bibliography in which indicate references of 6 sources

Journal title - use headline style; i.e. capitalise all the words, except articles and prepositions

Book title or article title (in a journal, magazine or newspaper) - use sentence style; i.e. capitalise the first word of the title, and subtitle (after the colon), and any proper names

USA publishers give the city in full and the abbreviation for the state. 
New York, NY
Springfield, MA

Publishers outside the USA: Give the city in full and the country in full
London, England
Auckland, New Zealand

Use an en dash, NOT a hyphen, for page ranges: e.g. 21–27. No gaps between the page numbers and the en dash.

How to add an en dash in Microsoft Word, if using a full PC keyboard: Hold the and type the on the small numeric keypad.

NB: If your keyboard will not produce an en dash, it is acceptable to use a hyphen instead.  See the  (2010, p. 97) for more detail on the use of hyphens and dashes in APA style.

If format, medium or description information is important for a resource to be retrieved or identified, use square brackets after the title to include this detail:

One author (a book chapter)

One author, multiple works published in the same year

Two authors (a journal article with doi)

Three authors 

• Use "&" before the final author.

Four to seven authors

• List all authors in the reference entry

More than seven authors 

• First 6 authors ... last author. and follow by date and other information. 

Click the type of resources on the left column to find more reference examples.

Go to the In-text citation page to learn how to do in-text citations.

A secondary citation is where you are citing information or quotes the author of your reference has taken from source that you have not read.

In-text citation:

• Name the author of the original work in your text, cite the secondary source in in-text citation: (as cited in ..., 1993)

Reference list entry: 

• Give the secondary source in the reference list.

DOI = digital object identifier

• A DOI commonly identifies a journal article but it can also be found on other publication types including books.
• All DOIs start with 10 . and includes numbers and letters. Example: doi:10.1016/j.addbeh.2009.08.001
• The DOI provides a permanent internet address for the item making it easy to locate.
• You may search by DOI numbers in Library Search to locate articles.

Doi in your reference list entry:

• Always use the DOI if available (for print or online articles and books).  
• No full stop at the end of a DOI. 

A new citing format for DOI was introduced by APA in March 2017. The new format includes  https and the prefix doi.org : https://doi.org/10.1016/j.asw.2016.11.001

Articles retrieved from library databases may include ezproxy.aut.ac.nz in the DOIs. This ezproxy information should be removed.

For example:

https://doi-org. ezproxy.aut.ac.nz /10.1093/pubmed/fdv045

The correct URL for this DOI is:

https://doi.org/10.1093/pubmed/fdv045

If there is no DOI for a online journal article or an e-book, include a URL in your reference.

Use the URL of a journal home page for journal articles without DOI

• Use the URL of the journal homepage, NOT the full URL of the article, in your reference.

Finding a journal homepage URL :

You could do a Google search for the journal title (within double quotation marks), e.g. "new zealand management magazine" to find the journal's homepage

Or, go to the Library database  Ulrichsweb , search by the journal title or the journal's ISSN to find the journal record. On the journal record page, find the journal URL for your reference.

Journals without a home page and no DOI:

This can happen to some discontinued journals, or journals archived in an archival database only. 

• Use the database home page URL in your reference. See the example in the following section.  

Use a URL of a library database:

Resources retrieved from a library database, without a DOI:

If you use electronic resources without DOI, such as an ebook or a data set or a journal without a website, from a library database, You are required to include the URL of the database homepage  in your reference.

• Do not use the full URL of the source that you retrieved from a database.

An ebook "Small town sustainability: economic, social,and environmental innovation".

The URL on the ebook page is:

https://ebookcentral-proquest-com.ezproxy.aut.ac.nz/lib/AUT/detail.action?docID=1121624 

• You should remove ezproxy and other details following it.
• The correct URL in the reference for this book should be http://ebookcentral.proquest.com
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How to Write a Bibliography in APA Format

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Emily is a board-certified science editor who has worked with top digital publishing brands like Voices for Biodiversity, Study.com, GoodTherapy, Vox, and Verywell.

• APA Bibliography
• How to Create One
• Why You Need It

Sample Bibliography

An APA format bibliography lists all of the sources that might be used in a paper. A bibliography can be a great tool to help you keep track of information during the research and writing process. In some cases, your instructor may require you to include a bibliography as part of your assignment.

At a Glance

A well-written APA format bibliography can help you keep track of information and sources as you research and write your psychology paper. To create a bibliography, gather up all of the sources that you might use in your paper. Create an APA format reference for each source and then write a brief annotation. Your annotation should be a brief summary of what each reference is about. You can quickly refer to these annotations When writing your paper and determine which to include.

What Is an APA Format Bibliography?

An APA format bibliography is an alphabetical listing of all sources that might be used to write an academic paper, essay, article, or research paper—particularly work that is covering psychology or psychology-related topics. APA format is the official style of the American Psychological Association (APA). This format is used by many psychology professors, students, and researchers.

Even if it is not a required part of your assignment, writing a bibliography can help you keep track of your sources and make it much easier to create your final reference page in proper APA format.

Creating an APA Bibliography

A bibliography is similar in many ways to a reference section , but there are some important differences. While a reference section includes every source that was actually used in your paper, a bibliography may include sources that you considered using but may have dismissed because they were irrelevant or outdated.

Bibliographies can be a great way to keep track of information you might want to use in your paper and to organize the information that you find in different sources. The following are four steps you can follow to create your APA format bibliography.

Start on a New Page

Your working bibliography should be kept separate from the rest of your paper. Start it on a new page, with the title "Bibliography" centered at the top and in bold text. Some people use the title "References" instead, so it's best to check with your professor or instructor about which they prefer you to use.

Gather Your Sources

Compile all the sources you might possibly use in your paper. While you might not use all of these sources in your paper, having a complete list will make it easier later on when you prepare your reference section.

Gathering your sources can be particularly helpful when outlining and writing your paper.

By quickly glancing through your working bibliography, you will be able to get a better idea of which sources will be the most appropriate to support your thesis and main points.

Reference Each Source

Your references should be listed alphabetically by the author’s last name, and they should be double-spaced. The first line of each reference should be flush left, while each additional line of a single reference should be a few spaces to the right of the left margin, which is known as a hanging indent.

The format of each source is as follows for academic journals:

• Last name of first author (followed by their first initial)
• The year the source was published in parentheses
• The title of the source
• The journal that published the source (in italics)
• The volume number, if applicable (in italics)
• The issue number, if applicable
• Page numbers (in parentheses)
• The URL or "doi" in lowercase letters followed by a colon and the doi number, if applicable

The following examples are scholarly articles in academic journals, cited in APA format:

• Kulacaoglu, F., & Kose, S. (2018). Borderline personality disorder (BPD): In the midst of vulnerability, chaos, and awe.  Brain sciences ,  8 (11), 201. doi:10.3390/brainsci8110201
• Cattane, N., Rossi, R., & Lanfredi, M. (2017). Borderline personality disorder and childhood trauma: exploring the affected biological systems and mechanisms.  BMC Psychiatry,   18 (221). doi:10.1186/s12888-017-1383-2

Visit the American Psychological Association's website for more information on citing other types of sources including online media, audiovisual media, and more.

Create an Annotation for Each Source

Normally a bibliography contains only references' information, but in some cases you might decide to create an annotated bibliography. An annotation is a summary or evaluation of the source.

An annotation is a brief description of approximately 150 words describing the information in the source, your evaluation of its credibility, and how it pertains to your topic. Writing one of these for each piece of research will make your writing process faster and easier.

This step helpful in determining which sources to ultimately use in your paper. Your instructor may also require it as part of the assignment so they can assess your thought process and understanding of your topic.

Reasons to Write a Bibliography

One of the biggest reasons to create an APA format bibliography is simply to make the research and writing process easier.

If you do not have a comprehensive list of all of your references, you might find yourself scrambling to figure out where you found certain bits of information that you included in your paper.

A bibliography is also an important tool that your readers can use to access your sources.

While writing an annotated bibliography might not be required for your assignment, it can be a very useful step. The process of writing an annotation helps you learn more about your topic, develop a deeper understanding of the subject, and become better at evaluating various sources of information.

The following is an example of an APA format bibliography by the website EasyBib:

There are many online resources that demonstrate different formats of bibliographies, including the American Psychological Association website . Purdue University's Online Writing Lab also has examples of formatting an APA format bibliography.

Check out this video on their YouTube channel which provides detailed instructions on formatting an APA style bibliography in Microsoft Word.

You can check out the Purdue site for more information on writing an annotated APA bibliography as well.

What This Means For You

If you are taking a psychology class, you may be asked to create a bibliography as part of the research paper writing process. Even if your instructor does not expressly require a bibliography, creating one can be a helpful way to help structure your research and make the writing process more manageable.

For psychology majors , it can be helpful to save any bibliographies you have written throughout your studies so that you can refer back to them later when studying for exams or writing papers for other psychology courses.

American Psychological Association. Publication Manual of the American Psychological Association . 7th Edition. Washington, DC: American Psychological Association; 2020.

Masic I. The importance of proper citation of references in biomedical articles.   Acta Inform Med . 2013;21(3):148–155. doi:10.5455/aim.2013.21.148-155

American Psychological Association. How do you format a bibliography in APA Style?

Cornell University Library. How to prepare an annotated bibliography: The annotated bibliography .

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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Quick Guide to APA Citations

☑ include both parts of the apa citation:.

In-text citations (placed in your paper wherever you are quoting or paraphrasing a source) Reference list citations (placed at the end of your paper in an alphabetized reference list)  

☑ If you quote OR paraphrase a source, you must cite it.

"Paraphrasing" includes describing someone else's idea in your own words.   A quotation requires a "locator" which is the exact page number or paragraph number of the quote 

☑ Do not include sources in your reference list if you did not use them.

In APA, reference citations are not a list of sources you read! Only include a source in your reference list if you quoted or paraphrased that source with an in-text citation in your paper.

☑ Each in-text citation must match its reference list citation.

The author name and year in the reference list citation and in-text citation must be the same. If you make a correction to the author and/or date in one of your references, you must also edit all of the corresponding in-text citations.

In-Text Citations

Citing paraphrased information:

(Author, Year).

Citing a direct quote:

(Author, Year, p. 3). OR (Author, Year, para. 3).

In-text Citation Examples

Paraphrasing a source with TWO AUTHORS:

(Tindall & Curtis, 2019).

Paraphrasing a source with THREE OR MORE AUTHORS:

(Amida et al., 2021).

Paraphrasing a source authored by a GROUP/ORGANIZATION:

(U.S. Department of Homeland Security, 2020).

Paraphrasing a source with NO DATE:

(U.S. Department of Homeland Security, n.d.).

• 2023 In-Text Citation Instructions Help! I need more examples! Check out this PDF for what to do when you have long paraphrases, long quotations, you want to cite a source you found in another source, you have sources with the same author and date, and more!

