. (2017). Advancing social connection as a public health priority in the United States. American Psychologist, 72(6), 517-530.

This is a meta-analysis which applies metrics commonly afforded to assessing the health impacts of such factors as tobacco, nutrition, and physical activity. The researchers argue that, if loneliness was measured in the same way as these factors, then combating loneliness would be considered as an equally important health priority and a determining factor in assessing health outcomes. Additionally, the article discusses the challenges in reducing loneliness and explores a small number of possible solutions.

Analytical or evaluative annotations

Analytical or evaluative annotations include a summary of the source, as above, and a discussion of the strengths, limitations, and significance of the source in relation to your research or assignment. You might comment on the reliability, relevance, and rigour of the research. Analytical or evaluative annotations may also briefly compare the source to other sources in terms of their value in relation to your research or field.

Example analytical or evaluative annotation

Holt-Lunstad, Julianne, Sparra, David A., Robles, Theodore F. (2017). Advancing social connection as a public health priority in the United States. American Psychologist, 72(6), 517-530.

The authors evaluate existing evidence on the impact of social relationships on health outcomes. They use metrics commonly afforded to assessing the health impacts of such factors as tobacco, nutrition, and physical activity. The researchers argue that, if loneliness was measured in the same way as these factors, then combating loneliness would be considered as an equally important health priority and a determining factor in assessing health outcomes. Additionally, the article discusses challenges for reducing loneliness and outlines an agenda for integrating social relationships into current public health priorities – in the United States. The research builds on earlier studies by Holt-Lundstad which I cite below.

Whilst the research is located in a US private health context, it provides extensive data on loneliness as a co-morbidity, comparable to my own findings, and an authoritative model for improving social relationships which could be applied to a UK setting as part of further research and development.

Synthesis annotations

Synthesis annotations integrate a summary and analysis into a broader discussion of how the source has been received and responded to by other scholars in the field. It is a much larger annotation, which synthesizes all the facts, statistics, and expert opinions from sources in the field into a cohesive viewpoint, much like a review or report. You will be required to read additional publications by the author(s) of the source, sources to which the source responds (i.e. the source’s bibliography), and sources which respond to the source (e.g. articles, reviews, conferences).

This type of annotation will likely comprise several paragraphs or subheadings and you may find guidance in CAW’s online resource ‘Writing a Report’ which can be downloaded at: https://libguides.coventry.ac.uk/CAWhomepage/writingareport

CAW’s online resource ‘Writing a Literature Review’ provides extensive guidance on selecting, analysing and comparing sources (using a synthesis matrix), and it is strongly recommended to guide your reading and preparation for an annotated bibliography.  This can be downloaded at: https://libguides.coventry.ac.uk/CAWhomepage/literaturereview

Other ways to improve your critical analysis of your sources include:

• Attending CAW’s ‘Reading Critically to Support your Writing’ academic writing development workshop.  Book online at: https://libcal.coventry.ac.uk/calendar/caw
• Attending lectures and seminars;
• Discussing sources with peers (set up a study group);
• Reading widely in your field;
• Following an analytical framework;
• Using software such as NVIDIA to extract themes from texts;
• Using an artificial intelligence tool to interview you on your knowledge of the source.

When using AI tools to support your writing, check that the software will not save or publish any material you enter into the prompt box (such as an article or your assignment). When accessed via your Coventry University account, Co-Pilot will not save your material. Do not enter your assignment brief into any AI tool.

CAW offers writing development workshops across all genres of academic writing, including critical writing and argument structure.  The following CAW academic writing development workshops compliment this resource through additional support and guidance:

• Writing a Literature Review;
• Critical Thinking 1: Descriptive, Analytical and Evaluative writing;
• Reading Critically to Support your Writing;
• Using Sources Effectively: Avoiding Plagiarism in your Writing.

To view all available workshop topics and book online, visit: https://libcal.coventry.ac.uk/calendar/caw   

CAW offers one-to-one writing tutorials In-person, Live Online, and via Email. To book a one-to-one writing tutorial with the Centre for Academic Writing visit: https://libguides.coventry.ac.uk/cawlibcalhome   

To find who your subject Academic Liaison Librarian is, visit:  https://libguides.coventry.ac.uk/ALL    

Guide to Referencing: https://libguides.coventry.ac.uk/referencing