Belk 207
389 Centennial Drive
Cullowhee, NC 28723
828.227.2274 tel
828.227.7915 fax


Annotated Bibliography: Examples

Example 1:

Bell, Elizabeth. “Somatexts at the Disney Shop.” From Mouse to Mermaid: The Politics of Film, Gender, and Culture. Indianapolis, IN: Indiana UP, 1995. Print. Elizabeth Bell, who teaches courses on women and communication across the gender gap at the University of South Florida, breaks female Disney characters into three distinct categories: the beautiful teen princess, the middle-aged but darkly alluring and evil "femme fatales," and the elderly servant/benefactress (115). Written for a college-level audience, this critical essay examines the models for these archetypes and motivations behind the categorizations. Notes, Ref., 16 pp. 

Example 2:

Gallagher, Catherine and Greenblatt, Stephen. Practicing New Historicism. Chicago: The University of Chicago Press, 2000. Print. Professors Gallagher and Greenblatt describe their motives and reasoning behind the form of New Historical literary criticism they practice. They do so without a single, overarching theory to guide all their endeavors, but explain that this is due to the fact that they started out by rebelling against the overarching theory of New Criticism.

Notice the differences between the two compilers’ entries. The second entry relies primarily on facts that describe the text, whereas the first entry provides background information on the author, notes the target audience, and details the length of the original article as well as its extra features, e.g. notes and a reference list. Every compiler’s approach may be different based on the assigned reasons for creating an annotated bibliography and the guidelines to which students should adhere.

Example 3:

Manguel, Alberto. A History of Reading. New York: Viking, 1996. Print. I used this book to learn about why people read. It will be extremely useful to me. I liked the author’s style, and I learned a lot about the oldest recorded texts. My favorite chapter was “Forbidden Reading,” which included a photograph of the Nazis burning books.

For obvious reasons, this entry is not useful. The complier focuses on her opinions (note the frequent use of personal pronouns I and me) without offering any critical analysis of the text. Not all annotations have to be long—in some cases, one or two sentences may be sufficient—but the entry should provide specific and relevant information about the source.


Copyright by Western Carolina University      •      Cullowhee, NC 28723      •      828.227.7211      •      Contact WCU
Maintained by the Office of Web Services      •      Directions      •      Campus Map      •      Emergency Information      •      Text-Only

Office of Web Services