Reference List Citations

Author. (Date). Title. Source. URL

Reference List Citation Examples

Reference list citation for a journal article with THREE OR MORE AUTHORS:*

Amida, A., Appianing, J., & Marafa, Y. (2022). Testing the predictors of college students' attitudes toward plagiarism. Journal of Academic Ethics, 20 (1), p. 85-99.  https://doi.org/10.1007/s10805-021-09401-9

Reference list citation for an online article/webpage with ONE AUTHOR: 

Bailey, J. (2022, July 6). 5 things new students need to know about plagiarism. Plagiarism Today . https://www.plagiarismtoday.com/2022/07/06/5-things-new-students-need-to-know-about-plagiarism/

Reference list citation for a source with a GROUP AUTHOR:

U. S. Department of Homeland Security. (2014, November 28). What is plagiarism? https://studyinthestates.dhs.gov/2014/11/what-plagiarism

Reference list citation for a source with a NO DATE:

U. S. Department of Homeland Security. (n.d.). Students. https://studyinthestates.dhs.gov/students

• 2023 APA Reference list instructions Help! I need more examples! Check out this PDF for what to do if there is no author or when there are twenty-one or more authors, how to capitalize the title, when the title has a title in it, and more!
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Basic Principles of Reference List Entries

A reference list entry generally has four elements: the author, date, title, and source. Each element answers a question:

• author: Who is responsible for this work?
• date: When was this work published?
• title: What is this work called?
• source: Where can I retrieve this work?

Answering these four questions will help you create a reference entry for any type of work, even if you do not see a specific example in the Publication Manual that matches it. Consistency in reference formatting allows readers to understand the types of works you consulted and the important reference elements with ease.

To learn more about content and format of the author, date, title, and source, visit the page on reference elements .

Correspondence between source and reference list entry

This figure shows the first page of a journal article. The locations of the reference elements are highlighted with different colors and callouts, and the same colors are used in the reference list entry to show how the entry corresponds to the source.

Additionally, the in-text citation for a work corresponds to the reference list entry . For example, the in-text citation for the work in the example is Botto and Rochat (2018) or (Botto & Rochat, 2018).

View the reference examples to see the basic principles of references in action.

The basic principles of reference list entries are covered in the seventh edition APA Style manuals in the Publication Manual Sections 9.4 to 9.6 and the Concise Guide Sections 9.4 to 9.6

Related handouts

• Common Reference Examples Guide (PDF, 147KB)
• Creating an APA Style Reference List (PDF, 179KB)
• Scaffolded Reference Elements Worksheet (PDF, 150KB)

Punctuation in reference list entries

Use punctuation marks in reference list entries to group information.

• Ensure that a period appears after each reference element—that is, after the author, date, title, and source. However, do not put a period after a DOI or URL because it may interfere with link functionality. And if a title ends with a question mark, the question mark replaces the period.
• Use punctuation marks (usually commas or parentheses) between parts of the same reference element. For example, in a reference for a journal article, use a comma between each author’s last name and initials and between different authors’ names, between the journal name and the volume number, and between the journal issue number and the page numbers.
• Do not use a comma between the journal volume and issue numbers. Place the issue number in parentheses directly after the volume number instead.
• Italicize punctuation marks that appear within an italic reference element (e.g., a comma or colon within a book title). Do not italicize punctuation between reference elements (e.g., the period after an italic book title or the comma after an italic journal title).

Suggested citations

Some works contain suggested citations. These citations often contain the information necessary to write an APA Style reference but need editing for style. For example, you may need to change the capitalization of the title or the punctuation between elements. You may also need to put elements in the proper order of author, date, title, and source.

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Apa 6th ed. style guide: citing sources in text.

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The table below provides examples of how to cite your sources in text, whether you use the author's name as part of the narrative or you include the citation information in parentheses (called a parenthetical citation ). For more information, refer to sections 6.11-21 of the APA Style Manual , 6th edition.  

Frequently Asked Questions about In-Text Citation: 

How do I cite a direct quote? (6.03)

When quoting, always provide the author, year, and specific page number. If the work doesn't have pages, use a paragraph number instead. If the quotation is less than 40 words, incorporate it into the text and enclose it with double quotation marks. If the quotation appears in mid-sentence, include the author(s) and year the sentence, and include the page number in parentheses after the quote. 

Robbins et al. (2003) suggested that the "therapists in dropout cases may have inadvertently validated parental negativity about the adolescent without adequately responding to the adolescent's needs or concerns" (p. 541), contributing to an overall climate of negativity. 

If the quotation appears at the end of the sentence, include the author(s) and year with the page number in parentheses after the quote. 

Confusing this issue is the overlapping nature of roles in palliative care, whereby "medical needs are met by those in the medical disciplines; nonmedical needs may be addressed by anyone on the team" (Csikai & Chaitin, 2006, p. 112). 

For help citing block quotations, see section 6.03 of the APA Manual.

What if the work doesn't have an author? (6.15)

In text, use the first few words of the reference list entry (usually the title) and the year. Use double quotation marks around the title of an article, chapter, or web page and italicize the title of a periodical, book, brochure, or report: 

("Study Finds," 2016) 

the report  Mental Health and College Students  (2017)

How do I cite more than one source in the same parentheses? (6.16)

In some cases, you may want to cite more than one source as evidence (in a literature review, for example). In that case, order the citations in the same order in which they appear in the reference list, separated by semicolons. If citing more than one work by the same author, order them by year of publication, separated by commas. 

(Fischer et al., 2011; Hasan, 2017; Polman et al., 2008)

(Drapalski, 2016, 2018)

How do I cite an indirect (secondary) source? (6.17)

An indirect or secondary source is one that is cited in another person's work. Whenever possible, find and cite the original work. In some cases, however, the original work may be unavailable, and so you must rely on the secondary citation. However, use this type of source sparingly! Consult a librarian for help finding the original source if needed. Provide the secondary source in the reference list, NOT the original source; in text, name the original work and give the citation for the secondary source (listed in your reference list): 

Gunderson's research (as cited in Kuthrapali, 2017) 

How do I cite a personal communication? (6.20)

Cite personal communications such as emails, letters, telephone conversations, personal interviews, etc. in the text only. Since you can't provide retrieval information for these sources, they are not included in the reference list. Gie the initials as well as the surname of the communicator, and provide as exact a date as possible for when the communication occurred: 

N.D. Tyson (personal communication, June 10, 2017)

(M. Gillespie, personal communication, May 15, 2018)

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A citation is a formal reference to a published or unpublished source that you consulted and obtained information from while writing your research paper. It refers to a source of information that supports a factual statement, proposition, argument, or assertion or any quoted text obtained from a book, article, web site, or any other type of material . In-text citations are embedded within the body of your paper and use a shorthand notation style that refers to a complete description of the item at the end of the paper. Materials cited at the end of a paper may be listed under the heading References, Sources, Works Cited, or Bibliography. Rules on how to properly cite a source depends on the writing style manual your professor wants you to use for the class [e.g., APA, MLA, Chicago, Turabian, etc.]. Note that some disciplines have their own citation rules [e.g., law].

Citations: Overview. OASIS Writing Center, Walden University; Research and Citation. The Writing Lab and The OWL. Purdue University; Citing Sources. University Writing Center, Texas A&M University.

Citing Your Sources

Reasons for Citing Sources in Your Research Paper

English scientist, Sir Isaac Newton, once wrote, "If I have seen further, it is by standing on the shoulders of giants.”* Citations support learning how to "see further" through processes of intellectual discovery, critical thinking, and applying a deliberate method of navigating through the scholarly landscape by tracking how cited works are propagated by scholars over time and the subsequent ways this leads to the devarication of new knowledge.

Listed below are specific reasons why citing sources is an important part of doing good research.

• Shows the reader where to find more information . Citations help readers expand their understanding and knowledge about the issues being investigated. One of the most effective strategies for locating authoritative, relevant sources about a research problem is to review materials cited in studies published by other authors. In this way, the sources you cite help the reader identify where to go to examine the topic in more depth and detail.
• Increases your credibility as an author . Citations to the words, ideas, and arguments of scholars demonstrates that you have conducted a thorough review of the literature and, therefore, you are reporting your research results or proposing recommended courses of action from an informed and critically engaged perspective. Your citations offer evidence that you effectively contemplated, evaluated, and synthesized sources of information in relation to your conceptualization of the research problem.
• Illustrates the non-linear and contested nature of knowledge creation . The sources you cite show the reader how you characterized the dynamics of prior knowledge creation relevant to the research problem and how you managed to identify the contested relationships between problems and solutions proposed among scholars. Citations don't just list materials used in your study, they tell a story about how prior knowledge-making emerged from a constant state of creation, renewal, and transformation.
• Reinforces your arguments . Sources cited in your paper provide the evidence that readers need to determine that you properly addressed the “So What?” question. This refers to whether you considered the relevance and significance of the research problem, its implications applied to creating new knowledge, and its importance for improving practice. In this way, citations draw attention to and support the legitimacy and originality of your own ideas and assertions.
• Demonstrates that you "listened" to relevant conversations among scholars before joining in . Your citations tell the reader where you developed an understanding of the debates among scholars. They show how you educated yourself about ongoing conversations taking place within relevant communities of researchers before inserting your own ideas and arguments. In peer-reviewed scholarship, most of these conversations emerge within books, research reports, journal articles, and other cited works.
• Delineates alternative approaches to explaining the research problem . If you disagree with prior research assumptions or you believe that a topic has been understudied or you find that there is a gap in how scholars have understood a problem, your citations serve as the source materials from which to analyze and present an alternative viewpoint or to assert that a different course of action should be pursued. In short, the materials you cite serve as the means by which to argue persuasively against long-standing assumptions promulgated in prior studies.
• Helps the reader understand contextual aspects of your research . Cited sources help readers understand the specific circumstances, conditions, and settings of the problem being investigated and, by extension, how your arguments can be fully understood and assessed. Citations place your line of reasoning within a specific contextualized framework based on how others have studied the problem and how you interpreted their findings in support of your overall research objectives.
• Frames the development of concepts and ideas within the literature . No topic in the social and behavioral sciences rests in isolation from research that has taken place in the past. Your citations help the reader understand the growth and transformation of the theoretical assumptions, key concepts, and systematic inquiries that emerged prior to your engagement with the research problem.
• Underscores sources that were most important to you . Your citations represent a set of choices made about what you determined to be the most important sources for understanding the topic. They not only list what you discovered, but why it matters and how the materials you chose to cite fit within the broader context of your research design and arguments. As part of an overall assessment of the study’s validity and reliability , the choices you make also helps the reader determine what sources of research may have been excluded.
• Provides evidence of interdisciplinary thinking . An important principle of good research is to extend your review of the literature beyond the predominant disciplinary space where scholars have previously examined a topic. Citations provide evidence that you have integrated epistemological arguments, observations, and/or methodological strategies of other disciplines into your paper, thereby demonstrating that you understand the complex, interconnected nature of contemporary research topics.
• Forms the basis for bibliometric analysis of research . Bibliometric analysis is a quantitative method used, for example, to identify and predict emerging trends in research, document patterns of collaboration among scholars, explore the intellectual structure of a specific domain of research, map the development of research within and across disciplines, or identify gaps in knowledge within the literature. Bibliometrics data can also be used to visually map relationships among published studies. An author's citations to books, journal articles, research reports, and other publications represent the raw data used in bibliometric research.
• Supports critical thinking and independent learning . Evaluating the authenticity, reliability, validity, and originality of prior research is an act of interpretation and introspective reasoning applied to assessing whether a source of information will contribute to understanding the problem in ways that are persuasive and align with your overall research objectives. Reviewing and citing prior studies represents a deliberate act of critically scrutinizing each source as part of your overall assessment of how scholars have confronted the research problem.
• Honors the achievements of others . As Susan Blum recently noted,** citations not only identify sources used, they acknowledge the achievements of scholars within the larger network of research about the topic. Citing sources is a normative act of professionalism within academe and a way to highlight and recognize the work of scholars who likely do not obtain any tangible benefits or monetary value from their research endeavors. Your citations help to validate the work of others.

