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How to Write an Annotated Bibliography

Writing annotations.

• Introduction
• New RefWorks
• Formatting Citations
• Sample Annotated Bibliographies

An annotation is a brief note following each citation listed on an annotated bibliography.  The goal is to briefly summarize the source and/or explain why it is important for a topic.  They are typically a single concise paragraph, but might be longer if you are summarizing and evaluating.

Annotations can be written in a variety of different ways and it’s important to consider the style you are going to use.  Are you simply summarizing the sources, or evaluating them?  How does the source influence your understanding of the topic?  You can follow any style you want if you are writing for your own personal research process, but consult with your professor if this is an assignment for a class.

Annotation Styles

• Combined Informative/Evaluative Style - This style is recommended by the library as it combines all the styles to provide a more complete view of a source.  The annotation should explain the value of the source for the overall research topic by providing a summary combined with an analysis of the source.  

Aluedse, O. (2006). Bullying in schools: A form of child abuse in schools.  Educational Research Quarterly ,  30 (1), 37.

The author classifies bullying in schools as a “form of child abuse,” and goes well beyond the notion that schoolyard bullying is “just child’s play.” The article provides an in-depth definition of bullying, and explores the likelihood that school-aged bullies may also experience difficult lives as adults. The author discusses the modern prevalence of bullying in school systems, the effects of bullying, intervention strategies, and provides an extensive list of resources and references.

Statistics included provide an alarming realization that bullying is prevalent not only in the United States, but also worldwide. According to the author, “American schools harbor approximately 2.1 million bullies and 2.7 million victims.” The author references the National Association of School Psychologists and quotes, “Thus, one in seven children is a bully or a target of bullying.” A major point of emphasis centers around what has always been considered a “normal part of growing up” versus the levels of actual abuse reached in today’s society.

The author concludes with a section that addresses intervention strategies for school administrators, teachers, counselors, and school staff. The concept of school staff helping build students’ “social competence” is showcased as a prevalent means of preventing and reducing this growing social menace. Overall, the article is worthwhile for anyone interested in the subject matter, and provides a wealth of resources for researching this topic of growing concern.

(Renfrow & Teuton, 2008)

• Informative Style -  Similar to an abstract, this style focuses on the summarizing the source.  The annotation should identify the hypothesis, results, and conclusions presented by the source.

Plester, B., Wood, C, & Bell, V. (2008). Txt msg n school literacy: Does texting and knowledge of text abbreviations adversely affect children's literacy attainment? Literacy , 42(3), 137-144.

Reports on two studies that investigated the relationship between children's texting behavior, their knowledge of text abbreviations, and their school attainment in written language skills. In Study One, 11 to 12 year-old children reported their texting behavior and translated a standard English sentence into a text message and vice versa. In Study Two, children's performance on writing measures were examined more specifically, spelling proficiency was also assessed, and KS2 Writing scores were obtained. Positive correlations between spelling ability and performance on the translation exercise were found, and group-based comparisons based on the children's writing scores also showed that good writing attainment was associated with greater use of texting abbreviations (textisms), although the direction of this association is not clear. Overall, these findings suggest that children's knowledge of textisms is not associated with poor written language outcomes for children in this age range. 

(Beach et al., 2009)

• Evaluative Style - This style analyzes and critically evaluates the source.  The annotation should comment on the source's the strengths, weaknesses, and how it relates to the overall research topic.

Amott, T. (1993). Caught in the Crisis: Women in the U.S. Economy Today . New York: Monthly Review Press.

A very readable (140 pp) economic analysis and information book which I am currently considering as a required collateral assignment in Economics 201. Among its many strengths is a lucid connection of "The Crisis at Home" with the broader, macroeconomic crisis of the U.S. working class (which various other authors have described as the shrinking middle class or the crisis of de-industrialization).

(Papadantonakis, 1996)

• Indicative Style - This style of annotation identifies the main theme and lists the significant topics included in the source.  Usually no specific details are given beyond the topic list . 

Example: 

Gambell, T.J., & Hunter, D. M. (1999). Rethinking gender differences in literacy. Canadian Journal of Education , 24(1) 1-16.

Five explanations are offered for recently assessed gender differences in the literacy achievement of male and female students in Canada and other countries. The explanations revolve around evaluative bias, home socialization, role and societal expectations, male psychology, and equity policy.

(Kerka & Imel, 2004)

Beach, R., Bigelow, M., Dillon, D., Dockter, J., Galda, L., Helman, L., . . . Janssen, T. (2009). Annotated Bibliography of Research in the Teaching of English.  Research in the Teaching of English,   44 (2), 210-241. Retrieved from http://www.jstor.org/stable/27784357

Kerka, S., & Imel, S. (2004). Annotated bibliography: Women and literacy.  Women's Studies Quarterly,  32 (1), 258-271. Retrieved from http://search.proquest.com/docview/233645656?accountid=2909

Papadantonakis, K. (1996). Selected Annotated Bibliography for Economists and Other Social Scientists.  Women's Studies Quarterly,   24 (3/4), 233-238. Retrieved from http://www.jstor.org/stable/40004384

Renfrow, T.G., & Teuton, L.M. (2008). Schoolyard bullying: Peer victimization an annotated bibliography. Community & Junior College Libraries, 14(4), 251-­275. doi:10.1080/02763910802336407

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How to Prepare an Annotated Bibliography

• Critical Appraisal & Analysis

Sample Annotations

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SAMPLE DESCRIPTIVE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE

The following example uses the APA format for the journal citation.

Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51 (4), 541-554.

This example uses the MLA format for the journal citation. NOTE: Standard MLA practice requires double spacing within citations.

Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger. "Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults." American Sociological Review 51.4 (1986): 541-554. Print.

More Sample Annotations

• ​​ Annotated Bibliography Examples
• ​ Annotated Bibliography Samples

The University of Toronto offers  an example  that illustrates how to summarize a study's research methods and argument.

The Memorial University of Newfoundland presents  these examples of both descriptive and critical annotations.

The Writing Center at the University of Wisconsin gives examples  of the some of the most common forms of annotated bibliographies.

