Annotated Bibliography: APA 7 Required Elements and Formatting
What is an Annotated Bibliography?
Annotated + Bibliography = Annotated Bibliography An annotation or to
annotate is when critical
or explanatory notes are
provided.
A bibliography is a
list of sources.
An annotated bibliography is a
reference list that includes a brief
summary and evaluation of each
source. The annotation (i.e.
summary and evaluation of a
source) is placed directly below
the reference entry of the source.
Elements of Annotated Bibliography
APA Title Page
Numbered pages (begin numbering with the title page)
APA formatted reference list (begin on new page)
Annotation(s) of source(s) included in the reference list
Format
Place the annotation directly below the associated reference entry
Double space entire annotation, including the reference entry. Do not place any additional
spaces in between entries.
Indent the annotation by 0.5 in. (one tab key) from the left margin. If you have more than
one paragraph, indent the second and subsequent paragraphs an additional 0.5 inches.
Arrange the entries in alphabetical order (unless otherwise instructed)
Components of an Annotation
Provide a critical summary of the source listed in the reference entry.
Length is generally five to seven sentences.
Consider SEAR (Summarize, Evaluate, Assess, and Reflect) when writing your
annotation.
o Summarize the main idea of the source (two to four sentences).
o Evaluate and Assess the source for its credibility, objectivity, reliability, and
currency. Compare it to the other sources used in your bibliography (one to
two sentences).
o Reflect on the usefulness and relevancy of this source to your topic (one to
two sentences).
You do not need to provide in-text citations for the work being annotated as the origin of
the source is listed directly above the annotation.
Sample APA 7 Style Annotations
Contact the Library:
www.keyano.ca/library | [email protected]
Example of an Evaluated Source in an Annotated Bibliography
Ehrenreich, B. (2001). Nickel and dimed: On (not) getting by in America. Henry Holt and
Company.
In this book of nonfiction based on the journalist's experiential research, Ehrenreich
attempts to ascertain whether it is currently possible for an individual to live on a
minimum wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a
Walmart sales employee, the author summarizes and reflects on her work, her
relationships with fellow workers, and her financial struggles in each situation.
An experienced journalist, Ehrenreich is aware of the limitations of her
experiment and the ethical implications of her experiential research tactics and reflects on
these issues in the text. The author is forthcoming about her methods and supplements
her experiences with scholarly research on her places of employment, the economy, and
the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-
researched.
Information and Examples Adapted From:
Academic Writer. (2020). Annotated bibliography. https://academicwriter.apa.org/
American Psychological Association. (2020). Publication manual of the American Psychological
Association (7th ed.). https://doi.org/10.10370000165-000
Purdue Online Writing Lab. (2019). Annotated bibliography samples.
https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliograph
ies/annotated_bibliography_samples.html
Rasmussen College. (2020, August 31). Creating an annotated bibliography. APA 7th Edition Guide.
https://guides.rasmussen.edu/apa/annotatedbib
First
paragraph is
a summary &
covers the
main points
of the source
Second
paragraph
evaluates the
source for its
strengths and
how the
information is
presented
What’s missing: There is no discussion on the relevancy or
usefulness of this source in relation to the writer’s topic.
Provide a full reference entry citation in APA 7 Style
Sample APA 7 Style Annotations
Contact the Library:
www.keyano.ca/library | [email protected]
Sample Title: Annotated Bibliography
Dishman, R. K., McIver, K. L., Dowda, M., Saunders, R. P., & Pate, R. R. (2019). Self-efficacy, beliefs,
and goals: Moderation of declining physical activity during adolescence. Health Psychology,
38(6), 483-493. https://doi.org/10.1037/hea0000734
This longitudinal study examined effects of self-efficacy on goals and beliefs about physical
activity environments from childhood through adolescence. An objective measure of physical
activity and self-reports of social–cognitive beliefs and physical activity goals were collected from
187 students in the fifth, sixth, seventh, ninth, and 11th grades. Results showed moderating effects
of self-efficacy to overcome barriers on links from perceived barriers and neighborhood
environment and students’ goals to changes in physical activity. Physical activity measured by an
accelerometer declined most in students with larger declines in self-efficacy. The influence of
changing goals on physical activity in youth may differ on the basis of youths’ internal beliefs
about overcoming barriers to physical activity and their perceptions of the external physical activity
environment.
