Eng201 Writing and Research
Annotated Bibliography

Annotated bibliographies expand on works cited or reference page entries, adding summary, description, analysis, and evaluation for each source.  An entry may only be a few sentences, serving to sum up a text without offering insight into the source or explanation of how the source applies to our research.  Consider this example:

Barnard, Ian.  “The Ruse of Clarity.”  College Composition and Communication.  61.3 (2010): 

Critical evaluation of the concept of “clarity” in student writing.  Article examines several definitions of “clarity” currently used in academics and the possible impact on effective college writing.

For this class you will do a descriptive annotated bibliography on sources from essays 1, 2, and 3.  There are two parts you are required to have for each annotation:

  1. Ten secondary scholarly sources; each is worth .5 of the 5 points for this assignment.
  2. Citation in MLA or APA style.  Please refer to an appropriate reference text or website.  Please alphabetize all entries, and use your citation style consistently.
  3.  A detailed summary of the source.  Include the author's(s') thesis, the main arguments being made, the scope of the source, and the main ideas discussed.

By the end of your annotation readers should have a clear description and overview of each source. Your sources should be academic (peer reviewed), not popular (i.e. articles from magazines and newspapers). Each entry should be single-spaced and a minimum of a quarter of a page or more.  A good entry will be at least half a page or more. 

Example of an evaluative annotation:

Alwes, Karla.  Imagination Transformed:  The Evolution of the Female Character in Keats's Poetry.  Carbondale:  Southern Illinois University Press, 1993. 

A comprehensive study of Keats's struggle to define his ideas and relationship to women and poetry.  Alwes looks at how Keats's identity emerges through female characters, and how that identity evolves over the course of his writings, his poetry in particular.  Her analysis is organized linearly, beginning in 1817, and progressing through his poetry and letters to "Fall" and "To Autumn.”  Alwes studies the differences between the Mnemosyne of "Hyperion" and the Moneta/Mnemosyne of "Fall," looking in particular at the shifts of intensity and character development.  Two ideas overlay Alwes approach to Moneta/Mnemosyne:  the presence of evolution of androgyny in Keats's poetry, Moneta/Mnemosyne representing the end product; and, the role of the male character and male idealism in gender. 

The goal of this assignment is to practice summarizing sources, in preparation for future assignments.

Your bibliography is due for a grade on Monday, October 19. You will have several opportunities for peer and instructor feedback before then.

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