An annotated bibliography is a list of citations for various books, articles, and other sources on a topic. Each citation is followed by a brief note, usually 100-200 words in length, that describes the source. The purpose of the annotations is to inform the reader of the relevance, accuracy, and quality of the sources cited.
An annotated bibliography entry in APA style should follow certain guidelines. Each entry should have the following elements:
A citation in APA style following the author-date format (see more details below).
A brief paragraph summarizing the key points of the source. This could include a brief discussion of the argument, thesis, and conclusions of the work as well as its strengths and weaknesses. The annotation should give enough information to help readers understand how the source relates to their research.
The annotations should appear in alphabetical order based on the first word of each citation. This is usually the author’s last name unless the citation is for a chapter or part of a larger work.
Each annotation should be indented to form a hanging indent and should conclude with a period at the end of the paragraph.
The citations and annotations should be double spaced.
The annotated bibliography should have a title that identifies the topic at the top.
Here are some examples of APA style annotated bibliography entries:
Baldwin, S. M. (2013). Ways to cope with stress and avoid burnout. American Journal of Health Promotion, 27(4), 56-60.
This article discusses common signs and symptoms of burnout, as well as strategies for managing stress and avoiding feeling overwhelmed. It suggests establishing boundaries, prioritizing self-care, and eliminating sources of constant stress as effective ways to prevent burnout. The author also recommends daily relaxation techniques, exercise, and connecting with others for support. This source would be helpful for learning specific approaches for reducing burnout risk.
Brinkley, J., Castañeda, R. M., & Hurwitz, M. F. (2018). College students’ perceptions and experiences of stress. Counseling Psychology Quarterly, 33(3), 263-272. https://doi.org/10.1080/09515070.2018.1496045
The researchers conducted interviews with 20 college students to better understand their experiences with stress and stressors. Results identified academic performance pressures, finances, relationships, social life balance, and the future after college as major sources of stress. Participants also reported physical and psychological symptoms of stress. This qualitative study provides useful insights into specific stressors faced by university students and how stress impacts their well-being. The findings could help inform stress prevention and coping programs for colleges.
Gregg, C., & Park, C. (2018). Stress appraisal processes and stress-coping strategies associated with meaning, purpose, and posttraumatic growth among Hurricane Katrina survivors. Stress and Health, 34(1), 124-136. https://doi.org/10.1002/smi.2766
This empirical study examined meaning, purpose, posttraumatic growth, stress appraisals, and coping strategies among 127 residents affected by Hurricane Katrina. Findings suggested that positive reappraisal coping partially mediated the relationship between having meaning/purpose and posttraumatic growth outcomes. Negative relationships emerged for denial and behavioral disengagement coping styles. The research contributes to understanding how certain appraisals and coping strategies can enable growth following trauma. Mental health practitioners could apply the findings to help trauma survivors build purpose and use adaptive coping methods.
McManus, E. C. (2017). Stress and resilience during medical internship: A qualitative study of interns’ stress experiences. Medical Education, 51(12), 1231-1240. https://doi.org/10.1111/medu.13377
Through semi-structured interviews with 16 medical interns, this qualitative study investigated common stressors faced during the internship year as well as resilience strategies used to cope. Major themes that emerged included work overload, limited control or autonomy, fear of making mistakes, social isolation, lack of support, and work-life imbalance. Interns reported using positive reframing, emotional outlet, humor, seeking tasks for meaning making, and peer/mentor support as helpful resilience techniques. The article provides useful insights for supporting intern well-being and reducing burnout risk factors during medical training.
The above examples demonstrate proper formatting for APA style annotated bibliographies. The citations follow the author-date format and provide complete publication details when applicable. Each annotation then briefly conveys the research problem or topic addressed, methods used, and conclusions or implications of the work. Providing an example annotated bibliography helps illustrate the structure and elements expected in this type of source evaluation format. Annotations evaluate and synthesize the usefulness or relevance of a resource to allow readers to determine if it serves their needs. In academic writing, annotated bibliographies are commonly used for literature reviews or research reports. Students should consult their instructor for any specific formatting requirements or preferred annotation length. Creating annotation of this length and depth requires attention to summarizing key ideas without direct copying or extensive paraphrasing. Maintaining academic integrity is important regardless of the assignment. Annotated bibliographies serve to properly acknowledge sources and provide context around their content.
Andrew Stroud