The Writing Center at the University of North Carolina gives examples of several different forms of annotated bibliographies in 3 popular citation formats: 

• MLA Example
• APA Example
• CBE Example

This page was adapted with permission from the following:

http://guides.library.cornell.edu/annotatedbibliography

How to prepare an annotated bibliography Research & Learning Services Olin Library Cornell University Library  Ithaca, NY, USA

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How to Write an Annotated Bibliography - APA Style (7th Edition)

What is an annotation, how is an annotation different from an abstract, what is an annotated bibliography, types of annotated bibliographies, descriptive or informative, analytical or critical, to get started.

An annotation is more than just a brief summary of an article, book, website, or other type of publication. An annotation should give enough information to make a reader decide whether to read the complete work. In other words, if the reader were exploring the same topic as you, is this material useful and if so, why?

While an abstract also summarizes an article, book, website, or other type of publication, it is purely descriptive. Although annotations can be descriptive, they also include distinctive features about an item. Annotations can be evaluative and critical as we will see when we look at the two major types of annotations.

An annotated bibliography is an organized list of sources (like a reference list). It differs from a straightforward bibliography in that each reference is followed by a paragraph length annotation, usually 100–200 words in length.

Depending on the assignment, an annotated bibliography might have different purposes:

• Provide a literature review on a particular subject
• Help to formulate a thesis on a subject
• Demonstrate the research you have performed on a particular subject
• Provide examples of major sources of information available on a topic
• Describe items that other researchers may find of interest on a topic

There are two major types of annotated bibliographies:

A descriptive or informative annotated bibliography describes or summarizes a source as does an abstract; it describes why the source is useful for researching a particular topic or question and its distinctive features. In addition, it describes the author's main arguments and conclusions without evaluating what the author says or concludes.

For example:

McKinnon, A. (2019). Lessons learned in year one of business.  Journal of Legal Nurse Consulting ,  30 (4), 26–28. This article describes some of the difficulties many nurses experience when transitioning from nursing to a legal nurse consulting business. Pointing out issues of work-life balance, as well as the differences of working for someone else versus working for yourself, the author offers their personal experience as a learning tool. The process of becoming an entrepreneur is not often discussed in relation to nursing, and rarely delves into only the first year of starting a new business. Time management, maintaining an existing job, decision-making, and knowing yourself in order to market yourself are discussed with some detail. The author goes on to describe how important both the nursing professional community will be to a new business, and the importance of mentorship as both the mentee and mentor in individual success that can be found through professional connections. The article’s focus on practical advice for nurses seeking to start their own business does not detract from the advice about universal struggles of entrepreneurship makes this an article of interest to a wide-ranging audience.

An analytical or critical annotation not only summarizes the material, it analyzes what is being said. It examines the strengths and weaknesses of what is presented as well as describing the applicability of the author's conclusions to the research being conducted.

Analytical or critical annotations will most likely be required when writing for a college-level course.

McKinnon, A. (2019). Lessons learned in year one of business.  Journal of Legal Nurse Consulting ,  30 (4), 26–28. This article describes some of the difficulty many nurses experience when transitioning from nursing to a nurse consulting business. While the article focuses on issues of work-life balance, the differences of working for someone else versus working for yourself, marketing, and other business issues the author’s offer of only their personal experience is brief with few or no alternative solutions provided. There is no mention throughout the article of making use of other research about starting a new business and being successful. While relying on the anecdotal advice for their list of issues, the author does reference other business resources such as the Small Business Administration to help with business planning and professional organizations that can help with mentorships. The article is a good resource for those wanting to start their own legal nurse consulting business, a good first advice article even. However, entrepreneurs should also use more business research studies focused on starting a new business, with strategies against known or expected pitfalls and issues new businesses face, and for help on topics the author did not touch in this abbreviated list of lessons learned.

Now you are ready to begin writing your own annotated bibliography.

• Choose your sources - Before writing your annotated bibliography, you must choose your sources. This involves doing research much like for any other project. Locate records to materials that may apply to your topic.
• Review the items - Then review the actual items and choose those that provide a wide variety of perspectives on your topic. Article abstracts are helpful in this process.
• The purpose of the work
• A summary of its content
• Information about the author(s)
• For what type of audience the work is written
• Its relevance to the topic
• Any special or unique features about the material
• Research methodology
• The strengths, weaknesses or biases in the material

Annotated bibliographies may be arranged alphabetically or chronologically, check with your instructor to see what he or she prefers.

Please see the  APA Examples page  for more information on citing in APA style.

• Last Updated: Aug 8, 2023 11:27 AM
• URL: https://libguides.umgc.edu/annotated-bibliography-apa

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• How to create an MLA style annotated bibliography

MLA Style Annotated Bibliography | Format & Examples

Published on July 13, 2021 by Jack Caulfield . Revised on March 5, 2024.

An annotated bibliography is a special assignment that lists sources in a way similar to the MLA Works Cited list, but providing an annotation for each source giving extra information.

You might be assigned an annotated bibliography as part of the research process for a paper , or as an individual assignment.

MLA provides guidelines for writing and formatting your annotated bibliography. An example of a typical annotation is shown below.

Kenny, Anthony. A New History of Western Philosophy: In Four Parts . Oxford UP, 2010.

You can create and manage your annotated bibliography with Scribbr’s free MLA Citation Generator . Choose your source type, retrieve the details, and click “Add annotation.”

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Table of contents

Mla format for annotated bibliographies, length and content of annotations, frequently asked questions about annotated bibliographies.

The list should be titled either “Annotated Bibliography” or “Annotated List of Works Cited.” You may be told which title to use; “bibliography” is normally used for a list that also includes sources you didn’t cite in your paper or that isn’t connected to a paper at all.

Sources are usually organized alphabetically , like in a normal Works Cited list, but can instead be organized chronologically or by subject depending on the purpose of the assignment.

The source information is presented and formatted in the same way as in a normal Works Cited entry:

• Double-spaced
• Left-aligned
• 0.5 inch hanging indent

The annotation follows on the next line, also double-spaced and left-aligned. The whole annotation is indented 1 inch from the left margin to distinguish it from the 0.5 inch hanging indent of the source entry.

• If the annotation is only one paragraph long, there’s no additional indent for the start of the paragraph.
• If there are two or more paragraphs, indent the first line of each paragraph , including the first, an additional half-inch (so those lines are indented 1.5 inches in total).

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MLA gives some guidelines for writing the annotations themselves. They cover how concise you need to be and what exactly you should write about your sources.

Phrases or full sentences?

MLA states that it’s acceptable to use concise phrases rather than grammatically complete sentences in your annotations.

