ANNOTATED BIBLIOGRAPHY

“To annotate” means to make critical or explanatory notes or comments about a source. The
notes, which are added to the standard bibliographic information, are called annotations. The
two types of annotations are descriptive and evaluative.

An annotated bibliography provides a brief account of the available research on a given topic.
It is a list of research sources that includes concise descriptions and evaluations of each
source.

An annotated bibliography may be a component of a larger project or it may be a stand-alone

assignment. While an annotation can be as brief as one sentence, the standard annotated
bibliography consists of a citation followed by a short paragraph.

DEFINITION

An annotated bibliography is a list of citations to books, articles, and documents. Each

citation is followed by a brief (usually about 150 words) descriptive and evaluative
paragraph, the annotation.

ANNOTATIONS VS. ABSTRACTS

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

PURPOSE

The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality
of the sources cited.

Depending on specific assignment, an annotated bibliography might:

 review the literature of a particular subject.

 demonstrate the quality and depth of reading that have done.
 exemplify the scope of sources available—such as journals, books, web sites and
magazine articles.
 highlight sources that may be of interest to other readers and researchers.
 explore and organise sources for further research.
CONTENTS OF AN ANNOTATED BIBLIOGRAPHY

An annotation may contain all or part of the following elements depending on the word limit
and the content of the sources that are examining.

 Provide the full bibliographic citation

 Indicate the background of the author(s)
 Indicate the content or scope of the text
 Outline the main argument
 Indicate the intended audience
 Identify the research methods (if applicable)
 Identify any conclusions made by the author/s
 Discuss the reliability of the text
 Highlight any special features of the text that were unique or helpful (charts, graphs
etc.)
 Discuss the relevance or usefulness of the text for your research
 Point out in what way the text relates to themes or concepts in your course
 State the strengths and limitations of the text
 Present your view or reaction to the text.
STEPS IN WRITING ANNOTATED BIBLIOGRAPHY

Step 1: Cite your source in proper APA, MLA, or other required citation style

Step 2: Summarize the source - A summary explains the main ideas of the source.

Step 3: Evaluate the source.

SOME LANGUAGE FOR TALKING ABOUT TEXTS AND

ARGUMENTS:

It is sometimes challenging to find the vocabulary in which to summarize and discuss a text.
Here is a list of some verbs for referring to texts and ideas that you might find useful:

account for clarify describe exemplify indicate question

analyse compare depict exhibit investigate recognize
argue conclude determine explain judge reflect
assess criticize distinguish frame justify refer to
assert defend evaluate identify narrate report
assume define emphasize illustrate persuade review

claim demonstrate examine imply propose suggest

TYPES OF ANNOTATION

1.Summary annotations

a] Informative
Annotations
TYPES
b] Indicative annotated
bibliographies

2. Combination
annotations

3. Evaluative
annotations
1. SUMMARY ANNOTATIONS

The following are the main features of summary annotations:

 They show a summary of the source content

 They highlight the arguments and proofs/evidence mentioned in the work
 They sometimes describe the author’s methodology and any theories used
 They offer the conclusion of the source
 They do not evaluate the work they are discussing.

a. Informative Annotations
 This type of annotation is a summary of the source. An informative annotation should
include the thesis of the work, arguments or hypothesis, proofs and a conclusion.
 Informative annotations provide a straight summary of the source material.
 They summarise all relevant information about the author and the main points of the
work.
 To write an informative annotation, begin by writing the thesis; then develop it with
the argument or hypothesis, list the proofs, and state the conclusion.
 b. Indicative annotated bibliographies
 Indicative annotations do not provide actual information from the source.
 They provide overall information about what kinds of questions or issues are
addressed by the work, for example, through chapter titles.
 In the indicative entry, there is no attempt to give actual data such as hypotheses,
proofs, etc.

2. EVALUATIVE ANNOTATIONS

 This type of annotation assesses the source's strengths and weaknesses, in terms of
usefulness and quality.

 Evaluative annotated bibliographies do more than just summarising, they provide

critical appraisals.

 They evaluate the source or author critically to find any biases, lack of evidence,
objectives, etc.

 They show how the work may or may not be useful for a particular field of study or
audience.

 They explain how researching this material assisted your own project.

3. COMBINATION ANNOTATIONS

 Most annotated bibliographies contain combination annotations.

 This type of annotation will summarize or describe the topic, and then evaluate the
source's usefulness and a summary.

 Usually also includes a detailed analysis on the reason the article was written

FORMATS OF WRITING ANNOTATED BIBLIOGRAPHIES

Annotated bibliographies contain two main sections; the bibliographic information section
and the annotations section.

