Library __ Help in writing annotations An annotation is more than a brief summary of a book, article, or other publication. Its purpose is to describe the work in such a way that the reader can decide whether or not to read the work itself. A bibliography, of course, is a list of writings and is a standard appendage to a scholarly book or article. An annotated bibliography, in which each item is summarized, is valuable because it helps the reader understand the particular uses of each item. The ideal bibliography discusses the relationships of one item to another. The following 6 points provide guidance for writing an annotation: 1. The authority and the qualifications of the author, unless extremely well known, should be clearly stated. Preferably this is to be done early in the annotation: "John Z. Schmidt, a Russian history professor at Interstate University, based his research on recently discovered documents." 2. The scope and main purpose of the text must be explained. This is usually done in one to three short sentences. For example, "He reveals that a few Germans played a key role in the events leading up to the revolution. They provided money, arms, and leadership that helped the revolution get started.” Unlike an abstract, which is an abridgement or synopsis, the writer cannot hope to summarize the total content of the work. 3. The relation of other works, if any, in the field is usually worth noting: "Schmidt's conclusions are dramatically different from those in Mark Johnson' Why the Red Revolution?" 4. The major bias or standpoint of the author in relation to the theme should be clarified: "However, Schmidt's case is somewhat weakened by an anti-German bias, which was mentioned by two reviewers." 5. The audience and the level of reading difficulty should be indicated: "Schmidt addresses himself to the scholar, but the concluding chapters will be clear to any informed layman." This is not always present in an annotation but is important if the work is targeted to a specific audience. 6. At this point the annotation might conclude with a summary comment: "This detailed account provides new information that will be of interest to scholars as well as educated adults." Adapted from: Encyclopedia of Library and Information Science GS 8/05 EXAMPLES Schmidt, J.Z. (1973). Causes of the Russian Revolution. New York: Herklon. Schmidt, a Russian history professor at Interstate University, based his research on recently discovered documents. He reveals that a few Germans played a key role in the events leading up to the revolution. They provided money, arms, and leadership that helped the revolution get started. Schmidt's conclusions are radically different from those in Mark Johnson's Why the Red Revolution?. However, Schmidt's case is somewhat weakened by an anti-German bias, which was mentioned by two reviewers. Schmid ...

1. Library __ Help in writing annotations
An annotation is more than a brief summary of a book, article,
or other publication.
Its purpose is to describe the work in such a way that the reader
can decide whether or not
to read the work itself.
A bibliography, of course, is a list of writings and is a standard
appendage to a
scholarly book or article. An annotated bibliography, in which
each item is summarized, is
valuable because it helps the reader understand the particular
uses of each item. The ideal
bibliography discusses the relationships of one item to another.
The following 6 points provide guidance for writing an
annotation:
1. The authority and the qualifications of the author, unless
extremely well known,
should be clearly stated. Preferably this is to be done early in
the annotation: "John Z.
Schmidt, a Russian history professor at Interstate University,
based his research on recently
discovered documents."
2. The scope and main purpose of the text must be explained.
This is usually done in one

2. to three short sentences. For example, "He reveals that a few
Germans played a key role in
the events leading up to the revolution. They provided money,
arms, and leadership that
helped the revolution get started.” Unlike an abstract, which is
an abridgement or synopsis,
the writer cannot hope to summarize the total content of the
work.
3. The relation of other works, if any, in the field is usually
worth noting: "Schmidt's
conclusions are dramatically different from those in Mark
Johnson' Why the Red
Revolution?"
4. The major bias or standpoint of the author in relation to the
theme should be
clarified: "However, Schmidt's case is somewhat weakened by
an anti-German bias, which
was mentioned by two reviewers."
5. The audience and the level of reading difficulty should be
indicated: "Schmidt addresses
himself to the scholar, but the concluding chapters will be clear
to any informed layman."
This is not always present in an annotation but is important if
the work is targeted to a
specific audience.
6. At this point the annotation might conclude with a summary
comment: "This detailed
account provides new information that will be of interest to
scholars as well as educated
adults."

3. Adapted from: Encyclopedia of Library and Information Science
GS 8/05
EXAMPLES
Schmidt, J.Z. (1973). Causes of the Russian Revolution. New
York: Herklon.
Schmidt, a Russian history professor at Interstate University,
based his research on
recently discovered documents. He reveals that a few Germans
played a key role in the
events leading up to the revolution. They provided money, arms,
and leadership that helped
the revolution get started. Schmidt's conclusions are radically
different from those in Mark
Johnson's Why the Red Revolution?. However, Schmidt's case is
somewhat weakened by an
anti-German bias, which was mentioned by two reviewers.
Schmidt addresses himself to

4. the scholar, but the concluding chapters will be clear to any
informed layman. The style is
heavy and argumentative, with many footnotes. This detailed
account provides new
information that will be of interest to scholars as well as
educated adults.
Mélendez, A. (1990). The Effects of Local Labor Market on
Puerto Rican, White and Black
Women. Journal of Social Issues, 35 (3), 4-24.
Considering earnings, unemployment, city size, industrial
change, and other variables, the
author, a researcher at M.I.T., focuses on the impact of local
labor market conditions and
infers differences in the long-term trends in labor force
participation for each of these
groups. He supports the thesis that White women are less
responsive to income change
and more responsive to the discouraged worker effect when
unemployment rises than either
Black or Puerto Rican women. Other factors affect Black or
Puerto Rican population more so
than the White. Based on studies by Bowne and Finegan (1969)
and Santana-Cooney
(1979) this work goes even further in detailing labor market
impact on work force
participation.
Note
There are, to be sure, other elements in various types of
annotations, but if the six points
noted are covered, the annotator can at least be certain the