While you shouldn’t write this way in your main text, it’s acceptable in annotations because the subject of the phrase is clear from the context. It’s also fine to use full sentences instead, if you prefer.

• Broad history of Western philosophy from the ancient Greeks to the present day.
• Kenny presents a broad history of Western philosophy from the ancient Greeks to the present day.

Always use full sentences if your instructor requires you to do so, though.

How many paragraphs?

MLA states that annotations usually aim to be concise and thus are only one paragraph long. However, it’s acceptable to write multiple-paragraph annotations if you need to.

If in doubt, aim to keep your annotations short, but use multiple paragraphs if longer annotations are required for your assignment.

Descriptive, evaluative, or reflective annotations?

MLA states that annotations can describe or evaluate sources, or do both. They shouldn’t go into too much depth quoting or discussing minor details from the source, but aim to write about it in broad terms.

You’ll usually write either descriptive , evaluative , or reflective annotations . If you’re not sure what kind of annotations you need, consult your assignment guidelines or ask your instructor.

An annotated bibliography is an assignment where you collect sources on a specific topic and write an annotation for each source. An annotation is a short text that describes and sometimes evaluates the source.

Any credible sources on your topic can be included in an annotated bibliography . The exact sources you cover will vary depending on the assignment, but you should usually focus on collecting journal articles and scholarly books . When in doubt, utilize the CRAAP test !

Each annotation in an annotated bibliography is usually between 50 and 200 words long. Longer annotations may be divided into paragraphs .

The content of the annotation varies according to your assignment. An annotation can be descriptive, meaning it just describes the source objectively; evaluative, meaning it assesses its usefulness; or reflective, meaning it explains how the source will be used in your own research .

No, in an MLA annotated bibliography , you can write short phrases instead of full sentences to keep your annotations concise. You can still choose to use full sentences instead, though.

Use full sentences in your annotations if your instructor requires you to, and always use full sentences in the main text of your paper .

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Annotated Bibliography Samples

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Below you will find sample annotations from annotated bibliographies, each with a different research project. Remember that the annotations you include in your own bibliography should reflect your research project and/or the guidelines of your assignment.

As mentioned elsewhere in this resource, depending on the purpose of your bibliography, some annotations may summarize, some may assess or evaluate a source, and some may reflect on the source’s possible uses for the project at hand. Some annotations may address all three of these steps. Consider the purpose of your annotated bibliography and/or your instructor’s directions when deciding how much information to include in your annotations.

Please keep in mind that all your text, including the write-up beneath the citation, must be indented so that the author's last name is the only text that is flush left.

Sample MLA Annotation

Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life . Anchor Books, 1995.

Lamott's book offers honest advice on the nature of a writing life, complete with its insecurities and failures. Taking a humorous approach to the realities of being a writer, the chapters in Lamott's book are wry and anecdotal and offer advice on everything from plot development to jealousy, from perfectionism to struggling with one's own internal critic.

In the process, Lamott includes writing exercises designed to be both productive and fun. Lamott offers sane advice for those struggling with the anxieties of writing, but her main project seems to be offering the reader a reality check regarding writing, publishing, and struggling with one's own imperfect humanity in the process. Rather than a practical handbook to producing and/or publishing, this text is indispensable because of its honest perspective, its down-to-earth humor, and its encouraging approach.

Chapters in this text could easily be included in the curriculum for a writing class. Several of the chapters in Part 1 address the writing process and would serve to generate discussion on students' own drafting and revising processes. Some of the writing exercises would also be appropriate for generating classroom writing exercises. Students should find Lamott's style both engaging and enjoyable.

In the sample annotation above, the writer includes three paragraphs: a summary, an evaluation of the text, and a reflection on its applicability to his/her own research, respectively.

For information on formatting MLA citations, see our MLA 9th Edition (2021) Formatting and Style Guide .

Sample APA Annotation

Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America . Henry Holt and Company.

In this book of nonfiction based on the journalist's experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.

The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a brief summary of the author's project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect on the source’s potential importance or usefulness for this person’s own research.

For information on formatting APA citations, see our APA Formatting and Style Guide .

Sample Chicago Manual of Style Annotation

Davidson, Hilda Ellis. Roles of the Northern Goddess . London: Routledge, 1998.

Davidson's book provides a thorough examination of the major roles filled by the numerous pagan goddesses of Northern Europe in everyday life, including their roles in hunting, agriculture, domestic arts like weaving, the household, and death. The author discusses relevant archaeological evidence, patterns of symbol and ritual, and previous research. The book includes a number of black and white photographs of relevant artifacts.

This annotation includes only one paragraph, a summary of the book. It provides a concise description of the project and the book's project and its major features.

For information on formatting Chicago Style citations, see our Chicago Manual of Style resources.

Narrative Essay

How to write an annotation.

One of the greatest challenges students face is adjusting to college reading expectations.  Unlike high school, students in college are expected to read more “academic” type of materials in less time and usually recall the information as soon as the next class.

The problem is many students spend hours reading and have no idea what they just read.  Their eyes are moving across the page, but their mind is somewhere else. The end result is wasted time, energy, and frustration…and having to read the text again.

Although students are taught  how to read  at an early age, many are not taught  how to actively engage  with written text or other media. Annotation is a tool to help you learn how to actively engage with a text or other media.

View the following video about how to annotate a text.

Annotating a text or other media (e.g. a video, image, etc.) is as much about you as it is the text you are annotating. What are YOUR responses to the author’s writing, claims and ideas? What are YOU thinking as you consider the work? Ask questions, challenge, think!

When we annotate an author’s work, our minds should encounter the mind of the author, openly and freely. If you met the author at a party, what would you like to tell to them; what would you like to ask them? What do you think they would say in response to your comments? You can be critical of the text, but you do not have to be. If you are annotating properly, you often begin to get ideas that have little or even nothing to do with the topic you are annotating. That’s fine: it’s all about generating insights and ideas of your own. Any good insight is worth keeping because it may make for a good essay or research paper later on.

The Secret is in the Pen

One of the ways proficient readers read is with a pen in hand. They know their purpose is to keep their attention on the material by:

• Predicting  what the material will be about
• Questioning  the material to further understanding
• Determining  what’s important
• Identifying  key vocabulary
• Summarizing  the material in their own words, and
• Monitoring  their comprehension (understanding) during and after engaging with the material

The same applies for mindfully viewing a film, video, image or other media.