The bibliographic information

The bibliographic information is written before the annotation using the suitable referencing
style. The information is normally identified using a hanging indent.
Generally, though, the bibliographic information of the source (the title, author, publisher,
date, etc.) is written in either MLA or APA format.

The annotations

The annotations for each source are written in paragraph form. The lengths of the annotations
can vary significantly from a couple of sentences to a couple of pages. The length of the
annotation should be between 100 to 200 words. When writing summaries of sources, the
annotations may not be very long. However, when writing an extensive analysis of each
source, more space may be needed. A few sentences of general summary followed by several
sentences of how you can fit the work into your larger paper or project can serve you well
when you go to draft.

Obirikorang Y, Obirikorang C, Anto EO, Acheampong E, Batu EN, Stella AD, et al.
Knowledge of complications of diabetes mellitus among patients visiting the diabetes
clinic at Sampa Government Hospital, Ghana: a descriptive study. BMC Public Health.
2016 Jul; 26(16):637.

Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4960830/

The researchers conducted a questionnaire-based descriptive study on a total 630 patients

visiting the Diabetes Clinic at the Sampa Government Hospital. Structured questionnaire was
used to obtain information such as socio-demographic and knowledge on complications of
diabetes. Non-probability sampling technique was used to recruit six hundred and thirty (630)
Type 2 Diabetic (T2DM) patients visiting the diabetic clinic. Structured questionnaires were
used to obtain information from all study respondents. The pre-test or pilot study was
conducted among twenty (20) diabetics to ascertain the contents and clarity of the
questionnaire. The research findings show that out of a total of 630 participants, 325 (51.5 %)
knew diabetic foot as the most common complication followed by hypertension 223(35.4 %),
neuropathy 184 (29.2 %), hypoactive sexual arousal 160(25.4 %), arousal disorder 135(21.5
%), eye diseases 112(17.7 %), heart disease 58(9.2 %), and renal disease 34(5.4 %). The
researchers concluded that the participants knew the individual complication of diabetic
mellitus but lack an in-depth knowledge on the complications.

Gulabani M, John M, Isaac R. Knowledge of diabetes, its treatment and complications

amongst diabetic patients in a tertiary care hospital. Indian Journal Community
Medicine. 2008 Jul; 33(3): 204–206.

Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2763678/

The researchers conducted a cross-sectional survey using a structured questionnaire. The

subjects were diabetic patients attending the integrated diabetes clinic in Christian Medical
College, Ludhiana (a university affiliated teaching hospital). The researcher’s findings from
the study shows that only 52 (51.5%) patients actually knew the symptoms of hypoglycemia.
However, 77 (76.2%) patients knew that they should consume sweets if they had experienced
an episode of hypoglycemia. So the researchers concluded that the patient knowledge about
the treatment and complications of diabetes is limited, especially with regard to preventive
aspects. There is a definite need to empower patients with the knowledge required to help
them obtain maximum benefit from their treatment for diabetes.

M. Daly Jeanette, J. Hartz Arthur, T. Levy Barcey, A. James Paul, L. Merchant Mary
and E. Garrett Robert. An Assessment of Attitudes, Behaviors, and Outcomes of
Patients with Type 2 Diabetes. Journal of The American Board of Family Medicine.
2009 May-June; (22)3: 280-290.

Available from: http://www.jabfm.org/content/22/3/280.full

The researchers conducted a cross-sectional study of linked medical record and self-reported
information from patients with type 2 diabetes. A randomly selected sample of 800 clinic
patients was mailed an investigator-developed survey. The study sample consisted of 253
(55%) individuals who had measured glycosylated haemoglobin (HbA1c) within 3 months of
the survey date. The study findings show that the barriers to each diabetes self-care behaviour
differed. Cost was the most common barrier to the 4 self-care behaviours. In a multivariable
regression model, the belief that type 2 diabetes is a serious problem and depression were
strongly associated with higher HbA1c levels. Lower HbA1c levels were significantly
associated with being married and greater self-reported adherence-satisfaction with taking
medication and testing blood glucose. This study expanded earlier research by focusing on 4
specific self-care behaviours, their barriers, and their association with HbA1c. Barriers that
were significantly associated with HbA1c were specific to the behaviour and varied across
behaviours.

Tawalbeh L. and Gharaibeh B. Diabetes Knowledge among University Nursing

Students in the North of Jordan. Pakistan Journal of Nutrition. 2014; 13(12): 728-734.