Johnson, R. C., & Allen, T. D. (2013). Examining the links between employed mothers’ work
characteristics, physical activity, and child health. Journal of Applied Psychology, 98(1), 148-
157. https://doi.org/10.1037/a0030460
The authors tested a process model through which the strain-based (job control and role
ambiguity) and time-based (work hours) job demands of employed mothers relate to child health
via child modeling of mothers’ physical activity. Data that included 359 dyadic mother–child
reports from a multiwave, nationwide data set and job demands from the Occupational Information
Network supported the model. Mothers with more demanding jobs exercised less and had less
active children who were also in poorer health. Evidence of negative impacts of job variables on
mothers’ and children’s physical activity highlights interconnections between workplace factors
and important health outcomes for employees and their families.
Discussion 1
Listen to the recording of " The little fugue " by Bach and answer the following questions:
· How many instrumental melodies enter at the beginning and then continue to play throughout the work?
· What is the texture created by the various melodies?
· Listen for places where the melody that introduced the piece is played again.
· When it is played again?
· Is it always in a high part or low part, or does it come back at different pitch levels?
In the body of the message, you will create a paragraph addressing each questions above. The paragraph should be more than four sentences and should be unique in the words used and ideas expressed.
Discussion 2
Listen to the recording of " Spring ," first movement, by Vivaldi and answer the following questions:
· What instruments are used to imitate a birdsong, a murmuring stream, and thunder and lightning?
· Do they sound anything like those sounds of nature, in your opinion?
· Do you think flutes imitating a bird's song, instead of violins, would be more believable?
· Do you hear the contrast between the solo violin and the violins of the orchestra?
· When does the solo violin stands out the most?
· In the beginning, the middle, or the end of the movement?
In the body of the message, you will create a paragraph addressing each questions above. The paragraph should be more than four sentences and should be unique in the words used and ideas expressed.
Discussion 3
Listen to the recording of " Ev'ry Valley " by Handel and answer the following questions:
· What is the aria "Ev'ry Valley" about, and how does it fit into the theme of Messiah?
· What is expressed by the music when the word "exalted" is sung?
· What about other words that are painted by the melody, such as "crooked" being made "straight," and "rough" places being made "plain"?
· How does that fit the meaning of the text?
· What do they say about the religious theme of the aria?
In the body of the message, you will create a paragraph addressing each questions above. The paragraph should be more than four sentences and should be unique in the words used and ideas expressed.
Discussion 4
Listen to two recordings of "Wachet Auf" by Bach and answer the following questions:
1. Bach: Zion Hort Die Wachter Singen (Zion Hears the Watchmen)
2. Bwv140 - Kantat - 04 - Koro - Zio hört die Wächter singe
· What is the language of this work, and what is the text about?
· Does tempo affect the perception of the music when comparing the two recordings? Explain your answer.
· Which recording did you prefer and why?
· If you were going to describe this music to a friend, what would you say?
In the body of the message, you will create a paragraph addressing each questions above. The paragraph should be more than four sentences and should be unique in the words used and ideas expressed
Discussion 5
Listen to the recording of "Thy Hand Belinda" and "When I am Laid in Earth" by Purcell and answer the following questions:
https://www.youtube.com/watch?v=bf92jTgicGg
· What are these songs about, and how does each song use rhythm and tempo to best express the meaning of its text?
· How does the sound of the music and singing in "Thy hand Belinda" set the mood for the aria "When I am laid in earth" and the death that follows it?
· What does the bass line have in "When I am laid in earth," and what is it about the line that enhances the meaning of the text? If the bass violinist had not shown up for the performance, would the song have been just as effective without the part?
In the body of the message, you will create a paragraph addressing each questions above. The paragraph should be more than four sentences and should be unique in the words used and ideas expressed.

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