Annotating a Text

Review the video, “How to Annotate a Text.”  Pay attention to both how to make annotations and what types of thoughts and ideas may be part of your annotations as you actively read a written text.

Example Assignment Format: Annotating a Written Text

For the annotation of reading assignments in this class, you will cite and comment on a minimum of FIVE (5) phrases, sentences or passages from notes you take on the selected readings.

Here is an example format for an assignment to annotate a written text:

Example Assignment Format: Annotating Media

In addition to annotating written text, at times you will have assignments to annotate media (e.g., videos, images or other media). For the annotation of media assignments in this class, you will cite and comment on a minimum of THREE (3) statements, facts, examples, research or any combination of those from the notes you take about selected media.

Here is an example format for an assignment to annotate media:

• Provided by : Lumen Learning. Located at : http://www.lumenlearning.com/ . License : CC BY: Attribution
• Authored by : Paul Powell . Provided by : Central Community College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution
• Authored by : Elisabeth Ellington and Ronda Dorsey Neugebauer . Provided by : Chadron State College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution
• Annotating a Text. Authored by : HaynesEnglish. Located at : http://youtu.be/pf9CTJj9dCM . License : All Rights Reserved . License Terms : Standard YouTube license
• How to Annotate a Text. Authored by : Kthiebau90. Located at : http://youtu.be/IzrWOj0gWHU . License : All Rights Reserved . License Terms : Standard YouTube License

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Annotations

What is an annotation.

An annotation is a short (100-300 words) summary or critical evaluation of a source. Annotations can help you learn about your topic, develop a thesis statement, decide if a source will be useful for your assignment, and determine if there is enough valid information available to complete your project.

What is an annotated bibliography?

An annotated bibliography is a list of citations for various books, articles, and other sources. The annotated bibliography looks like a Works Cited page but it also includes an annotation after each source cited. Annotated bibliographies are a great research tool. 

What Goes Into an Annotation?

Most annotations both summarize and evaluate. Be sure to check with your professors to know what they want in annotations. 

A summary describes the source by answering who wrote the document and their overall argument. You don't need to include every part of the argument; just the parts that are most relevant to your topic.

An evaluation  critically assesses the work for accuracy, relevance, and quality. Check for any biases, holes, or particular strengths. Try out this Quick-How-To about  Evaluating Sources  for detailed guidance on assessing a source.

Tip:  Annotations are original descriptions that you create after reading the document. You may find a short summary, often titled "abstract," at the beginning of journal articles. Do not copy the abstract as that would be plagiarism.

Writing an Annotation

Cite the source using MLA style.

Describe the main ideas, arguments, themes, theses, or methodology, and identify the intended audience.

Explain the author’s expertise, point of view, and any bias he/she may have.

Compare to other sources on the same topic that you have also cited to show similarities and differences.

Explain why each source is useful for your research topic and how it relates to your topic.

Evaluate the strengths and weaknesses of each source.

Identify the observations or conclusions of the author. 

Tips on Writing and Formatting

Each annotation should be one or two paragraphs and between three to six sentences long (about 100- 300 words total).

All lines should be double-spaced (unless your professor has noted a different format).

Do not add an extra line between the citations.

Try to be objective, and give explanations if you state any opinions.

Use the third person (e.g., he, she, the author) instead of the first person (e.g., I, my, me), unless discussing your own research.

Sample Annotation

London, Herbert. “Five Myths of the Television Age.” Television Quarterly , vol. 10, no. 1, Mar. 1982, pp. 81-89.

Herbert London, the Dean of Journalism at New York University and author of several books and articles, explains how television contradicts five commonly believed ideas. He uses specific examples of events seen on television, such as the assassination of John Kennedy, to illustrate his points. His examples have been selected to contradict such truisms as: “seeing is believing”; “a picture is worth a thousand words”; and “satisfaction is its own reward.” London uses logical arguments to support his ideas which are his personal opinion. He does not refer to any previous works on the topic. London’s style and vocabulary would make the article of interest to any reader. The article clearly illustrates London’s points, but does not explore their implications leaving the reader with many unanswered questions.

Adapted from: "How to Write Annotated Bibliographies."  Memorial University Libraries ,  www.library.mun.ca/researchtools/guides/writing/annotated_bibl/ .

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How to Prepare an Annotated Bibliography: The Annotated Bibliography

• The Annotated Bibliography
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Explanation, Process, Directions, and Examples

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.

Annotations vs. Abstracts

Abstracts are the purely descriptive summaries often found at the beginning of scholarly journal articles or in periodical indexes. Annotations are descriptive and critical; they may describe the author's point of view, authority, or clarity and appropriateness of expression.

The Process

Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.

First, 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.

Cite the book, article, or document using the appropriate style.

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 authority or 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.

Critically Appraising the Book, Article, or Document

For guidance in critically appraising and analyzing the sources for your bibliography, see How to Critically Analyze Information Sources . For information on the author's background and views, ask at the reference desk for help finding appropriate biographical reference materials and book review sources.

Choosing the Correct Citation Style

Check with your instructor to find out which style is preferred for your class. Online citation guides for both the Modern Language Association (MLA) and the American Psychological Association (APA) styles are linked from the Library's Citation Management page .

Sample Annotated Bibliography Entries

The following example uses APA style ( Publication Manual of the American Psychological Association , 7th edition, 2019) for the journal citation:

Waite, L., Goldschneider, F., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51 (4), 541-554. The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.

This example uses MLA style ( MLA Handbook , 9th edition, 2021) for the journal citation. For additional annotation guidance from MLA, see 5.132: Annotated Bibliographies .

Waite, Linda J., et al. "Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults." American Sociological Review, vol. 51, no. 4, 1986, pp. 541-554. The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.

Versión española

Tambíen disponible en español: Cómo Preparar una Bibliografía Anotada

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• Last Updated: Sep 29, 2022 11:09 AM
• URL: https://guides.library.cornell.edu/annotatedbibliography

Annotated Bibliographies: A Step by Step Guide

• Steps in Writing Annotations
• Types of annotated bibliographies
• Selecting A Topic
• Background Information
• Finding Source Materials
• Selecting Materials
• Finding Additional Materials

Step 6: Write the Annotations

Breaking down an annotation, advanced and graduate work.