*Vernon. Jamie L. "On the Shoulder of Giants." American Scientist 105 (July-August 2017): 194.

**Blum, Susan D. "In Defense of the Morality of Citation.” Inside Higher Ed , January 29, 2024.

Aksnes, Dag W., Liv Langfeldt, and Paul Wouters. "Citations, Citation Indicators, and Research Quality: An Overview of Basic Concepts and Theories." Sage Open 9 (January-March 2019): https://doi.org/10.1177/2158244019829575; Blum, Susan Debra. My Word!: Plagiarism and College Culture . Ithaca, NY: Cornell University Press, 2009; Bretag, Tracey., editor. Handbook of Academic Integrity . Singapore: Springer Singapore, 2020; Ballenger, Bruce P. The Curious Researcher: A Guide to Writing Research Papers . 7th edition. Boston, MA: Pearson, 2012; D'Angelo, Barbara J. "Using Source Analysis to Promote Critical Thinking." Research Strategies 18 (Winter 2001): 303-309; Donthu, Naveen et al. “How to Conduct a Bibliometric Analysis: An Overview and Guidelines.” Journal of Business Research 133 (2021): 285-296; Mauer, Barry and John Venecek. “Scholarship as Conversation.” Strategies for Conducting Literary Research, University of Central Florida, 2021; Öztürk, Oguzhan, Ridvan Kocaman, and Dominik K. Kanbach. "How to Design Bibliometric Research: An Overview and a Framework Proposal." Review of Managerial Science (2024): 1-29; Why Cite? Poorvu Center for Teaching and Learning, Yale University; Citing Information. The Writing Center. University of North Carolina; Harvard Guide to Using Sources. Harvard College Writing Program. Harvard University; Newton, Philip. "Academic Integrity: A Quantitative Study of Confidence and Understanding in Students at the Start of Their Higher Education."  Assessment and Evaluation in Higher Education 41 (2016): 482-497; Referencing More Effectively. Academic Skills Centre. University of Canberra; Using Sources. Yale College Writing Center. Yale University; Vosburgh, Richard M. "Closing the Academic-practitioner Gap: Research Must Answer the “SO WHAT” Question." H uman Resource Management Review 32 (March 2022): 100633; When and Why to Cite Sources. Information Literacy Playlists, SUNY, Albany Libraries.

Structure and Writing Style

Referencing your sources means systematically showing what information or ideas you acquired from another author’s work, and identifying where that information come from . You must cite research in order to do research, but at the same time, you must delineate what are your original thoughts and ideas and what are the thoughts and ideas of others. Citations help achieve this. Procedures used to cite sources vary among different fields of study. If not outlined in your course syllabus or writing assignment, always speak with your professor about what writing style for citing sources should be used for the class because it is important to fully understand the citation style to be used in your paper, and to apply it consistently. If your professor defers and tells you to "choose whatever you want, just be consistent," then choose the citation style you are most familiar with or that is appropriate to your major [e.g., use Chicago style if you are majoring in history; use APA if its an education course; use MLA if it is literature or a general writing course].

GENERAL GUIDELINES

1. Are there any reasons I should avoid referencing other people's work? No. If placed in the proper context, r eferencing other people's research is never an indication that your work is substandard or lacks originality. In fact, the opposite is true. If you write your paper without adequate references to previous studies, you are signaling to the reader that you are not familiar with the literature on the topic, thereby, undermining the validity of your study and your credibility as a researcher. Including references in academic writing is one of the most important ways to demonstrate your knowledge and understanding of how the research problem has been addressed. It is the intellectual packaging around which you present your thoughts, ideas, and arguments to the reader.

2. What should I do if I find out that my great idea has already been studied by another researcher? It can be frustrating to come up with what you believe is a great topic only to find that it's already been thoroughly studied. However, do not become frustrated by this. You can acknowledge the prior research by writing in the text of your paper [see also Smith, 2002], then citing the complete source in your list of references. Use the discovery of prior studies as an opportunity to demonstrate the significance of the problem being investigated and, if applicable, as a means of delineating your analysis from those of others [e.g., the prior study is ten years old and doesn't take into account new variables]. Strategies for responding to prior research can include: stating how your study updates previous understandings about the topic, offering a new or different perspective, applying a different or innovative method of gathering and interpreting data, and/or describing a new set of insights, guidelines, recommendations, best practices, or working solutions.

3. What should I do if I want to use an adapted version of someone else's work? You still must cite the original work. For example, you use a table of statistics from a journal article published in 1996 by author Smith, but you have altered or added new data to it. Reference the revised chart, such as, [adapted from Smith, 1996], then cite the original source in your list of references. You can also use other terms in order to specify the exact relationship between the original source and the version you have presented, such as, "based on data from Smith [1996]...," or "summarized from Smith [1996]...." Citing the original source helps the reader locate where the information was first presented and under what context it was used as well as to evaluate how effectively you applied it to your own research.

4. What should I do if several authors have published very similar information or ideas? You can indicate that the topic, idea, concept, or information can be found in the works of others by stating something similar to the following example: "Though many scholars have applied rational choice theory to understanding economic relations among nations [Smith, 1989; Jones, 1991; Johnson, 1994; Anderson, 2003; Smith, 2014], little attention has been given to applying the theory to examining the influence of non-governmental organizations in a globalized economy." If you only reference one author or only the most recent study, then your readers may assume that only one author has published on this topic, or more likely, they will conclude that you have not conducted a thorough review of the literature. Referencing all relevant authors of prior studies gives your readers a clear idea of the breadth of analysis you conducted in preparing to study the research problem. If there has been a significant number of prior studies on the topic [i.e., ten or more], describe the most comprehensive and recent works because they will presumably discuss and reference the older studies. However, note in your review of the literature that there has been significant scholarship devoted to the topic so the reader knows that you are aware of the numerous prior studies.

5. What if I find exactly what I want to say in the writing of another researcher? In the social sciences, the rationale in duplicating prior research is generally governed by the passage of time, changing circumstances or conditions, or the emergence of variables that necessitate new investigations . If someone else has recently conducted a thorough investigation of precisely the same research problem that you intend to study, then you likely will have to revise your topic, or at the very least, review this literature to identify something new to say about the problem. However, if it is someone else's particularly succinct expression, but it fits perfectly with what you are trying to say, then you can quote from the author directly, referencing the source. Identifying an author who has made the exact same point that you want to make can be an opportunity to validate, as well as reinforce the significance of, the research problem you are investigating. The key is to build on that idea in new and innovative ways. If you are not sure how to do this, consult with a librarian .

6. Should I cite a source even if it was published long ago? Any source used in writing your paper should be cited, regardless of when it was written. However, in building a case for understanding prior research about your topic, it is generally true that you should focus on citing more recently published studies because they presumably have built upon the research of older studies. When referencing prior studies, use the research problem as your guide when considering what to cite. If a study from forty years ago investigated the same topic, it probably should be examined and considered in your list of references because the research may have been foundational or groundbreaking at the time, even if its findings are no longer relevant to current conditions or reflect current thinking [one way to determine if a study is foundational or groundbreaking is to examine how often it has been cited in recent studies using the "Cited by" feature of Google Scholar ]. However, if an older study only relates to the research problem tangentially or it has not been cited in recent studies, then it may be more appropriate to list it under further readings .

7. Can I cite unusual and non-scholarly sources in my research paper? The majority of the citations in a research paper should be to scholarly [a.k.a., academic; peer-reviewed] studies that rely on an objective and logical analysis of the research problem based on empirical evidence that reliably supports your arguments. However, any type of source can be considered valid if it brings relevant understanding and clarity to the topic. This can include, for example, non-textual elements such as photographs, maps, or illustrations. A source can include materials from special or archival collections, such as, personal papers, manuscripts, business memorandums, the official records of an organization, or digitized collections. Citations can also be to unusual items, such as, an audio recording, a transcript from a television news program, a unique set of data, or a social media post. The challenge is knowing how to cite unusual and non-scholarly sources because they often do not fit within consistent citation rules of books or journal articles. Given this, consult with a librarian if you are unsure how to cite a source.

NOTE:   In any academic writing, you are required to identify which ideas, facts, thoughts, concepts, or declarative statements are yours and which are derived from the research of others. The only exception to this rule is information that is considered to be a commonly known fact [e.g., "George Washington was the first president of the United States"] or a statement that is self-evident [e.g., "Australia is a country in the Global South"]. Appreciate, however, that any "commonly known fact" or self-evidencing statement is culturally constructed and shaped by specific social and aesthetical biases . If you have any doubt about whether or not a fact is considered to be widely understood knowledge, provide a supporting citation, or, ask your professor for clarification about whether the statement should be cited.

Ballenger, Bruce P. The Curious Researcher: A Guide to Writing Research Papers . 7th edition. Boston, MA: Pearson, 2012; Blum, Susan Debra. My Word!: Plagiarism and College Culture . Ithaca, NY: Cornell University Press, 2009; Bretag, Tracey., editor. Handbook of Academic Integrity . Singapore: Springer Singapore, 2020; Carlock, Janine. Developing Information Literacy Skills: A Guide to Finding, Evaluating, and Citing Sources . Ann Arbor, MI: University of Michigan Press, 2020; Harvard Guide to Using Sources. Harvard College Writing Program. Harvard University; How to Cite Other Sources in Your Paper. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Lunsford, Andrea A. and Robert Connors; The St. Martin's Handbook . New York: St. Martin's Press, 1989; Mills, Elizabeth Shown. Evidence Explained: Citing History Sources from Artifacts to Cyberspace . 3rd edition. Baltimore, MD: Genealogical Publishing Company, 2015; Research and Citation Resources. The Writing Lab and The OWL. Purdue University; Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University; Why Cite? Poorvu Center for Teaching and Learning, Yale Univeraity.

