Annotated Bibliography Samples

Annotated Bibliography Samples


Below you will find sample annotations from annotated bibliographies, each with a different research project. Remember that the annotations you include in your own bibliography should reflect your research project and/or the guidelines of your assignment.

As mentioned elsewhere in this resource, depending on the purpose of your bibliography, some annotations may summarize, some may assess or evaluate a source, and some may reflect on the source’s possible uses for the project at hand. Some annotations may address all three of these steps. Consider the purpose of your annotated bibliography and/or your instructor’s directions when deciding how much information to include in your annotations.

Please keep in mind that all your text, including the write-up beneath the citation, must be indented so that the author’s last name is the only text that is flush left.


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.

The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a brief summary of the author’s project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect on the source’s potential importance or usefulness for this person’s own research.

Weekly reflective 2

Noltemeyer, A.L., Mujic, J., & McLoughlin, C.S. (2012). The history of inequality in education.

In A.L.

Noltemeyer & C.S. McLoughlin (Eds.), Disproportionality in Education and Special Education.

Charles C. Thomas Publisher Ltd.

This article sheds light on the goal of democratic education in the betterment of society. This framework ensure that education is provided in a form that aligns with social justice. The author considers a sampling of critical events that demonstrate the history of inequity, such as racial, gender, language: monolinguals, disability background, and special education since the year 1800 starting with American Indian. Chinese American, Mexican American all the way to reach African American; these categories have been marginalized and the remedy has a residual effect. These events have shaped the current educational and societal status quo. The author emphasized the role of educators to consistently forge ahead on a quest for equity and development.

Robinson, W.I (2016) Global capitalism and the restructuring of education: The transnational

capitalist class’ quest to suppress critical thinking. Social Justice 43 (3)

This author in this book explains how globalization has advanced as there has been a dual process in the subordination of global labor. It highlights the fact that one mass of humanity has been dispossessed, marginalized, and locked out of productive participation in the global economy, while another has been incorporated or reincorporated into capitalist production under new, precarious, and highly exploitative capital-labor arrangements. Transnational capital faces the challenge of imposing a system of global education that imparts just enough skills to supply the labor needed by the economy and at the same time transmits a neoliberal ideological content that compels conformity and undercuts critical thinking.

Michelle Jackson & Brian Holzman, 2020. “A century of educational inequality in the

US,” Proceedings of the National Academy of Sciences, Proceedings of the National

Academy of Sciences, 117(32), pages 19108-19115, August.

The “income inequality hypothesis” holds that rising income inequality affects the distribution of a wide range of social and economic outcomes. Although it is often alleged that rising income inequality will increase the advantages of the well-off in the competition for college, some researchers have provided descriptive evidence at odds with the income inequality hypothesis. In this paper, we track long-term trends in family income inequalities in college enrollment and completion (“collegiate inequalities”) using all available nationally representative datasets for cohorts born between 1908 and 1995. We show that the trends in collegiate inequalities moved in lockstep with the trend in income inequality over the past century. There is one exception to this general finding: For cohorts at risk for serving in the Vietnam War, collegiate inequalities were high, while income inequality was low. During this period, inequality in college enrollment and completion was significantly higher for men than for women, suggesting a bona fide “Vietnam War” effect. Aside from this singular confounding event, a century of evidence establishes a strong association between income and collegiate inequality, providing support for the view that rising income inequality is fundamentally changing the distribution of life chances.