• Revising for Quality
• Final Checklist
• Examples of Styles/Annotations

For each item you selected, write down a concise summary of what it contains, and how it will inform someone. If appropriate, add evaluative comments telling what is or is not covered, any strengths or weaknesses you notice, and where it might fit into an overview of your topic. Note the author's experience and qualifications in their field, or lack of it. 

Ask yourself these questions to write an annotation:

• What are they saying?
• Why was this written?
• Who are they writing to (scholars, general public, etc.)?
• What is or is not included in the item?
• What strengths or weaknesses do you notice?
• How is it relevant to your topic?
• What are the author's experience and qualifications in their field, or lack of it?
• Are there obvious biases presented?
• Writing Annotations via University of Toronto For more advanced and graduate level annotated bibliographies, which cover more territory and are evaluative and analytical, take a look at this online guide from the University of Toronto. It distinguishes various kinds and levels of annotation, and gives guidance for critical analysis involving theoretical and research aspects of the individual items, and some sample words to spark your analytical writing.

Example MLA Style Annotation

[STEP 1] Smith, John."Causes of the Russian Revolution." Critical Essays on the Russian Revolution, edited by David Fry, MIT Press, 1973, pp. 91-133 .

Smith, [STEP 4] a Russian history professor at USC , based his research in this book chapter on documents discovered in the early 1970s. He reveals that a few Germans played a key role in the events leading up to the revolution. They provided money, arms, and leadership that helped the revolution get started. Smith's conclusions are radically different from those in Mark Johnson's  Why the Red Revolution?  However, Smith's case is [STEP 6] somewhat weakened by an anti-German bias , which was mentioned by two other sources. [STEP 3] Smith addresses himself to the scholar, but the language will be clear to any informed reader. The style is heavily argumentative, with [STEP 5] many footnotes to back up claims . [STEP 2] It is relevant to the research topic, specifically how anarchists played a role in the Russian Revolution. It is especially useful for its information on the action and attitudes of the anarchists. This chapter is cited by other writing about the Revolution, but is considered controversial. 

STEPS TO WRITING THE ANNOTATION

Step 1 : Cite the source properly. Get more information about Citing Sources .

Step 2 : Use RADAR: Relevance  to explain how this source is related to your topic. Does it answer your research question? What does it add to your research so far?

Step 3 : Use RADAR: Rationale  to explain who the audience is for this source. What sort of language is used to talk about the topic?

Step 4 : Use RADAR: Authority to talk about the author's credentials, affiliation, and relationship to the discipline or topic discussed in the source.

Step 5 : Use RADAR: Accuracy to state whether other experts of scholars support this source's claims or not. Is there a shared expert opinion on this source?

Step 6 : Use RADAR: Rationale to state whether the source presents obvious bias. Are they implying something not backed by evidence? Do they make statements not clearly linked to the evidence or data presented?

• University of Toronto Guide to Annotated Bibliography Writing

For more advanced and graduate level annotated bibliographies, which cover more territory and are evaluative and analytical, take a look at this online guide from the University of Toronto .  It distinguishes various kinds and levels of annotation, and gives guidance for critical analysis involving theoretical and research aspects of the individual items, and some sample words to spark your analytical writing.

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• Last Updated: Jun 18, 2024 1:22 PM
• URL: https://libguides.lmu.edu/annotated

Writing Annotated Bibliographies: Examples of Annotations

• Getting Started
• Types of Annotations
• Selecting Sources

Examples of Annotations

Helpful guides on annotated bibliographies.

• How to Write an Annotated Bibliography (Simon Fraser University) A couple of examples in MLA and APA
• Write an Annotated Bibliography Very nice description of the purpose and thought process of writing an annotated bibliography. Compares annotated bibliographies with literature reviews. (UC Santa Cruz University Library)
• From Purdue OWL Excellent annotation examples using MLA, APA, and Chicago citation styles
• Scientific Misconduct: An Annotated Bibliography Descriptive annotated bibliography with carefully selected sources (Society for the Teaching of Psychology)

Books of Annotated Bibliographies

Example of Annotation

Notice the various types of information and evaluation provided.

Example from: DeMiller, A. L. (2000). Linguistics: A guide to the reference literature . Englewood, CO: Libraries Unlimited.

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• Last Updated: Feb 20, 2023 3:34 PM
• URL: https://libguides.stthomas.edu/annotatedbib

© 2023 University of St. Thomas, Minnesota

APA Examples

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to Annotate Texts

Use the links below to jump directly to any section of this guide:

Annotation Fundamentals

How to start annotating , how to annotate digital texts, how to annotate a textbook, how to annotate a scholarly article or book, how to annotate literature, how to annotate images, videos, and performances, additional resources for teachers.

Writing in your books can make you smarter. Or, at least (according to education experts), annotation–an umbrella term for underlining, highlighting, circling, and, most importantly, leaving comments in the margins–helps students to remember and comprehend what they read. Annotation is like a conversation between reader and text. Proper annotation allows students to record their own opinions and reactions, which can serve as the inspiration for research questions and theses. So, whether you're reading a novel, poem, news article, or science textbook, taking notes along the way can give you an advantage in preparing for tests or writing essays. This guide contains resources that explain the benefits of annotating texts, provide annotation tools, and suggest approaches for diverse kinds of texts; the last section includes lesson plans and exercises for teachers.

Why annotate? As the resources below explain, annotation allows students to emphasize connections to material covered elsewhere in the text (or in other texts), material covered previously in the course, or material covered in lectures and discussion. In other words, proper annotation is an organizing tool and a time saver. The links in this section will introduce you to the theory, practice, and purpose of annotation. 

How to Mark a Book, by Mortimer Adler

This famous, charming essay lays out the case for marking up books, and provides practical suggestions at the end including underlining, highlighting, circling key words, using vertical lines to mark shifts in tone/subject, numbering points in an argument, and keeping track of questions that occur to you as you read. 

How Annotation Reshapes Student Thinking (TeacherHUB)

In this article, a high school teacher discusses the importance of annotation and how annotation encourages more effective critical thinking.

The Future of Annotation (Journal of Business and Technical Communication)

This scholarly article summarizes research on the benefits of annotation in the classroom and in business. It also discusses how technology and digital texts might affect the future of annotation. 

Annotating to Deepen Understanding (Texas Education Agency)

This website provides another introduction to annotation (designed for 11th graders). It includes a helpful section that teaches students how to annotate reading comprehension passages on tests.