Other Citation Research Guides

The following USC Libraries research guide can help you properly cite sources in your research paper:

• Citation Guide

The following USC Libraries research guide offers basic information on using images and media in research:

Listed below are particularly well-done and comprehensive websites that provide specific examples of how to cite sources under different style guidelines.

• Purdue University Online Writing Lab
• Southern Cross University Harvard Referencing Style
• University of Wisconsin Writing Center

This is a useful guide concerning how to properly cite images in your research paper.

• Colgate Visual Resources Library, Citing Images

This guide provides good information on the act of citation analysis, whereby you count the number of times a published work is cited by other works in order to measure the impact of a publication or author.

Measuring Your Impact: Impact Factor, Citation Analysis, and other Metrics: Citation Analysis [Sandy De Groote, University of Illinois, Chicago]

Automatic Citation Generators

The links below lead to systems where you can type in your information and have a citation compiled for you. Note that these systems are not foolproof so it is important that you verify that the citation is correct and check your spelling, capitalization, etc. However, they can be useful in creating basic types of citations, particularly for online sources.

• BibMe -- APA, MLA, Chicago, and Turabian styles
• DocsCite -- for citing government publications in APA or MLA formats
• EasyBib -- APA, MLA, and Chicago styles
• Son of Citation Machine -- APA, MLA, Chicago, and Turabian styles

NOTE:   Many companies that create the research databases the USC Libraries subscribe to, such as ProQuest , include built-in citation generators that help take the guesswork out of how to properly cite a work. When available, you should always utilize these features because they not only generate a citation to the source [e.g., a journal article], but include information about where you accessed the source [e.g., the database].

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Citation Guide

• What is a Citation?
• Citation Generator
• Chicago/Turabian Style
• Paraphrasing and Quoting
• Examples of Plagiarism

What is a Bibliography?

What is an annotated bibliography, introduction to the annotated bibliography.

• Writing Center
• Writer's Reference Center
• Helpful Tutorials
• the authors' names
• the titles of the works
• the names and locations of the companies that published your copies of the sources
• the dates your copies were published
• the page numbers of your sources (if they are part of multi-source volumes)

Ok, so what's an Annotated Bibliography?

An annotated bibliography is the same as a bibliography with one important difference: in an annotated bibliography, the bibliographic information is followed by a brief description of the content, quality, and usefulness of the source. For more, see the section at the bottom of this page.

What are Footnotes?

Footnotes are notes placed at the bottom of a page. They cite references or comment on a designated part of the text above it. For example, say you want to add an interesting comment to a sentence you have written, but the comment is not directly related to the argument of your paragraph. In this case, you could add the symbol for a footnote. Then, at the bottom of the page you could reprint the symbol and insert your comment. Here is an example:

This is an illustration of a footnote. 1 The number “1” at the end of the previous sentence corresponds with the note below. See how it fits in the body of the text? 1 At the bottom of the page you can insert your comments about the sentence preceding the footnote.

When your reader comes across the footnote in the main text of your paper, he or she could look down at your comments right away, or else continue reading the paragraph and read your comments at the end. Because this makes it convenient for your reader, most citation styles require that you use either footnotes or endnotes in your paper. Some, however, allow you to make parenthetical references (author, date) in the body of your work.

Footnotes are not just for interesting comments, however. Sometimes they simply refer to relevant sources -- they let your reader know where certain material came from, or where they can look for other sources on the subject. To decide whether you should cite your sources in footnotes or in the body of your paper, you should ask your instructor or see our section on citation styles.

Where does the little footnote mark go?

Whenever possible, put the footnote at the end of a sentence, immediately following the period or whatever punctuation mark completes that sentence. Skip two spaces after the footnote before you begin the next sentence. If you must include the footnote in the middle of a sentence for the sake of clarity, or because the sentence has more than one footnote (try to avoid this!), try to put it at the end of the most relevant phrase, after a comma or other punctuation mark. Otherwise, put it right at the end of the most relevant word. If the footnote is not at the end of a sentence, skip only one space after it.

What's the difference between Footnotes and Endnotes?

The only real difference is placement -- footnotes appear at the bottom of the relevant page, while endnotes all appear at the end of your document. If you want your reader to read your notes right away, footnotes are more likely to get your reader's attention. Endnotes, on the other hand, are less intrusive and will not interrupt the flow of your paper.

If I cite sources in the Footnotes (or Endnotes), how's that different from a Bibliography?

Sometimes you may be asked to include these -- especially if you have used a parenthetical style of citation. A "works cited" page is a list of all the works from which you have borrowed material. Your reader may find this more convenient than footnotes or endnotes because he or she will not have to wade through all of the comments and other information in order to see the sources from which you drew your material. A "works consulted" page is a complement to a "works cited" page, listing all of the works you used, whether they were useful or not.

Isn't a "works consulted" page the same as a "bibliography," then?

Well, yes. The title is different because "works consulted" pages are meant to complement "works cited" pages, and bibliographies may list other relevant sources in addition to those mentioned in footnotes or endnotes. Choosing to title your bibliography "Works Consulted" or "Selected Bibliography" may help specify the relevance of the sources listed.

This information has been freely provided by plagiarism.org and can be reproduced without the need to obtain any further permission as long as the URL of the original article/information is cited. 

How Do I Cite Sources? (n.d.) Retrieved October 19, 2009, from http://www.plagiarism.org/plag_article_how_do_i_cite_sources.html

The Importance of an Annotated Bibliography

An Annotated Bibliography is a collection of annotated citations. These annotations contain your executive notes on a source. Use the annotated bibliography to help remind you of later of the important parts of an article or book. Putting the effort into making good notes will pay dividends when it comes to writing a paper!

Good Summary

Being an executive summary, the annotated citation should be fairly brief, usually no more than one page, double spaced.

• Focus on summarizing the source in your own words.
• Avoid direct quotations from the source, at least those longer than a few words. However, if you do quote, remember to use quotation marks. You don't want to forget later on what is your own summary and what is a direct quotation!
• If an author uses a particular term or phrase that is important to the article, use that phrase within quotation marks. Remember that whenever you quote, you must explain the meaning and context of the quoted word or text. 

Common Elements of an Annotated Citation

• Summary of an Article or Book's thesis or most important points (Usually two to four sentences)
• Summary of a source's methodological approach. That is, what is the source? How does it go about proving its point(s)? Is it mostly opinion based? If it is a scholarly source, describe the research method (study, etc.) that the author used. (Usually two to five sentences)
• Your own notes and observations on the source beyond the summary. Include your initial analysis here. For example, how will you use this source? Perhaps you would write something like, "I will use this source to support my point about . . . "
• Formatting Annotated Bibliographies This guide from Purdue OWL provides examples of an annotated citation in MLA and APA formats.

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• What Is an Annotated Bibliography? | Examples & Format

What Is an Annotated Bibliography? | Examples & Format

Published on March 9, 2021 by Jack Caulfield . Revised on August 23, 2022.

An annotated bibliography is a list of source references that includes a short descriptive text (an annotation) for each source. It may be assigned as part of the research process for a paper , or as an individual assignment to gather and read relevant sources on a topic.

Scribbr’s free Citation Generator allows you to easily create and manage your annotated bibliography in APA or MLA style. To generate a perfectly formatted annotated bibliography, select the source type, fill out the relevant fields, and add your annotation.

An example of an annotated source is shown below:

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Table of contents

Annotated bibliography format: apa, mla, chicago, how to write an annotated bibliography, descriptive annotation example, evaluative annotation example, reflective annotation example, finding sources for your annotated bibliography, frequently asked questions about annotated bibliographies.

Make sure your annotated bibliography is formatted according to the guidelines of the style guide you’re working with. Three common styles are covered below:

In APA Style , both the reference entry and the annotation should be double-spaced and left-aligned.

The reference entry itself should have a hanging indent . The annotation follows on the next line, and the whole annotation should be indented to match the hanging indent. The first line of any additional paragraphs should be indented an additional time.

In an MLA style annotated bibliography , the Works Cited entry and the annotation are both double-spaced and left-aligned.

The Works Cited entry has a hanging indent. The annotation itself is indented 1 inch (twice as far as the hanging indent). If there are two or more paragraphs in the annotation, the first line of each paragraph is indented an additional half-inch, but not if there is only one paragraph.

Chicago style

In a  Chicago style annotated bibliography , the bibliography entry itself should be single-spaced and feature a hanging indent.

The annotation should be indented, double-spaced, and left-aligned. The first line of any additional paragraphs should be indented an additional time.

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For each source, start by writing (or generating ) a full reference entry that gives the author, title, date, and other information. The annotated bibliography format varies based on the citation style you’re using.

The annotations themselves are usually between 50 and 200 words in length, typically formatted as a single paragraph. This can vary depending on the word count of the assignment, the relative length and importance of different sources, and the number of sources you include.

Consider the instructions you’ve been given or consult your instructor to determine what kind of annotations they’re looking for:

• Descriptive annotations : When the assignment is just about gathering and summarizing information, focus on the key arguments and methods of each source.
• Evaluative annotations : When the assignment is about evaluating the sources , you should also assess the validity and effectiveness of these arguments and methods.
• Reflective annotations : When the assignment is part of a larger research process, you need to consider the relevance and usefulness of the sources to your own research.

These specific terms won’t necessarily be used. The important thing is to understand the purpose of your assignment and pick the approach that matches it best. Interactive examples of the different styles of annotation are shown below.

A descriptive annotation summarizes the approach and arguments of a source in an objective way, without attempting to assess their validity.

In this way, it resembles an abstract , but you should never just copy text from a source’s abstract, as this would be considered plagiarism . You’ll naturally cover similar ground, but you should also consider whether the abstract omits any important points from the full text.

The interactive example shown below describes an article about the relationship between business regulations and CO 2 emissions.

Rieger, A. (2019). Doing business and increasing emissions? An exploratory analysis of the impact of business regulation on CO 2 emissions. Human Ecology Review , 25 (1), 69–86. https://www.jstor.org/stable/26964340

An evaluative annotation also describes the content of a source, but it goes on to evaluate elements like the validity of the source’s arguments and the appropriateness of its methods .

For example, the following annotation describes, and evaluates the effectiveness of, a book about the history of Western philosophy.

Kenny, A. (2010). A new history of Western philosophy: In four parts . Oxford University Press.

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A reflective annotation is similar to an evaluative one, but it focuses on the source’s usefulness or relevance to your own research.

Reflective annotations are often required when the point is to gather sources for a future research project, or to assess how they were used in a project you already completed.

The annotation below assesses the usefulness of a particular article for the author’s own research in the field of media studies.

Manovich, Lev. (2009). The practice of everyday (media) life: From mass consumption to mass cultural production? Critical Inquiry , 35 (2), 319–331. https://www.jstor.org/stable/10.1086/596645

Manovich’s article assesses the shift from a consumption-based media culture (in which media content is produced by a small number of professionals and consumed by a mass audience) to a production-based media culture (in which this mass audience is just as active in producing content as in consuming it). He is skeptical of some of the claims made about this cultural shift; specifically, he argues that the shift towards user-made content must be regarded as more reliant upon commercial media production than it is typically acknowledged to be. However, he regards web 2.0 as an exciting ongoing development for art and media production, citing its innovation and unpredictability.

