How To Do Annotated Bibliography Apa Style

Sample Annotated Bibliography

What is an Annotated Bibliography?

Some of your courses at Ashford University will require you to write an Annotated Bibliography. An Annotated Bibliography is a working list of references—books, journal articles, online documents, websites, etc.—that you will use for an essay, research paper, or project. However, each reference citation is followed by a short summative and/or evaluative paragraph, which is called an annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited, and to state how this source will be used in or relevant to the paper or project.

Thus, an Annotated Bibliography has two main parts:

  1. the citation of your book, article, webpage, video, or document (in APA style)
  2. your annotation

How to create an Annotated Bibliography.

  1. Research the required number of scholarly sources from the library for your project.
  2. Reference each source in APA format. For help on how to format each source, see our sample references list.
  3. Write two paragraphs under each source:
    1. The first paragraph is a short summary of the article in your own words. Don’t just cut and paste the abstract of the article.
    2. The second paragraph is a short discussion of how this source supports your paper topic. What does this source provide that reinforces the argument or claim you are making? This support may be statistics, expert testimony, or specific examples that relate to your focused topic.

Sample Annotated Bibliography Entry

Here is a sample entry from an Annotated Bibliography:

Belcher, D. D. (2004). Trends in teaching English for specific purposes. Annual Review of Applied Linguistics, 24(3), 165-186. doi: 10.1017/S026719050400008X.
This article reviews differing English for Specific Purposes (ESP) trends in practice and in theory. Belcher categorizes the trends into three non-exclusive sects: sociodiscoursal, sociocultural, and sociopolitical. Sociodiscoursal, she postulates, is difficult to distinguish from genre analysis because many of the major players (e.g., Ann Johns) tend to research and write in favor of both disciplines. Belcher acknowledges the preconceived shortcomings of ESP in general, including its emphasis on “narrowly-defined venues” (p. 165), its tendency to “help learners fit into, rather than contest, existing…structures” (p. 166), and its supposed “cookie-cutter” approach. In response to these common apprehensions about ESP, Belcher cites the New Rhetoric Movement and the Sydney School as two institutions that have influenced progressive changes and given more depth to “genre” (p. 167). She concludes these two schools of thought address the issue of ESP pandering to “monologic” communities. Corpus linguistics is also a discipline that is expanding the knowledge base of ESP practitioners in order to improve instruction in content-specific areas. Ultimately, she agrees with Swales (1996) that most genres that could help ESL learners are “hidden…or poorly taught” (p. 167) and the field of genre is only beginning to grasp the multitude of complexities within this potentially valuable approach to the instruction of language—and in turn, writing.

This article provides examples as well as expert opinion that I can use in my project. This will provide me with evidence to support my claims about the current disciplines in ESL studies.

Guidelines for Formatting Your Annotated Bibliography

  • Citations should be cited according to APA format.
  • Annotations should be indented a half an inch (.5”) so that the author's last name is the only text that is completely flush left.

To see a sample Annotated Bibliography, click here.

                   Child Poverty in Canada                 2

    

Battle, K. (2007). Child poverty: The evolution and impact of child benefits. In Covell, K., & Howe, R. B. (Eds), A question of commitment: Children's rights in Canada (pp. 21-44). Waterloo, ON: Wilfrid Laurier University Press.

            Ken Battle draws on his research as an extensively-published policy analyst, and a close study of some government documents, to explain child benefits in Canada.  He outlines some fundamental assumptions supporting the belief that all society members should contribute to the upbringing of children.  His comparison of Canadian child poverty rates to those in other countries provides a useful wake-up to anyone assuming Canadian society is doing a good job of protecting children from want.  He pays particular attention to the National Child Benefit (NCB), arguing that it did not deserve the criticism it received from politicians and journalists.  He outlines the NCB’s development, costs, and benefits, including its dollar contribution to a typical recipient’s income.  He laments that the Conservative government scaled back the program in favour of the Universal Child Care Benefit (UCCB), and clearly explains why it is inferior.  However, Battle relies too heavily on his own work; he is the sole or primary author of almost half the sources in his bibliography.  He could make this work stronger by drawing from the perspectives of others' analyses.  However, Battle does offer a valuable source for this essay, because the chapter provides a concise overview of government-funded assistance currently available to parents. This offers context for analyzing the scope and financial reality of child poverty in Canada.

Kerr, D., & Beaujot, R. (2003). Child poverty and family structure in Canada, 1981-1997. Journal of Comparative Family Studies, 34(3), 321-335.

            Sociology professors Kerr and Beaujot analyze the demographics of impoverished families.  Drawing on data from Canada’s annual Survey of Consumer Finances, the authors consider whether each family had one or two parents, the age of single parents, and the number of children in each household.  They analyze child poverty rates in light of these demographic factors, as well as larger 

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