Once you understand what annotation is, you're ready to begin. But what tools do you need? How do you prepare? The resources linked in this section list strategies and techniques you can use to start annotating. 

What is Annotating? (Charleston County School District)

This resource gives an overview of annotation styles, including useful shorthands and symbols. This is a good place for a student who has never annotated before to begin.

How to Annotate Text While Reading (YouTube)

This video tutorial (appropriate for grades 6–10) explains the basic ins and outs of annotation and gives examples of the type of information students should be looking for.

Annotation Practices: Reading a Play-text vs. Watching Film (U Calgary)

This blog post, written by a student, talks about how the goals and approaches of annotation might change depending on the type of text or performance being observed. 

Annotating Texts with Sticky Notes (Lyndhurst Schools)

Sometimes students are asked to annotate books they don't own or can't write in for other reasons. This resource provides some strategies for using sticky notes instead.

Teaching Students to Close Read...When You Can't Mark the Text (Performing in Education)

Here, a sixth grade teacher demonstrates the strategies she uses for getting her students to annotate with sticky notes. This resource includes a link to the teacher's free Annotation Bookmark (via Teachers Pay Teachers).

Digital texts can present a special challenge when it comes to annotation; emerging research suggests that many students struggle to critically read and retain information from digital texts. However, proper annotation can solve the problem. This section contains links to the most highly-utilized platforms for electronic annotation.

Evernote is one of the two big players in the "digital annotation apps" game. In addition to allowing users to annotate digital documents, the service (for a fee) allows users to group multiple formats (PDF, webpages, scanned hand-written notes) into separate notebooks, create voice recordings, and sync across all sorts of devices. 

OneNote is Evernote's main competitor. Reviews suggest that OneNote allows for more freedom for digital note-taking than Evernote, but that it is slightly more awkward to import and annotate a PDF, especially on certain platforms. However, OneNote's free version is slightly more feature-filled, and OneNote allows you to link your notes to time stamps on an audio recording.

Diigo is a basic browser extension that allows a user to annotate webpages. Diigo also offers a Screenshot app that allows for direct saving to Google Drive.

While the creators of Hypothesis like to focus on their app's social dimension, students are more likely to be interested in the private highlighting and annotating functions of this program.

Foxit PDF Reader

Foxit is one of the leading PDF readers. Though the full suite must be purchased, Foxit offers a number of annotation and highlighting tools for free.

Nitro PDF Reader

This is another well-reviewed, free PDF reader that includes annotation and highlighting. Annotation, text editing, and other tools are included in the free version.

Goodreader is a very popular Mac-only app that includes annotation and editing tools for PDFs, Word documents, Powerpoint, and other formats.

Although textbooks have vocabulary lists, summaries, and other features to emphasize important material, annotation can allow students to process information and discover their own connections. This section links to guides and video tutorials that introduce you to textbook annotation. 

Annotating Textbooks (Niagara University)

This PDF provides a basic introduction as well as strategies including focusing on main ideas, working by section or chapter, annotating in your own words, and turning section headings into questions.

A Simple Guide to Text Annotation (Catawba College)

The simple, practical strategies laid out in this step-by-step guide will help students learn how to break down chapters in their textbooks using main ideas, definitions, lists, summaries, and potential test questions.

Annotating (Mercer Community College)

This packet, an excerpt from a literature textbook, provides a short exercise and some examples of how to do textbook annotation, including using shorthand and symbols.

Reading Your Healthcare Textbook: Annotation (Saddleback College)

This powerpoint contains a number of helpful suggestions, especially for students who are new to annotation. It emphasizes limited highlighting, lots of student writing, and using key words to find the most important information in a textbook. Despite the title, it is useful to a student in any discipline.

Annotating a Textbook (Excelsior College OWL)

This video (with included transcript) discusses how to use textbook features like boxes and sidebars to help guide annotation. It's an extremely helpful, detailed discussion of how textbooks are organized.

Because scholarly articles and books have complex arguments and often depend on technical vocabulary, they present particular challenges for an annotating student. The resources in this section help students get to the heart of scholarly texts in order to annotate and, by extension, understand the reading.

Annotating a Text (Hunter College)

This resource is designed for college students and shows how to annotate a scholarly article using highlighting, paraphrase, a descriptive outline, and a two-margin approach. It ends with a sample passage marked up using the strategies provided. 

Guide to Annotating the Scholarly Article (ReadWriteThink.org)

This is an effective introduction to annotating scholarly articles across all disciplines. This resource encourages students to break down how the article uses primary and secondary sources and to annotate the types of arguments and persuasive strategies (synthesis, analysis, compare/contrast).

How to Highlight and Annotate Your Research Articles (CHHS Media Center)

This video, developed by a high school media specialist, provides an effective beginner-level introduction to annotating research articles. 

How to Read a Scholarly Book (AndrewJacobs.org)

In this essay, a college professor lets readers in on the secrets of scholarly monographs. Though he does not discuss annotation, he explains how to find a scholarly book's thesis, methodology, and often even a brief literature review in the introduction. This is a key place for students to focus when creating annotations. 

A 5-step Approach to Reading Scholarly Literature and Taking Notes (Heather Young Leslie)

This resource, written by a professor of anthropology, is an even more comprehensive and detailed guide to reading scholarly literature. Combining the annotation techniques above with the reading strategy here allows students to process scholarly book efficiently. 

Annotation is also an important part of close reading works of literature. Annotating helps students recognize symbolism, double meanings, and other literary devices. These resources provide additional guidelines on annotating literature.

AP English Language Annotation Guide (YouTube)

In this ~10 minute video, an AP Language teacher provides tips and suggestions for using annotations to point out rhetorical strategies and other important information.

Annotating Text Lesson (YouTube)

In this video tutorial, an English teacher shows how she uses the white board to guide students through annotation and close reading. This resource uses an in-depth example to model annotation step-by-step.

Close Reading a Text and Avoiding Pitfalls (Purdue OWL)

This resources demonstrates how annotation is a central part of a solid close reading strategy; it also lists common mistakes to avoid in the annotation process.

AP Literature Assignment: Annotating Literature (Mount Notre Dame H.S.)

This brief assignment sheet contains suggestions for what to annotate in a novel, including building connections between parts of the book, among multiple books you are reading/have read, and between the book and your own experience. It also includes samples of quality annotations.