Available from: https://www.researchgate.net/publication/271730147

The researchers conducted a cross- sectional study to assess the diabetes knowledge among
nursing university students in the north of Jordan. A convenient sampling technique was used
to recruit 134 nursing students. Diabetes Knowledge Test that contained two subscales;
insulin-use and general knowledge subscales was used to collect the data from the
participants. The results indicated that the mean of the diabetes knowledge was (M = 46.10%,
SD = 14.4). Paired t-test showed there was a statistically significant difference t (133) = 3.50,
p = 0.001 between the students' knowledge of insulin-use (M = 43.10, SD = 18.27) and
general knowledge about diabetes (M = 48.29, SD = 15.15). Regression analysis revealed that
gender and Grade Point Average were the only significant (p<0.001) predictors of diabetes
knowledge. Grade Point Average significantly predicted 8% of the variance in diabetes
knowledge among university nursing students. The researchers concluded that the Diabetes
knowledge among university nursing students in the north of Jordan was poor. More focused
educational programs should be adopted in nursing curriculum in Jordanian universities to
help improve nursing students' diabetes knowledge.

Formosa Cynthia, Muscat Ryan. Improving Diabetes Knowledge and Self-Care

Practices.  Journal of the American Podiatric Medical Association. 2016 September;
106(5): 352-356.

Available from: http://www.japmaonline.org/doi/full/10.7547/15-071

The researchers conducted a non-experimental prospective study, the Diabetes Knowledge

Questionnaire and the Summary of Diabetes Self-care Activities were used to assess
knowledge and self-management in 50 patients. The study results show that the mean
diabetes knowledge score was 14.40 out of a total of 24 and the mean self-care activities
score was 2.89 out of a total of 7, indicating a deficit in a number of key areas in the
management of diabetes. There was no statistically significant correlation between diabetes
knowledge score and diabetes self-care activities (r = 0.190, P = 0.187). On analysis of the
individual subscales, a significant relationship resulted between diabetes knowledge score
and diet (r = 0.324, P = 0.022) but physical activity (r = 0.179, P = 0.214), blood sugar testing
(r = 0.231, P = 0.107) and foot care (r = 0.189, P = 0.189) gave no significant results. On
further analysis, education level was significantly correlated to diabetes knowledge score (r =
0.374, P = 0.007) and self-care activities score (r = 0.317, P = 0.025) while age was
significantly correlated to diabetes knowledge score (P = 0.008) and self-care activities score
(P = 0.035). The researchers concluded that the Integrating theories of behaviour change into
educational interventions at the primary-care level may translate to improved care, reduced
long-term complications, and better quality of life.

BIBLIOGRAPHY

 Annotated bibliography. Available

from:https://en.wikipedia.org/wiki/Annotated_bibliography#Types_of_annotations
 Writing an Annotated Bibliography Available from:
http://advice.writing.utoronto.ca/types-of-writing/annotated-bibliography/
 How to Prepare an Annotated Bibliography: The Annotated Bibliography. Available
from: https://guides.library.cornell.edu/annotatedbibliography
 How to Write an Annotated Bibliography. Available from:
https://www.kibin.com/essay-writing-blog/how-to-write-an-annotated-bibliography/
 What is an annotated bibliography? Available from:
https://student.unsw.edu.au/annotated-bibliography.
Chaudhary SM, Dhage VR. A study of anemia among adolescent females in the urban
area of Nagpur. Indian Journal of Community Medicine. 2008 Oct ;33(4):243-5.

Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2763695/

The researchers conducted a cross-sectional survey in an urban area under Urban Health
Training Center, Department of Preventive and Social Medicine, Government Medical
College and Hospital, Nagpur. A total of 296 adolescent females (10–19 years old) were
included in this study. The study findings show that the prevalence of anemia was found to be
35.1%. A significant association of anemia was found with socio-economic status and
literacy status of parents. Mean height and weight of subjects with anemia was significantly
less than subjects without anemia. The researchers concluded that a high prevalence of
anemia among adolescent females was found, which was higher in the lower socio-economic
strata and among those whose parents were less educated. It was seen that anemia affects the
overall nutritional status of adolescent females.
Siva PM, Sobha A, Manjula VD. Prevalence of Anaemia and Its Associated Risk
Factors Among Adolescent Girls of Central Kerala. Journal of Clinical and Diagnostic
Research. 2016 Nov;10(11):LC19-LC23.

Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5198362/

The researchers conductes a cross-sectional study among 257 adolescent girls of ettumanoor
panchayat, the field practice area of Government Medical College, Kottayam. A pre-designed
and pre-tested proforma was used to obtain data regarding socio-demographic details and
factors associated with anaemia. The study findings show that the prevalence of anaemia was
21%. Risk factors associated with anaemia in the univariate analysis were presence of ova or
cyst in stool (p = 0.003, OR = 2.94) and number of pads per day during menstruation (p =
0.004). Protective factors were hand washing after toileting (p = 0.021, OR = 0.311), hand
washing before food intake (p = 0.026, OR = 0.5), foot wear usage (p = 0.022, OR = 0.25)
and jaggery consumption (0.042). The factors which were significant in logistic regression
were worm infestation, number of pads per day, washing hands before food intake and foot
wear usage. The researchers concluded that Worm infestation and number of pads per day
during menstruation were found to be risk factors for anaemia. Personal hygiene practices
like hand washing and foot wear usage were found to be protective factors.

Bandyopadhyay L., Maiti M., Dasgupta A, Paul Bobby. Intervention for improvement
of knowledge on anemia prevention: A school-based study in a rural area of West
Bengal. International Journal of Health and Allied Sciences. 2017;6(2):  69-74.

Available from: http://www.ijhas.in/article.asp

The researchers conducted a quasi-experimental interventional study with before and after
comparison group, in one secondary school of Singur Block of Hooghly district, West
Bengal. The study was conducted among 181 schoolchildren of standard VIII and IX by
administering a predesigned self-administered questionnaire based on the following five
domains – knowledge of anemia, role of diet, use of slipper, handwashing, health-seeking
behaviour, and management of anemia. The study results show that out of the 181 students,
84 (46.4%) studied in Class VIII and rest in Class IX. About 86 (47.5%) students were boys
and 95 (52.5%) were girls; with 70.2% in 14–16 years' age group. Post interventional score
on the five domains significantly improved (P < 0.001), and father's education was a
significant predictor in pre interventional score. After health education intervention,
knowledge score increased with a medium effect size. The researchers concluded that the
health education will play an effective role in improving health of adolescents by increasing
knowledge and changing their attitude.

Tesfaye M, Yemane T, Adissu W, Asres Y, Gedefaw L. Anemia and iron deficiency

among school adolescents: burden, severity, and determinant factors in southwest
Ethiopia. Adolescent Health, Medicine and Therapeutics. 2015 Dec; 2015(6): 189—196.

Available from: https://www.dovepress.com/anemia-and-iron-deficiency-among-school-

adolescents-burden-severity-an-peer-reviewed-fulltext-article-AHMT

The researchers conducted a cross-sectional study among 408 school adolescents in Bonga
Town, southwest Ethiopia. An interviewer-administered questionnaire was used to collect
sociodemographic and other data. A total of 7 mL of venous blood and 4 g of stool samples
were collected from each study participant. Blood and stool samples were analyzed for
hematological and parasitological analyses, respectively. The study results show that the
overall prevalence of anemia was 15.2% (62/408), of which 83.9% comprised mild anemia.
The proportion of microcytic, hypochromic anemia was 53% (33/62). Being female (adjusted
odds ratio [AOR] =3.04, 95% confidence interval (CI) =1.41–6.57), household size ≥5 (AOR
=2.58, 95% CI =1.11–5.96), father's illiteracy (AOR =9.03, 95% CI =4.29–18.87), intestinal
parasitic infection (AOR =5.37, 95% CI =2.65–10.87), and low body mass index (AOR
=2.54, 95% CI =1.17–5.51) were identified as determinants of anemia among school
adolescents. The researchers concluded that the anemia was a mild public health problem in
this population. School-based interventions on identified associated factors are important to
reduce the burden of anemia among school adolescents.

Kumari R, Bharti RK, Singh K, Sinha A, Kumar S, Saran A, et al. Prevalence of Iron
Deficiency and Iron Deficiency Anaemia in Adolescent Girls in a Tertiary Care
Hospital. Journal of Clinical and Diagnostic Research. 2017 Aug;11(8): BC04-BC06.

Available from: https://www.ncbi.nlm.nih.gov/pubmed/28969109.

The researchers conducted a cross-sectional study in the biochemistry clinical laboratory of

Indira Gandhi Institute of Medical Sciences, Patna, Bihar, India for a period of six months
(April 2015-October 2015). Haemoglobin estimation was done by Sahli's method. Total iron
and Total Iron Binding Capacity (TIBC) estimation was done by Ferrozine method on fully
automated chemistry analyzer Olympus AU 400 with the reagent kit available in the market.
Ferritin estimation was done by chemiluminesence immunoassay method, using Access 2
(Beckman Coulter). From this study out of 200 girls, 50% adolescent girls were found to be
anaemic. Of the total, 43.3% were mildly, 3.3% were moderately and 3.3% were severely
affected by anaemia. The researchers concluded that as prevalence of anaemia is 50%, it
needs intervention for its prevention and control. This study will help in planning and
implementation of the policy for prevention of iron deficiency and IDA.