5. strategic territory has been
adequately surveyed. By definition annotations are short notes
and are normally no more
than 150 words. Verbosity is the major sin; brevity and clarity
the goal.
For further information:
Online Writing Lab at Purdue University: Annotated
Bibliographies
http://owl.english.purdue.edu/handouts/general/gl_annotatedbib.
html
California State University Northridge Oviatt Library: Creating
an Annotated Bibliography
http://library.csun.edu/Research_Assistance/annotated.html
Cornell University Olin & Uris Libraries: How to Prepare an
Annotated Bibliography
http://www.library.cornell.edu/olinuris/ref/research/skill28.htm
California State University Northridge Oviatt Library:
CreatCornell University Olin & Uris Libraries: How to Prepare
an
Table 7.1
Competency Checklist
Competency
Describe an example of a teacher-leader with children (when
acting as a teacher)

6. Describe an example of a teacher-leader with adults (when
acting as a supervisor)
Listens well, does not interrupt, and respects the pace of the
other person
Is able to wait for others to discover solutions, form own ideas,
and reflect
Asks questions that encourage details
Is aware of and comfortable with his or her feelings and the
emotions of others
Is responsive to others
Guides, nurtures, supports, and empathizes
Integrates emotion and intellect
Fosters reflection or wondering by others

7. Is aware of how others’ reactions affect a process of dialogue
and reflection, including sensitivity to bias and cultural context
Is willing to have consistent and predictable meeting times and
places
Is flexible and available
Is able to form trusting relationships
ENGL110
Annotated
Bibliography
Rubric
Exceeds
Meets

8. Below
Well Below
Not Aligned
Source
Selection
30%
Student
chooses two
(2) scholarly
sources
relevant to
topic meeting
requirements
of assignment,
including one
(1) coming
from a peer-
reviewed
journal from
APUS library.
Student
chooses two
(2) scholarly
sources
relevant to
topic meeting
requirements

9. of assignment.
It may not be
clear if one (1)
source comes
from a peer-
reviewed
journal from
APUS library.
Student
chooses two
(2) sources
relevant to
topic meeting.
Sources may
not be
scholarly. It
may not be
clear if one (1)
source comes
from a peer-
reviewed
journal from
APUS library.
Student
chooses two
(2) sources,
with some
relevance to
topic, meeting
some
requirements
of assignment;
no source
from peer-

10. reviewed
journal from
APUS library.
Student
chooses no
sources.
Source
Summary
20%
Annotations
are clear,
concise
summaries of
source
materials,
demonstrating
student has
read and
understands
sources.
Annotations
are summaries
of source
materials, but
may not
include key
elements and
may not
demonstrate
student’s
understanding
of source.

11. Annotations
provide
information
about source
materials, but
may not
include key
elements, may
not be clear,
and may not
demonstrate
student’s
understanding
of source.
Annotations
do not set
forth key
elements of
sources and
may not
demonstrate
student’s
understanding
of source.
No annotation
summaries are
included.
Source
Evaluation
20%
Annotations

12. explain value
of sources to
the paper;
apply to
sources clear
criteria, such
as objectivity,
currency,
accuracy,
reliability, and
relevance; and
include any
issues of
concern.
Annotations
explain value
of sources to
the paper;
apply to
sources
criteria, which
may be clear
but may raise
questions; and
may include
any issues of
concern.
Annotations
do not fully
explain value
of sources to
the paper;
base
evaluations on

13. criteria which
are unclear
and/or
inconsistent;
and may not
include any
issues of
concern.
Annotations
do not explain
value of
sources to the
paper; do not
base
evaluations on
stated criteria;
and do not
include any
issues of
concern.
No annotation
evaluations
are included.
Formatting
20%
No errors in
formatting
rules for
citation style
of discipline

14. (margins,
spacing, font,
headers, page
numbering,
etc) are seen.
Model for
citation is
present for
each source.
Two (2) or
fewer errors in
formatting
rules for
citation style
of discipline
(margins,
spacing, font,
headers, page
numbering,
etc) are seen.
Model for
citation is
present for
each source.
Four (4) errors
in formatting
rules for
citation style
of discipline
(margins,
spacing, font,
headers, page
numbering,
etc) are seen.

15. Model for
citation is not
present for
each source.
Five (5) errors
in formatting
rules for
citation style
of discipline
(margins,
spacing, font,
headers, page
numbering,
etc) are seen.
Model for
citation is not
present for
each source.
Evidence of
efforts to
meet
formatting
rules for
citation style
of discipline is
not seen.
Grammar &
Mechanics
10%
Annotated
bibliography
shows

16. evidence of
careful
proofreading
and has two
(2) or fewer
mechanical,
grammatical,
punctuation,
or spelling
errors.
Annotated
bibliography
shows
evidence of
some
proofreading
and has three
(3) or more
mechanical,
grammatical,
punctuation,
or spelling
errors.
Annotated
bibliography
shows
evidence of
minimal
proofreading
and has five
(5) or more
mechanical,
grammatical,
punctuation,

17. or spelling
errors.
Annotated
bibliography
shows
evidence of
minimal
proofreading
and has seven
(7) or more
mechanical,
grammatical,
punctuation,
or spelling
errors.
Evidence of
efforts to
proofread and
correct
mechanical,
grammatical,
punctuation,
or spelling
errors is not
seen.