AP Handout: Annotation Guide (Covington Catholic H.S.)

This annotation guide shows how to keep track of symbolism, figurative language, and other devices in a novel using a highlighter, a pencil, and every part of a book (including the front and back covers).

In addition to written resources, it's possible to annotate visual "texts" like theatrical performances, movies, sculptures, and paintings. Taking notes on visual texts allows students to recall details after viewing a resource which, unlike a book, can't be re-read or re-visited ( for example, a play that has finished its run, or an art exhibition that is far away). These resources draw attention to the special questions and techniques that students should use when dealing with visual texts.

How to Take Notes on Videos (U of Southern California)

This resource is a good place to start for a student who has never had to take notes on film before. It briefly outlines three general approaches to note-taking on a film. 

How to Analyze a Movie, Step-by-Step (San Diego Film Festival)

This detailed guide provides lots of tips for film criticism and analysis. It contains a list of specific questions to ask with respect to plot, character development, direction, musical score, cinematography, special effects, and more. 

How to "Read" a Film (UPenn)

This resource provides an academic perspective on the art of annotating and analyzing a film. Like other resources, it provides students a checklist of things to watch out for as they watch the film.

Art Annotation Guide (Gosford Hill School)

This resource focuses on how to annotate a piece of art with respect to its formal elements like line, tone, mood, and composition. It contains a number of helpful questions and relevant examples. 

Photography Annotation (Arts at Trinity)

This resource is designed specifically for photography students. Like some of the other resources on this list, it primarily focuses on formal elements, but also shows students how to integrate the specific technical vocabulary of modern photography. This resource also contains a number of helpful sample annotations.

How to Review a Play (U of Wisconsin)

This resource from the University of Wisconsin Writing Center is designed to help students write a review of a play. It contains suggested questions for students to keep in mind as they watch a given production. This resource helps students think about staging, props, script alterations, and many other key elements of a performance.

This section contains links to lessons plans and exercises suitable for high school and college instructors.

Beyond the Yellow Highlighter: Teaching Annotation Skills to Improve Reading Comprehension (English Journal)

In this journal article, a high school teacher talks about her approach to teaching annotation. This article makes a clear distinction between annotation and mere highlighting.

Lesson Plan for Teaching Annotation, Grades 9–12 (readwritethink.org)

This lesson plan, published by the National Council of Teachers of English, contains four complete lessons that help introduce high school students to annotation.

Teaching Theme Using Close Reading (Performing in Education)

This lesson plan was developed by a middle school teacher, and is aligned to Common Core. The teacher presents her strategies and resources in comprehensive fashion.

Analyzing a Speech Using Annotation (UNC-TV/PBS Learning Media)

This complete lesson plan, which includes a guide for the teacher and relevant handouts for students, will prepare students to analyze both the written and presentation components of a speech. This lesson plan is best for students in 6th–10th grade.

Writing to Learn History: Annotation and Mini-Writes (teachinghistory.org)

This teaching guide, developed for high school History classes, provides handouts and suggested exercises that can help students become more comfortable with annotating historical sources.

Writing About Art (The College Board)

This Prezi presentation is useful to any teacher introducing students to the basics of annotating art. The presentation covers annotating for both formal elements and historical/cultural significance.

Film Study Worksheets (TeachWithMovies.org)

This resource contains links to a general film study worksheet, as well as specific worksheets for novel adaptations, historical films, documentaries, and more. These resources are appropriate for advanced middle school students and some high school students. 

Annotation Practice Worksheet (La Guardia Community College)

This worksheet has a sample text and instructions for students to annotate it. It is a useful resource for teachers who want to give their students a chance to practice, but don't have the time to select an appropriate piece of text. 

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• How to Write an Annotation

One of the greatest challenges students face is adjusting to college reading expectations.  Unlike high school, students in college are expected to read more “academic” type of materials in less time and usually recall the information as soon as the next class.

The problem is many students spend hours reading and have no idea what they just read.  Their eyes are moving across the page, but their mind is somewhere else. The end result is wasted time, energy, and frustration…and having to read the text again.

Although students are taught  how to read  at an early age, many are not taught  how to actively engage  with written text or other media. Annotation is a tool to help you learn how to actively engage with a text or other media.

View the following video about how to annotate a text.

Annotating a text or other media (e.g. a video, image, etc.) is as much about you as it is the text you are annotating. What are YOUR responses to the author’s writing, claims and ideas? What are YOU thinking as you consider the work? Ask questions, challenge, think!

When we annotate an author’s work, our minds should encounter the mind of the author, openly and freely. If you met the author at a party, what would you like to tell to them; what would you like to ask them? What do you think they would say in response to your comments? You can be critical of the text, but you do not have to be. If you are annotating properly, you often begin to get ideas that have little or even nothing to do with the topic you are annotating. That’s fine: it’s all about generating insights and ideas of your own. Any good insight is worth keeping because it may make for a good essay or research paper later on.

The Secret is in the Pen

One of the ways proficient readers read is with a pen in hand. They know their purpose is to keep their attention on the material by:

• Predicting  what the material will be about
• Questioning  the material to further understanding
• Determining  what’s important
• Identifying  key vocabulary
• Summarizing  the material in their own words, and
• Monitoring  their comprehension (understanding) during and after engaging with the material

The same applies for mindfully viewing a film, video, image or other media.

Annotating a Text

Review the video, “How to Annotate a Text.”  Pay attention to both how to make annotations and what types of thoughts and ideas may be part of your annotations as you actively read a written text.

Example Assignment Format: Annotating a Written Text

For the annotation of reading assignments in this class, you will cite and comment on a minimum of FIVE (5) phrases, sentences or passages from notes you take on the selected readings.

Here is an example format for an assignment to annotate a written text:

Example Assignment Format: Annotating Media

In addition to annotating written text, at times you will have assignments to annotate media (e.g., videos, images or other media). For the annotation of media assignments in this class, you will cite and comment on a minimum of THREE (3) statements, facts, examples, research or any combination of those from the notes you take about selected media.

