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EN4600: 20th Century British and American Poetry Guide (Barnett)

What is an Annotated Bibliography?

An annotated bibliography means that there is a short paragraph (about 150 words) providing information about each source after its entry in the bibliography. 

For each entry, provide a short paragraph that:

  1. summarizes the source (What are the main ideas of the source?)
  2. analyzes the source (e.g. What type of evidence does the author use? Does the author provide a broad overview or a narrow focus?)
  3. evaluates the source (Is this source relevant to your topic? What's the connection between the source and your project's focus?)

Ask your professor which citation style they prefer. 

Although there is a basic structure to annotated bibliographies that most professors will follow, your professor may require something a little different. Be sure to follow your assignment instructions, as each professor may have expectations that are slightly different.

Also be sure to use your own words when writing your annotated bibliography; do not use quotations or copy and paste directly from your source.

What is an Annotated Bibliography? [Video]

APA Annotated Bibliograhy

APA now has guidelines for an annotated bibliography. Annotations will be a new paragraph, indented 0.5" from the left.

Delmas, P. M. (2017). Using VoiceThread to create community in online learning. TechTrends, 61, 595–602. https://doi.org/10.1007/s11528-017-0195-z

This study investigated how VoiceThread could impact online student persistence. It used the Community of Inquiry framework as a guidepost for applying the technology, most specifically by leveraging social presence. The study sought to answer the question “does VoiceThread help create community for online learners?” Researchers surveyed 39 participants in master’s and doctoral programs that were either fully online or blended. Based on the data, the researchers concluded that VoiceThread, as perceived by students who have used it, can promote social presence in online learning communities by making students feel more connected to other students and the instructor. Three positive themes for VoiceThread related to student to student interaction included hearing a voice, hearing voice inflection versus text, and learning about peers’ professional/educational experience. While positive trends were highlighted succinctly, there was little discussion of negative trends, which challenged validity, and a small sample size (N=39) makes it difficult to generalize.

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