The article is outdated in certain ways (it dates from 2009, before the launch of Instagram, to give just one example). Nevertheless, its critical engagement with the possibilities opened up for media production by the growth of social media is valuable in a general sense, and its conceptualization of these changes frequently applies just as well to more current social media platforms as it does to Myspace. Conceptually, I intend to draw on this article in my own analysis of the social dynamics of Twitter and Instagram.

Before you can write your annotations, you’ll need to find sources . If the annotated bibliography is part of the research process for a paper, your sources will be those you consult and cite as you prepare the paper. Otherwise, your assignment and your choice of topic will guide you in what kind of sources to look for.

Make sure that you’ve clearly defined your topic , and then consider what keywords are relevant to it, including variants of the terms. Use these keywords to search databases (e.g., Google Scholar ), using Boolean operators to refine your search.

Sources can include journal articles, books, and other source types , depending on the scope of the assignment. Read the abstracts or blurbs of the sources you find to see whether they’re relevant, and try exploring their bibliographies to discover more. If a particular source keeps showing up, it’s probably important.

Once you’ve selected an appropriate range of sources, read through them, taking notes that you can use to build up your annotations. You may even prefer to write your annotations as you go, while each source is fresh in your mind.

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 .

A source annotation in an annotated bibliography fulfills a similar purpose to an abstract : they’re both intended to summarize the approach and key points of a source.

However, an annotation may also evaluate the source , discussing the validity and effectiveness of its arguments. Even if your annotation is purely descriptive , you may have a different perspective on the source from the author and highlight different key points.

You should never just copy text from the abstract for your annotation, as doing so constitutes plagiarism .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Caulfield, J. (2022, August 23). What Is an Annotated Bibliography? | Examples & Format. Scribbr. Retrieved June 24, 2024, from https://www.scribbr.com/citing-sources/annotated-bibliography/

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APA Style (6th ed.)

• Position of the citation
• Secondary Referencing
• Date of Publication
• Page numbers
• Citing Sources Multiple Times
• Citing from Web pages
• Paraphrasing and Summarising
• Reference Lists and Bibliographies
• Examples of References in APA (6th ed.) style

Examples of References in APA style (6th edition)

• Examples of References in APA style
• APA Reference Examples A-Z
• Comparison of 6th and 7th editions of APA
• Setting the Bibliographic Style
• Inserting In-text Citations
• How to create a Reference List
• Managing Sources
• Editing Citations
• Updating your Reference list
• Find Sources
• Evaluate Sources
• Write the Reference
• Write the Annotation
• Examples of Annotations
• Journal Articles
• Web pages and social media
• Newspaper articles

Dictionary or Encyclopaedia

Thesis or dissertation.

• Reports and Datasets
• Conferences
• Images, figures and tables

Exhibitions

• Audiovisual and Digital Media
• Lecture Notes and Presentations

• Author/Editor (Surname, Initials) ,
• (Year of publication).
• Title (in italics) .
• Edition (other than first edition) .
• Place of publication: Publisher.

An e-book retrieved from an academic database that does not have a DOI (Digital Object Identifier) is referenced as though it were the print version, as above. (A DOI is a unique alphanumeric string that identifies content and provides a persistent link to its location on the internet. DOIs can be found in database records and the reference lists of published works).

Books with a URL or a DOI can be referenced like this:

• Author/editor (Surname, Initials)
• (Year of publication)
• Title of book (in italics)
• (Edition) (if not the 1st edition)
• DOI or Retrieved from URL

Book Chapter

• Author of chapter/section (Surname, Initials)
• ‘Title of chapter/section’.
• ‘In:’ followed by author/editor of book, (in direct order)
• Title of book (in italics) .
• (Page reference).
• Place of publication: Publisher,

Journal article (print)

• Author(s) (Surname, Initials)
• Title of article
• Title of journal (in italics, first letter of each word should be capitalised, except for words such as and, of, the)        
• Issue information (volume, issue, pages) (volume in italics)

Journal article (online)

• Title of article.
• Title of journal (in italics, first letter of each word should be capitalised, except for words such as and, of, the)
• Issue information (date, volume, issue no., pages) (volume in italics)
• Retrieved from: URL

Journal article (database without DOI)

Journal articles retrieved from databases without a DOI can be referenced like a print journal, as above.

Journal article (with DOI)

• Issue information (date, volume , issue no., pages) (volume in italics)

Journal article (more than 7 authors)

List the first six authors followed by three spaced ellipsis points (...) and then the last author's name.

Journal article (pre-publication)

“Pre-print”, “In press” and “advanced online publication” usually refer to articles that have been accepted for publication, but may not yet have been assigned to a publication volume/issue. These articles can be cited using the year of online publication and the DOI.

• Issue information (date, volume, issue no., pages) (if any available)
• Advance online publication.

arXiv is a collection facility for scientific 'e-prints'. Some of them have been published and some have not. APA recommends updating your references when you're close to finishing your assignment. If you've cited a preprint that has since been published, cite the published journal article.

In the example below, you will see that the title is in italics. This is because it hasn't yet been accepted in a journal and is, therefore, considered a stand-alone work.

Journal Article (with article numbers, not page numbers)

If the journal article has an article number instead of a page range, include the word “Article” and then the article number instead of the page range.

• Journal Title  (in italics)
• Volume ,  (in italics)
• Article number 

Magazine Article

• (Year of publication, Month day)
• Title of magazine (in italics, first letter of each word should be capitalised, except for words such as and, of, the)      

• Author (Surname, Initials or Organisation name)
• (Year)  (Month Day, if applicable).
• Title of webpage   (in italics)

If no date can be established, use n.d. to indicate no date in the citation and the reference.

• Author of message
• (Year, Month Day).
• Title of message
• [Blog post]

• Author (surname followed by initials) and/or [screen name]
• (Year, Month day) tweet posted
• full text of tweet (If a tweet is longer than 40 words, write the first 40 words)

• Author and/or [given name]
• (Year, month day)
• Title of page   or post
• [Facebook status update].
• For individual authors, provide their full first name in square brackets after their initial as this is their social media identity information.
• For the title, provide the name of the page or the content or caption of the post (up to the first 40 words).

LinkedIn Profile

• Author (name associated with the account)
• Title of page ( Use the page title in the reference (e.g., “Home,” “About,” “Jobs”).)
• [LinkedIn page].
• Retrieved date from: URL ( Provide a retrieval date because the content is designed to change over time and is not archived)

• Author and/or [screen name]
• (Year posted, month day)
• Content of the post (up to the first 20 words)
• [Photograph]
• Retrieved from URL

• Author and/or [Username]
• Content of the post up to the first 20 words. Count a URL or other link, a hashtag, or an emoji as one word each, and include them in the reference if they fall within the first 20 words. Do not italicize emojis.
• [Video]  description of the audiovisuals

Wikipedia is a free online encyclopaedia, created and edited by volunteers around the world. It is not a scholarly source, so your lecturer may not be happy for you to use it as a source in your assignments. Scholarly assignments should generally rely on peer-reviewed and other scholarly work vetted by experts in the field. However, it may be a good starting point for you in your research to find citations to original source materials that you do want to use.

Wikipedia is a constantly changing site, so cite an archived version of the page, if you can (select 'view history' and then the date of the version you used). If it doesn't have a permanent link to an archived version of the page, include a URL for the entry and the retrieval date. The retrieval date is always required because the source material may change over time. 'n.d.' is an abbreviation of 'no date' and it is used as Wikipedia is constantly changing.

• Title of wiki (in italics)
• Retrieved date, from URL

Newspaper article (print)

• Author (Surname, Initials) 
• (Year of publication, Month day).
• Title of article 
• Title of newspaper (in italics) .
• Page reference.

Newspaper article (online)

• Author of entry (if there is one) (Surname, initials)
• Title of entry.
• ‘In:’ Editor (initial and surname) (Ed.)
• Title of dictionary or encyclopaedia  (in italics) .
• (Edition, page numbers of entry)

• Author (Surname, Initials)
• (Year of submission).
• Title of thesis (in italics) .
• (Type of thesis or dissertation)  e.g. Unpublished Master's thesis
• Degree awarding body, location (if unpublished)
• Name of database or archive, URL  (if published)

• Title of data (version)   (in italics)
• [Type of work]  (i.e. dataset)

Government Publication

• Name of Government Department
• Title (in italics)
• (Report Series and number) (if available)
• Place of publication: Publisher (if in print)
• URL (if online)

Company Report

• Title of report . (in italics)
• Place of Publication: Publisher or URL 

• Name of authority or organisation.
• Number and title of standard (in italics) .
• Place of publication: Publisher (if in print) .
• URL (if accessed online)

Conference Paper (in edited book)

• Title of the contribution paper
• In: Name of editor or conference chair (Initial, Last name (Ed (s).)
• Title of conference proceedings (in Italics)
• (Page numbers)
• Place of publication: Publisher

Conference Paper (Journal)

• Author of paper
• Title of paper
• Title of Journal (in italics)
• Issue information (volume, issue, date)

Conference Paper or Poster Presentation 

• (Year, month of conference).
• Paper or Poster presented at Title of conference: Subtitle of conference

Images, illustrations, photos (print)

If you are citing an illustration, figure, diagram or table, start with the source in which it appeared. In your in-text citation, give the page number and any caption number that will help to identify the illustration, using the terminology in the book or article (for example, illus./fig./diagram/logo/table). The reference list entry will be for the whole article or book.

In-text citation:

Reference List:

In the reference list, you list the book in which the image is found:

When you include an image or photo in your text, as well as citing the source, you will also need to include a caption and list it in a Table of Figures ( click here for more information ). Images you created yourself don't have to be cited, but should still be included in the list of figures.

Image, illustration, photo or table (online)

• Creator  (Surname, initial(s))
• [Internet handle] (if appropriate)
• Title of image, figure, illustration or table 
• [Type of image]. (image, chart, diagram, graph, illustration or photograph)

Photographs (Online Collection)

• Photographer
• Title of photograph/video (or collection) 
• [Type of image].  

If you viewed an image in person rather than online (e.g. in a museum or gallery), the source information is different. You will need to include the name and location of the institution where you viewed the image.

• (Year of creation)  (if available)
• Title of the work (in italics)
• [Format description]  (in square brackets)
• City, Country: Institution or collection that houses the work

If you haven't seen the artwork in person and saw it online, use the website in the location part of your reference.

• Originator (Name of organisation)
• Sheet number, scale.
• Publisher (if different from author)
• URL (if viewed online)

It can often be hard to find accurate information about images accessed online.  However, if you do need to cite an image with no author, date or title listed, there are ways around this.  For untitled images, include a description of the image, in square brackets, where the title would usually go. If there is no publication date, add “n.d.” in place of the date, and add the date that you accessed the image.