Here is an example format for an assignment to annotate media:

• Provided by : Lumen Learning. Located at : http://www.lumenlearning.com/ . License : CC BY: Attribution
• Authored by : Paul Powell . Provided by : Central Community College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution
• Authored by : Elisabeth Ellington and Ronda Dorsey Neugebauer . Provided by : Chadron State College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution
• Annotating a Text. Authored by : HaynesEnglish. Located at : http://youtu.be/pf9CTJj9dCM . License : All Rights Reserved . License Terms : Standard YouTube license
• How to Annotate a Text. Authored by : Kthiebau90. Located at : http://youtu.be/IzrWOj0gWHU . License : All Rights Reserved . License Terms : Standard YouTube License
• Table of Contents

Instructor Resources (Access Requires Login)

• Overview of Instructor Resources

An Overview of the Writing Process

• Introduction to the Writing Process
• Introduction to Writing
• Your Role as a Learner
• What is an Essay?
• Reading to Write
• Defining the Writing Process
• Videos: Prewriting Techniques
• Thesis Statements
• Organizing an Essay
• Creating Paragraphs
• Conclusions
• Editing and Proofreading
• Matters of Grammar, Mechanics, and Style
• Peer Review Checklist
• Comparative Chart of Writing Strategies

Using Sources

• Quoting, Paraphrasing, and Avoiding Plagiarism
• Formatting the Works Cited Page (MLA)
• Citing Paraphrases and Summaries (APA)
• APA Citation Style, 6th edition: General Style Guidelines

Definition Essay

• Definitional Argument Essay
• How to Write a Definition Essay
• Critical Thinking
• Video: Thesis Explained
• Effective Thesis Statements
• Student Sample: Definition Essay

Narrative Essay

• Introduction to Narrative Essay
• Student Sample: Narrative Essay
• "Shooting an Elephant" by George Orwell
• "Sixty-nine Cents" by Gary Shteyngart
• Video: The Danger of a Single Story
• How to Write a Summary
• Writing for Success: Narration

Illustration/Example Essay

• Introduction to Illustration/Example Essay
• "She's Your Basic L.O.L. in N.A.D" by Perri Klass
• "April & Paris" by David Sedaris
• Writing for Success: Illustration/Example
• Student Sample: Illustration/Example Essay

Compare/Contrast Essay

• Introduction to Compare/Contrast Essay
• "Disability" by Nancy Mairs
• "Friending, Ancient or Otherwise" by Alex Wright
• "A South African Storm" by Allison Howard
• Writing for Success: Compare/Contrast
• Student Sample: Compare/Contrast Essay

Cause-and-Effect Essay

• Introduction to Cause-and-Effect Essay
• "Cultural Baggage" by Barbara Ehrenreich
• "Women in Science" by K.C. Cole
• Writing for Success: Cause and Effect
• Student Sample: Cause-and-Effect Essay

Argument Essay

• Introduction to Argument Essay
• Rogerian Argument
• "The Case Against Torture," by Alisa Soloman
• "The Case for Torture" by Michael Levin
• How to Write a Summary by Paraphrasing Source Material
• Writing for Success: Argument
• Student Sample: Argument Essay
• Grammar/Mechanics Mini-lessons
• Mini-lesson: Subjects and Verbs, Irregular Verbs, Subject Verb Agreement
• Mini-lesson: Sentence Types
• Mini-lesson: Fragments I
• Mini-lesson: Run-ons and Comma Splices I
• Mini-lesson: Comma Usage
• Mini-lesson: Parallelism
• Mini-lesson: The Apostrophe
• Mini-lesson: Capital Letters
• Grammar Practice - Interactive Quizzes
• De Copia - Demonstration of the Variety of Language
• Style Exercise: Voice

Annotating Texts

What is annotation.

Annotation can be:

• A systematic summary of the text that you create within the document
• A key tool for close reading that helps you uncover patterns, notice important words, and identify main points
• An active learning strategy that improves comprehension and retention of information

Why annotate?

• Isolate and organize important material
• Identify key concepts
• Monitor your learning as you read
• Make exam prep effective and streamlined
• Can be more efficient than creating a separate set of reading notes

How do you annotate?

Summarize key points in your own words .

• Use headers and words in bold to guide you
• Look for main ideas, arguments, and points of evidence
• Notice how the text organizes itself. Chronological order? Idea trees? Etc.

Circle key concepts and phrases

• What words would it be helpful to look-up at the end?
• What terms show up in lecture? When are different words used for similar concepts? Why?

Write brief comments and questions in the margins

• Be as specific or broad as you would like—use these questions to activate your thinking about the content
• See our handout on reading comprehension tips for some examples

Use abbreviations and symbols

• Try ? when you have a question or something you need to explore further
• Try ! When something is interesting, a connection, or otherwise worthy of note
• Try * For anything that you might use as an example or evidence when you use this information.
• Ask yourself what other system of symbols would make sense to you.

Highlight/underline

• Highlight or underline, but mindfully. Check out our resource on strategic highlighting for tips on when and how to highlight.

Use comment and highlight features built into pdfs, online/digital textbooks, or other apps and browser add-ons

• Are you using a pdf? Explore its highlight, edit, and comment functions to support your annotations
• Some browsers have add-ons or extensions that allow you to annotate web pages or web-based documents
• Does your digital or online textbook come with an annotation feature?
• Can your digital text be imported into a note-taking tool like OneNote, EverNote, or Google Keep? If so, you might be able to annotate texts in those apps

What are the most important takeaways?

• Annotation is about increasing your engagement with a text
• Increased engagement, where you think about and process the material then expand on your learning, is how you achieve mastery in a subject
• As you annotate a text, ask yourself: how would I explain this to a friend?
• Put things in your own words and draw connections to what you know and wonder

The table below demonstrates this process using a geography textbook excerpt (Press 2004):

A common concern about annotating texts: It takes time!

Yes, it can, but that time isn’t lost—it’s invested.

Spending the time to annotate on the front end does two important things:

• It saves you time later when you’re studying. Your annotated notes will help speed up exam prep, because you can review critical concepts quickly and efficiently.
• It increases the likelihood that you will retain the information after the course is completed. This is especially important when you are supplying the building blocks of your mind and future career.

One last tip: Try separating the reading and annotating processes! Quickly read through a section of the text first, then go back and annotate.

Works consulted:

Nist, S., & Holschuh, J. (2000). Active learning: strategies for college success. Boston: Allyn and Bacon. 202-218.

Simpson, M., & Nist, S. (1990). Textbook annotation: An effective and efficient study strategy for college students. Journal of Reading, 34: 122-129.

Press, F. (2004). Understanding earth (4th ed). New York: W.H. Freeman. 208-210.

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