• Curator(s) (Surname, Initial(s)) .
• (Year or years ran).
• Exhibition Title [Exhibition].
• Museum name,
• City, Country.
• URL of exhibition website (if available)

When the curator is unknown, move the title of the exhibition to the author position of the reference.

Exhibition Catalogue

• Artist (Surname, Initial) (or Gallery/Institution).
• [Exhibition catalogue].
• City of publication, Country/State: Publisher.

• Director(s) (Surname, Initial) (Director) &
• Producer(s) (Surname, Initial) (Producer)
• (Year of original release).
• [Description]. (e.g. Film)
• Country of origin: studio.

Film (from Streaming Service)

• (Year) (in round brackets)

Online Video

• Creator (Surname, Initial). [Screen name].
• (Year, Month day).
• Title of video [Video file]

TV Programme

• Producer(s) & Director(s)
• (Year, Month day)
• Title (in italics) [Television broadcast].
• Place of broadcast: Name of broadcaster.

Episode of a TV Series

• Writer (surname and initial(s)) & Director (surname and initial(s))
• (Date of broadcast or copyright)
• Title of episode [Television series episode]
• Producer (initials and surname)
• Series title (in italics)
• Place of publication: Production company

Radio Programme (Online)

Presenter (Surname, Initial) (Host).

• ( Year, Month Day of broadcast).

Title of programme [Description i.e. Radio broadcast ].

Place of production: Broadcast channel.

Retrieved from URL (if heard online)

• Name of primary contributor (Host or Producer)
• Title of podcast (in italics)

Lecture Notes

Notes you took during a lecture or class handouts that are not posted online are not retrievable by someone else, so do not belong in your reference list. Instead, you treat them like personal communication and just refer to them in your text.

Lecture Notes or Powerpoint Slides (online)

• Lecturer (Surname, Initial(s))
• Course/Module and T it le of lecture [Lecture notes or PowerPoint slides]. (in italics)

Recorded Lectures/Talks

• Author (Surname, Initial(s))
• (Year, Month).
• Title of lecture [file format].

Online Course or Massive Open Online Course (MOOC)

• Instructor(s)  (Surname, Initial(s))
• (Year of course creation  if known ).
• Title of course [format].
• Site that holds the course

Open Educational Resource

• Author  (Surname, Initial(s))
• (Year added with Month day).
• Retrieved date from URL

Music on CD or Vinyl

• Writer ( Surname, Initial ).
• Title of song
• [Recorded by Artist (Initial, Surname or Band name, if different from writer) ].
• Title of album (in italics)
• [Medium of recording].
• Location: Record Label.

Music Streaming

• Name of artist.
• Title of album/track (in italics)
• [Description; Name of streaming service].
• Record Label

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14.1 Compiling Sources for an Annotated Bibliography

Learning outcomes.

By the end of this section, you will be able to:

• Integrate your ideas with ideas from related sources.
• Locate, compile, and evaluate primary, secondary, and tertiary research materials related to your topic.

A bibliography is a list of the sources you use when doing research for a project or composition. Named for the Greek terms biblion , meaning “book,” and graphos , meaning “something written,” bibliographies today compile more than just books. Often they include academic journal articles, periodicals, websites, and multimedia texts such as videos. A bibliography alone, at the end of a research work, also may be labeled “References” or “Works Cited,” depending on the citation style you are using. The bibliography lists information about each source, including author, title, publisher, and publication date. Each set of source information, or each individual entry, listed in the bibliography or noted within the body of the composition is called a citation .

Bibliographies include formal documentation entries that serve several purposes:

• They help you organize your own research on a topic and narrow your topic, thesis, or argument.
• They help you build knowledge.
• They strengthen your arguments by offering proof that your research comes from trustworthy sources.
• They enable readers to do more research on the topic.
• They create a community of researchers, thus adding to the ongoing conversation on the research topic.
• They give credit to authors and sources from which you draw and support your ideas.

Annotated bibliography expand on typical bibliographies by including information beyond the basic citation information and commentary on the source. Although they present each formal documentation entry as it would appear in a source list such as a works cited page, an annotated bibliography includes two types of additional information. First, following the documentation entry is a short description of the work, including information about its authors and how it was or can be used in a research project. Second is an evaluation of the work’s validity, reliability, and/or bias. The purpose of the annotation is to summarize, assess, and reflect on the source. Annotations can be both explanatory and analytical, helping readers understand the research you used to formulate your argument. An annotated bibliography can also help you demonstrate that you have read the sources you will potentially cite in your work. It is a tool to assist in the gathering of these sources and serves as a repository. You won’t necessarily use all the sources cited in your annotated bibliography in your final work, but gathering, evaluating, and documenting these sources is an integral part of the research process.

Compiling Sources

Research projects and compositions, particularly argumentative or position texts, require you to collect sources, devise a thesis, and then support that thesis through analysis of the evidence, including sources, you have compiled. With access to the Internet and an academic library, you will rarely encounter a shortage of sources for any given topic or argument. The real challenge may be sorting through all the available sources and determining which will be useful.

The first step in completing an annotated bibliography is to locate and compile sources to use in your research project. At the beginning, you do not need to be highly selective in this process, as you may not ultimately use every source. Therefore, gather any materials—including books, websites, professional journals, periodicals, and documents—that you think may contain valuable ideas about your topic. But where do you find sources that relate to your argument? And how do you choose which sources to use? This section will help you answer those questions and choose sources that will both enhance and challenge your claim, allowing you to confront contradictory evidence and synthesize ideas, or combine ideas from various sources, to produce a well-constructed original argument. See Research Process: Accessing and Recording Information for more information about sources and synthesizing information.

Primary, Secondary, and Tertiary Sources

In your research, you likely will use three types of sources: primary, secondary, and tertiary. During any research project, your use of these sources will depend on your topic, your thesis, and, ultimately, how you intend to use them. In all likelihood, you will need to seek out all three.

Primary Sources

Primary sources allow you to create your own analysis with the appropriate rhetorical approach. In the humanities disciplines, primary sources include original documents, data, images, and other compositions that provide a firsthand account of an event or a time in history. Typically, primary sources are created close in time to the event or period they represent and may include journal or diary entries, newspaper articles, government records, photographs, artworks, maps, speeches, films, and interviews. In scientific disciplines, primary sources provide information such as scientific discoveries, raw data, experimental and research results, and clinical trial findings. They may include published studies, scientific journal articles, and proceedings of meeting or conferences.

Primary sources also can include student-conducted interviews and surveys. Other primary sources may be found on websites such as the Library of Congress , the Historical Text Archive , government websites, and article databases. In all academic areas, primary sources are fact based, not interpretive. That is, they may be commenting on or interpreting something else, but they themselves are the source. For example, an article written during the 1840s condemning the practice of enslavement may interpret events occurring then, but it is a primary source document of its time.

Secondary Sources

Secondary sources , unlike primary sources, are interpretive. They often provide a secondhand account of an event or research results, analyze or clarify primary sources and scientific discoveries, or interpret a creative work. These sources are important for supporting or challenging your argument, addressing counterarguments, and synthesizing ideas. Secondary sources in the humanities disciplines include biographies, literary criticism, and reviews of the fine arts, among other sources. In the scientific disciplines, secondary sources encompass analyses of scientific studies or clinical trials, reviews of experimental results, and publications about the significance of studies or experiments. In some instances, the same item can serve as both a primary and a secondary source, depending on how it is used. For example, a journal article in which the author analyzes the impact of a clinical trial would serve as a secondary source. But if you instead count the number of journal articles that feature reports on a particular clinical trial, you might use them as primary sources because they would then serve as data points.

Table 14.1 provides examples of how primary and secondary sources often relate to one another.

Tertiary Sources

In addition to primary and secondary sources, you can use a tertiary source to summarize or digest information from primary and/or secondary sources. Because tertiary sources often condense information, they usually do not provide enough information on their own to support claims. However, they often contain a variety of citations that can help you identify and locate valuable primary and secondary sources. Researchers often use tertiary sources to find general, historical, or background information as well as a broad overview of a topic. Tertiary sources frequently placed in the secondary-source category include reference materials such as encyclopedias, textbooks, manuals, digests, and bibliographies. For more discussion on sources, see The Research Process: Where to Look for Existing Sources .

Authoritative Sources

Not all sources are created equally. You likely know already that you must vet sources—especially those you find on the Internet—for legitimacy, validity, and the presence of bias. For example, you probably know that the website Wikipedia is not considered a trustworthy source because it is open to user editing. This accessibility means the site’s authority cannot be established and, therefore, the source cannot effectively support or refute a claim you are attempting to make, though you can use it at times to point you to reliable sources. While so-called bad sources may be easy to spot, researchers may have more difficulty discriminating between sources that are authoritative and those that pose concerns. In fact, you may encounter a general hierarchy of sources in your compilation. Understanding this hierarchy can help you identify which sources to use and how to use them in your research.

Peer-Reviewed Academic Publications

This first tier of sources—the gold standard of research—includes academic literature, which consists of textbooks, essays, journals, articles, reports, and scholarly books. As scholarly works, these sources usually provide strong evidence for an author’s claims by reflecting rigorous research and scrutiny by experts in the field. These types of sources are most often published, sponsored, or supported by academic institutions, often a university or an academic association such as the Modern Language Association (MLA) . Such associations exist to encourage research and collaboration within their discipline, mostly through publications and conferences. To be published, academic works must pass through a rigorous process called peer review , in which scholars in the field evaluate it anonymously. You can find peer-reviewed academic sources in library catalogs, in article databases, and through Google Scholar online. Sometimes these sources require a subscription to access, but students often receive access through their school.

Academic articles, particularly in the social and other sciences, generally have most or all of the following sections, a structure you might recognize if you have written lab reports in science classes:

• Abstract . This short summary covers the purpose, methods, and findings of the paper. It may discuss briefly the implications or significance of the research.
• Introduction . The main part of the paper begins with an introduction that presents the issue or main idea addressed by the research, establishes its importance, and poses the author’s thesis.
• Review . Next comes an overview of previous academic research related to the topic, including a synthesis that makes a case for why the research is important and necessary.
• Data and Methods . The main part of the original research begins with a description of the data and methods used, including what data or information the author collected and how the author used it.
• Results . Data and methods are followed by results, detailing the significant findings from the experiment or research.
• Conclusion . In the conclusion, the author discusses the results in the context of the bigger picture, explaining the author’s position on how these results relate to the earlier review of literature and their significance in the broad scope of the topic. The author also may propose future research needs or point out unanswered questions.
• Works Cited or References . The paper ends with a list of all sources the author used in the research, including the review of literature. This often-overlooked portion of the composition is critical in evaluating the credibility of any paper that involves research.

Credible Nonacademic Sources

These sources, including articles, books, and reports, are second in authority only to peer-reviewed academic publications. Credible nonacademic sources are often about current events or discoveries not yet reviewed in academic circles and often provide a wider-ranging outlook on your topic. Peer-reviewed texts tend to be narrow and specific, whereas nonacademic texts from well-researched sources are often more accessible and can offer a broader perspective. These three major categories generally provide quality sources:

• Information, white papers, and reports from government and international agencies such as the United Nations , the World Health Organization , and the United States government
• Longer articles and reports from major newspapers, broadcast media, and magazines that are well regarded in academic circles, including the New York Times , the Wall Street Journal , the BBC, and the Economist
• Nonacademic books written by authors with expertise and credentials, who support their ideas with well-sourced information

To find nonacademic sources, search for .gov or .org sites related to your topic. A word of caution, however: know that sources ending in .org are often advocacy sites and, consequently, inherently biased toward whatever cause they are advocating. You also can look at academic article databases and search articles from major newspapers and magazines, both of which can be found online.

Short Informational Texts from Credible Websites and Periodicals

The next most authoritative sources are shorter newspaper articles or other pieces on credible websites. These articles tend to be limited in scope, as their authors report on a single issue or event. Although they do not often provide in-depth analysis, they can be a source of credible facts to support your argument. Alternatively, they can point you in the direction of more detailed or rigorous sources that will enhance your research by tracing the original texts or sources on which the articles are based. Usually, you can find these sources through Internet searches, but sometimes you may have difficulty determining their credibility.

Judging Credibility

To judge credibility, begin by looking for the author or organization publishing the information. Most periodical compositions contain a short “About the Author” blurb at the beginning or end of the article and often include a link to the author’s credentials or to more information about them. Using this information, you can begin to determine their expertise and, potentially, any agenda the author or organization may have. For example, expect a piece discussing side effects of medical marijuana written by a doctor to present more expertise than the same piece written by a political lobbyist. You also can determine whether bias is present; for example, the organization may promote a particular way of thinking or have an agenda that will influence the content and language of the composition. In general, look for articles written with neutral expertise.

The CRAAP Test

You may find the CRAAP test a helpful and easy-to-remember tool for testing credibility. This checklist provides you with a method for evaluating any source for both reliability and credibility. CRAAP stands for Currency, Relevance, Authority, Accuracy, and Purpose. The CRAAP test, as shown in Table 14.2 , includes questions that can be asked of any source.

Sources with Clear Bias or Unclear Authority

The final type of source encompasses nearly everything else. Although they cannot be considered credible or valid to support your argument or claims, these sources are not necessarily useless. Especially when you are compiling sources at the beginning of a project, those with clear bias or unclear authority can be useful as you explore all facets of a topic, including positions within an argument. These sources also can help you identify topics on which to base your search terms and can even point you toward more credible sources.

Locating Sources

Academic article databases are the best starting places for finding sources. There are too many databases to cover them all in this chapter, but you would be wise to familiarize yourself with those to which you have access through your school or program. For further information on databases, see The Research Process: Where to Look for Existing Sources . In the long run, this knowledge will save you a good deal of time and a possible headache.

You will want to start with your college library website, which includes access to sources paid for by your institution. As a student, you should be able to access these quickly and easily. Another popular and wide-ranging database is Google Scholar . Google Scholar is helpful for finding sources across a wide range of topics. One drawback, however, is that it catalogues nearly all disciplines, so the results can be vast and unfocused. Therefore, when using Google Scholar, be as specific as possible, and add your academic discipline as a keyword. For example, when searching for information on climate change, add the keyword “environment” or “politics” depending on your research angle; otherwise, the results will include all disciplines and potentially bury the articles you seek. Google Scholar also has a feature labeled “Cited by,” which shows you other papers that cite the article in their review of literature relate to the topic. Writing Process: Informing and Analyzing contains more information about focusing your searches. Like clues to a mystery, one search can lead you to a wealth of related articles.

When you are able to identify potential sources by reading their abstracts or using Google Scholar, you may at times land on a publisher’s website that requires you to pay to read the full article. When you find yourself in a situation such as this, record information about the article—author(s), article title, journal title, publication date. It is likely that you will be able to use your school’s database to access the article. For information about other databases, consult The Research Process: Where to Look for Existing Sources .

Just as writing is recursive , requiring you to go back and forth between different stages of the process, you will likely return to your annotated bibliography at different points. You may begin by looking for sources related to your topic, or you may choose or narrow your topic after an initial database search for sources. If your project has a variety of possible topics, you may even start with a current issue of a leading journal in the field, find an article that interests you, and use that article to shape your topic selection. As a bonus, you will have your first reputable source. Later, as you refine your thesis, reasoning, and evidence, you may find yourself returning to your search for sources. Consider this hypothetical situation: You are developing an argument that examines the risk factors of childhood trauma that surface in later life. As you analyze the data from your sources, it occurs to you to find out whether any documented correlation exists between early trauma and resilience. So you return to Google Scholar and your university’s academic database to find more research based on this idea in order to revise your analysis by adding the new viewpoint.

One difficulty may be homing in on the keywords that will lead you to the sources you need. At this point, sources from the last two categories discussed may come into play: short pieces from credible websites and newspapers and other texts with clear bias or unclear authority. Less credible sources may lead you to better ones, particularly if you can identify the keywords used in them and then apply those keywords within academic databases. For more on developing useful keywords, consult The Research Process: Where to Look for Existing Sources .

Boolean Operators

Keyword searches can become frustrating, either yielding so much information that it seems impossible to sort through or narrowing the search so much that you miss important potential sources. One way to remedy this situation is to become familiar with Boolean operators , the basis of mathematical sets and database logic. Rather than searching with natural language only, you can use these operators to focus your search. The three basic Boolean operators are AND , OR , and NOT . Using these operators helps you search by linking necessary information, excluding irrelevant information, and focusing information. For example, if you have some pieces of information from tertiary sources, you may be able to use Boolean operators to find additional useful sources. A search string such as artificial intelligence (title) AND Buiten (author) AND 2019 (year) can yield the exact journal source you need. Here is a brief review of how to use the three operators:

• Use AND to narrow search results and tell the database to include all search terms in finding sources. If you want to find sources that include all of the search terms entered, use the AND operator. In Figure 14.11 , the darkest blue triangular section in the center of the Venn diagram represents the result set for this search, including all three terms. In many databases, including Google, AND is implied between each word. To exclude AND, use quotation marks. For example, Google would translate the search term ethics artificial intelligence as ethics AND artificial AND intelligence . To make your phrases more specific, use the AND operator combined with quotation marks: “ethics” AND “artificial intelligence” .
• Use OR to connect two or more similar concepts and broaden your results, telling the search engine that any of your search terms can appear in the results it gives you. The Boolean operator OR is represented by Figure 14.12 . Using the OR operator gives you a very large set of results.
• Use NOT to exclude results from a search. This operator can help you narrow your search, telling the search engine to ignore names or words you do not want included in your results. For example, if you know you don’t want self-driving cars in your search results, you might search for “artificial intelligence” NOT “self-driving cars” .

Choosing Sources

Choosing sources to include in your annotated bibliography may seem overwhelming. However, if you can find a few good academic articles as a starting point, use them to guide your research. Academic articles are efficient, scrutinized by experts in their fields, and organized in ways that aid readers in identifying key findings that relate to their argument. The following tips will help you choose solid sources to guide your research:

• Look for relevant scholarly articles. Even the briefest Google search can yield an overwhelming amount of content. Sift through it by looking first through academic databases to find high-quality sources relevant to your research.
• Read abstracts. As you sift through scholarly articles, you can get a good idea of what each one is about by reading the abstract. It includes the findings and will show you in about 100 words whether the paper holds relevance to your research.
• Skim. Once you have determined that an article may be useful, skim each section to glean the information you need. Closer and more extensive reading can come later as you develop and support your argument.
• Avoid getting bogged down in technical information or industry-specific jargon. The benefit of reading peer-reviewed research is that you know the reviewers have determined it to be solidly constructed. Therefore, even if you don’t understand some portions completely, you can still feel confident about using relevant information from the article.
• Work smarter by using the research provided. Once you have identified an article that is helpful to your research, use it to find more like it. Search for other publications by the authors; researchers often spend much of their careers researching one overarching topic or theme. Use the review of literature to identify related articles that may add to your research. You can also use the article’s bibliography to find additional sources. Or reverse engineer the process: use article databases to find other articles that cite the article in their literature reviews.

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Supreme court strikes down chevron , curtailing power of federal agencies.

This article was updated on June 28 at 3:46 p.m.

In a major ruling, the Supreme Court on Friday cut back sharply on the power of federal agencies to interpret the laws they administer and ruled that courts should rely on their own interpretion of ambiguous laws. The decision will likely have far-reaching effects across the country, from environmental regulation to healthcare costs.

By a vote of 6-3, the justices overruled their landmark 1984 decision in Chevron v. Natural Resources Defense Council , which gave rise to the doctrine known as the Chevron doctrine. Under that doctrine, if Congress has not directly addressed the question at the center of a dispute, a court was required to uphold the agency’s interpretation of the statute as long as it was reasonable. But in a 35-page ruling by Chief Justice John Roberts, the justices rejected that doctrine, calling it “fundamentally misguided.”

Justice Elena Kagan dissented, in an opinion joined by Justices Sonia Sotomayor and Ketanji Brown Jackson. Kagan predicted that Friday’s ruling “will cause a massive shock to the legal system.”

When the Supreme Court first issued its decision in the Chevron case more than 40 years ago, the decision was not necessarily regarded as a particularly consequential one. But in the years since then, it became one of the most important rulings on federal administrative law, cited by federal courts more than 18,000 times.

Although the Chevron decision – which upheld the Reagan-era Environmental Protection Agency’s interpretation of the Clean Air Act that eased regulation of emissions – was generally hailed by conservatives at the time, the ruling eventually became a target for those seeking to curtail the administrative state, who argued that courts, rather than federal agencies, should say what the law means. The justices had rebuffed earlier requests (including by one of the same lawyers who argued one of the cases here) to consider overruling Chevron before they agreed last year to take up a pair of challenges to a rule issued by the National Marine Fisheries Service. The agency had required the herring industry to pay for the costs, estimated at $710 per day, associated with carrying observers on board their vessels to collect data about their catches and monitor for overfishing.

The agency stopped the monitoring in 2023 because of a lack of funding. While the program was in effect, the agency reimbursed fishermen for the costs of the observers.

After two federal courts of appeals rebuffed challenges to the rules, two sets of commercial fishing companies came to the Supreme Court, asking the justices to weigh in.

The justices took up their appeals, agreeing to address only the Chevron question in Relentless v. Department of Commerce and Loper Bright Enterprises v. Raimondo . (Justice Ketanji Brown Jackson dissented in the Relentless case but was recused from the Loper-Bright case, presumably because she had heard oral argument in the case while she was still a judge on the U.S. Court of Appeals for the District of Columbia Circuit.)

Chevron deference, Roberts explained in his opinion for the court on Friday, is inconsistent with the Administrative Procedure Act, a federal law that sets out the procedures that federal agencies must follow as well as instructions for courts to review actions by those agencies. The APA, Roberts noted, directs courts to “decide legal questions by applying their own judgment” and therefore “makes clear that agency interpretations of statutes — like agency interpretations of the Constitution — are not entitled to deference. Under the APA,” Roberts concluded, “it thus remains the responsibility of the court to decide whether the law means what the agency says.”

Roberts rejected any suggestion that agencies, rather than courts, are better suited to determine what ambiguities in a federal law might mean. Even when those ambiguities involve technical or scientific questions that fall within an agency’s area of expertise, Roberts emphasized, “Congress expects courts to handle technical statutory questions” – and courts also have the benefit of briefing from the parties and “friends of the court.”

Moreover, Roberts observed, even if courts should not defer to an agency’s interpretation of an ambiguous statute that it administers, it can consider that interpretation when it falls within the agency’s purview, a doctrine known as Skidmore deference.

Stare decisis – the principle that courts should generally adhere to their past cases – does not provide a reason to uphold the Chevron doctrine, Roberts continued. Roberts characterized the doctrine as “unworkable,” one of the criteria for overruling prior precedent, because it is so difficult to determine whether a statute is indeed ambiguous.

And because of the Supreme Court’s “constant tinkering with” the doctrine, along with its failure to rely on the doctrine in eight years, there is no reason for anyone to rely on Chevron . To the contrary, Roberts suggested, the Chevron doctrine “allows agencies to change course even when Congress has given them no power to do so.”

Roberts indicated that the court’s decision on Friday would not require earlier cases that relied on Chevron to be overturned. “Mere reliance on Chevron cannot constitute a ‘special justification’ for overruling” a decision upholding agency action, “because to say a precedent relied on Chevron is, at best, just an argument that the precedent was wrongly decided” – which is not enough, standing along, to overrule the case.

The Supreme Court is expected to rule on Monday on when the statute of limitations to challenge agency action begins to run. The federal government has argued in that case, Corner Post v. Federal Reserve , that if the challenger prevails, it would open the door for a wide range of “belated challenges to agency regulation.”

Justice Clarence Thomas penned a brief concurring opinion in which he emphasized that the Chevron doctrine was inconsistent not only with the Administrative Procedure Act but also with the Constitution’s division of power among the three branches of government. The Chevron doctrine, he argued, requires judges to give up their constitutional power to exercise their independent judgment, and it allows the executive branch to “exercise powers not given to it.”

Justice Neil Gorsuch filed a longer (33-page) concurring opinion in which he emphasized that “[t]oday, the Court places a tombstone on Chevron no one can miss. In doing so, the Court returns judges to interpretative rules that have guided federal courts since the Nation’s founding.” He sought to downplay the impact of Friday’s ruling, contending that “all today’s decision means is that, going forward, federal courts will do exactly as this Court has since 2016, exactly as it did before the mid-1980s, and exactly as it had done since the founding: resolve cases and controversies without any systemic bias in the government’s favor.”

Kagan, who read a summary of her dissent from the bench, was sharply critical of the decision to overrule the Chevron doctrine. Congress often enacts regulatory laws that contain ambiguities and gaps, she observed, which agencies must then interpret. The question, as she framed it, is “[w]ho decides which of the possible readings” of those laws should prevail?

For 40 years, she stressed, the answer to that question has generally been “the agency’s,” with good reason: Agencies are more likely to have the technical and scientific expertise to make such decisions. She emphasized the deep roots that Chevron has had in the U.S. legal system for decades. “It has been applied in thousands of judicial decisions. It has become part of the warp and woof of modern government, supporting regulatory efforts of all kinds — to name a few, keeping air and water clean, food and drugs safe, and financial markets honest.”

By overruling the Chevron doctrine, Kagan concluded, the court has created a “jolt to the legal system.”

Kagan also pushed back against the majority’s suggestion that overruling the Chevron doctrine would introduce clarity into judicial review of agency interpretations. Noting the majority’s assurances that agency interpretations may be entitled to “respect” going forward, she observed that “[i]f the majority thinks that the same judges who argue today about where ‘ambiguity’ resides are not going to argue tomorrow about what ‘respect’ requires, I fear it will be gravely disappointed.”

Similarly, she questioned the majority’s assertion that Friday’s decision would not call into question decisions that relied on the Chevron doctrine to uphold agency action. “Courts motivated to overrule an old Chevron -based decision can always come up with something to label a ‘special justification,’” she posited. “All a court need do is look to today’s opinion to see how it is done.”

But more broadly, Kagan rebuked her colleagues in the majority for what she characterized as a judicial power grab. She lamented that, by overruling Chevron , the court had, in “one fell swoop,” given “itself exclusive power over every open issue — no matter how expertise-driven or policy-laden — involving the meaning of regulatory law.”

Roman Martinez, who argued the case on behalf of one of the fishing companies, applauded the decision. “By ending  Chevron  deference,” he said in a statement, “the Court has taken a major step to preserve the separation of powers and shut down unlawful agency overreach. Going forward, judges will be charged with interpreting the law faithfully, impartially, and independently, without deference to the government. This is a win for individual liberty and the Constitution,”

But Kym Meyer, the litigation director for the Southern Environmental Law Center, decried the ruling in a statement. “[T]he Supreme Court today says individual judges around the country should decide the best reading of a statute. That is a recipe for chaos, as hundreds of federal judges — who lack the expertise of agency personnel — are certain to reach inconsistent results on the meaning of federal laws as applied to complex, technical issues.”

Friday’s ruling came in one of three cases during the 2023-24 term seeking to curtail the power of federal agencies – a conservative effort sometimes dubbed the “war on the administrative state.” In October, the court heard arguments in a challenge to the constitutionality of the mechanism used to fund the consumer watchdog Consumer Financial Protection Bureau. Last month the court upheld the CFPB’s funding by a 7-2 vote. And on Thursday, the justices pared back the power of the Securities and Exchange Commission and other administrative agencies, holding that the SEC cannot continue to use in-house proceedings to impose fines in securities fraud cases.  

The fishermen in both cases were represented at no cost by conservative legal groups, the Cause of Action Institute and the New Civil Liberties Alliance, linked to funding from billionaire and longtime anti-regulation advocate Charles Koch .  

This article was originally published at Howe on the Court . 

Posted in Featured , Merits Cases

Cases: Loper Bright Enterprises v. Raimondo , Relentless, Inc. v. Department of Commerce

Recommended Citation: Amy Howe, Supreme Court strikes down Chevron , curtailing power of federal agencies , SCOTUSblog (Jun. 28, 2024, 12:37 PM), https://www.scotusblog.com/2024/06/supreme-court-strikes-down-chevron-curtailing-power-of-federal-agencies/

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NFL ordered to pay billions in damages for ‘overcharged’ Sunday Ticket

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The NFL suffered a huge setback Thursday and was ordered to pay nearly $4.8 billion in damages for violating antitrust law in a class-action suit over pricing of DirecTV’s “Sunday Ticket” packages.

A Los Angeles jury voted unanimously that the league colluded with DirecTV, along with CBS and Fox, to drive up pricing of the premium product.

The jury deliberated for roughly five hours over two days. If the verdict stands, the jury said the league owes $4.7 billion in damages to the residential class and $96 million in damages to the commercial class.

The NFL could be liable up to $14.1 billion under federal laws that triple the amount won in antitrust cases.

Said a spokesman for the NFL: “We are disappointed with the jury’s verdict today in the NFL Sunday Ticket class action lawsuit. We continue to believe that our media distribution strategy, which features all NFL games broadcast on free over-the-air television in the markets of the participating teams and national distribution of our most popular games, supplemented by many additional choices including RedZone, Sunday Ticket and NFL+, is by far the most fan friendly distribution model in all of sports and entertainment. We will certainly contest this decision as we believe that the class action claims in this case are baseless and without merit. We thank the jury for their time and service and for the guidance and oversight from Judge Gutierrez throughout the trial.”

The lawsuit covered 2.4 million residential subscribers and 48,000 businesses who paid for the package of out-of-market games from the 2011 through 2022 seasons on DirecTV.

The trial lasted three weeks and included testimony from NFL commissioner Roger Goodell and Dallas Cowboys owner Jerry Jones , among others.

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Said Bill Carmody, lead attorney for the plaintiff: “It’s a great verdict for consumers around America that this jury, despite the star power of the defendants, upheld the antitrust laws which are geared to protect consumers from overcharges.

“Justice was served.”

The next likely steps for the dispute will be the filing of post-trial motions, which will be heard by the trial judge on July 31.

If the verdict is not set aside, the judge is likely to be asked to consider possible structural changes in the Sunday Ticket package, as well as plaintiff’s lawyers request for an award of legal fees.

Once those issues are resolved, the league will appeal any adverse rulings to the Ninth Circuit. The NFL expects the payment of any damages and imposition of any structural changes to the Sunday Ticket package would be stayed until all appeals have been concluded.

The jury began deliberations Wednesday afternoon in the wake of closing arguments from the sides and jury instructions from U.S. District Judge Philip Gutierrez. Jury deliberations continued Thursday.

It took nearly a decade for the case to wind its way through the legal ecosystem, beginning in 2015 when a San Francisco pub called the Mucky Duck filed a complaint about how the NFL handles its out-of-market broadcasts.

The class action was filed on behalf of more than 2.4 million residential subscribers and more than 48,000 restaurants, bars and other commercial establishments that show the games. It centered on the “Sunday Ticket” package — now sold through YouTube TV — which allows subscribers access to the broadcasts of all out-of-market Sunday games that air on CBS and Fox.

They are not special broadcasts but identical to what people are seeing in those various home markets. By the league’s estimate, a mere 3% of fans subscribe to “Sunday Ticket,” which this season costs $449 absent any discounts or promotions.

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The plaintiffs alleged the NFL colluded with network partners CBS and Fox, along with DirecTV, to ensure the pricing of “Sunday Ticket” remained high, thereby violating antitrust law.

The plaintiffs were seeking $7 billion in damages for the period between 2011 and 2022, and those are tripled in antitrust cases. That $21 billion is enough to buy an entire four-team division.

The NFL argued that it was not in control of “Sunday Ticket” pricing but DirecTV was, and often gave away the premium product for free to attract subscribers. Attorneys representing the league frequently pointed out the NFL is the only major sports league that provides fans 100% of local games on free, over-the-air TV.

“It’s a valuable, premium product, and the prices were reasonable,” Beth Wilkinson, representing the NFL, said in her opening statement. “Fans don’t have to buy Sunday Ticket… The league wants as many people as possible to watch the free broadcasts.”

Wilkinson said that after promotions and giveaways, the average price of Sunday Ticket during the period in question was $102.70 per season.

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NFL trial to begin this week in Los Angeles over Sunday Ticket antitrust claim

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Honored by the Pro Football Hall of Fame in recognition of his “long and distinguished reporting in the field of pro football,” Sam Farmer has covered the NFL for 25 seasons. A graduate of Occidental College, he’s a two-time winner of California Sportswriter of the Year and first place for beat writing by Associated Press Sports Editors.

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