LECTURE 4

Critical Reading 2:
Literature Reviews: The Annotated Bibliography &
Preparing the Annotated Source and Synthesis
Prepared by: Jasmin Lawrence
 OBJECTIVES
◦ Understand the importance of evaluating
sources as a feature of the Literature
Review process.
◦ Learn an approach for selecting credible
and reliable sources for evaluation.
◦ Understand the importance of an
annotated bibliography to the research
process.
◦ Clarify the Annotated Source and
Synthesis assignment.
The reading and writing connection
in reviewing literature for research
 Evaluating sources
❖When you evaluate sources, you are actually
reviewing existing literature.

❖Literature reviews are designed to provide an

overview of sources you have explored while
researching a particular topic and to demonstrate
to your readers how your research fits within a
larger field of study.

❖You survey books, scholarly articles, and any

other sources relevant to a particular problem,
area of research.

❖You provide a description, summary, and critical

evaluation of these works in relation to the
research problem you are investigating
(Flink, 2014).
 Selecting sources

Try the TAARP approach.

 C
H
E
C
K
Timeliness
❖ How recent is the source (it depends on context in terms of time)

❖ If your topic is on health risks associated with excessive use of smart

telephones, then a 1959 source would be outdated- recent information
would be relevant

❖ If your topic is on brief history of immunization-archival scientific

information would be acceptable
 Authority
CREDIBILITY

❖Does the information come from an author or organization that has

authority to speak on your topic?

❖ Has the information been peer-reviewed? (Find out if a journal is peer-

reviewed)

❖ Did the authors cite their credentials?

❖ Is there sufficient documentation to help you determine whether the

author/publication is reliable?
 Audience
❖Who are the intended readers?

❖ What is the publication's purpose?

❖Examine the author’s use of language and how this helps the writer to
achieve the intended purpose

❖There is a difference between an article written for a non-scientific

audience and one written for the experts in the field of science
❖Remember that there are different branches of science
 Graphics representations
❖Most scientists recognize the importance of good
graphics for communicating complex ideas.

❖ Graphic representations=Visual representations

❖The use of visual representations photographs, diagrams,

models to makes it possible for scientists to interact with and
represent complex ideas, phenomena, not observable in other
ways
 How did the authors use graphic representations
combined with words to achieve their purpose?

❖Flip through any scientific journal or textbook and you'll notice

quickly that the text is interspersed with graphs and
figures(Egger & Carpi, 2008).

❖Regardless of the exact type of graph, the creation of clear,

understandable visualizations of data is of fundamental
importance to all branches of science (Egger & Carpi, 2008).
 Examples of graphic representations

❖Pie chart

❖Histogram

❖Line chart
 Some examples

❖Visual representations of scientific data have

been used for centuries (Egger & Capri, 2008).

❖The following are examples of graphic representations

used by scientists ranging from groundbreaking to
contemporary.
1. In the 1500s, for example, Copernicus drew schematic
sketches of planetary orbits around the sun (Egger &
Capri, 2008).
2. William Playfair's (1786) graph was one of the first examples
of the visual representation of numerical data.
 3. Modern description of the structure of DNA

❖ It’s hard to describe the structure of DNA

without a diagram (“Emerging technology”,
2016)
 DNA

Source: https://www.medicalnewstoday.com/articles/319818
 Relevance
❖ Does this article relate to your topic?

❖ What connection can be made between the information that is presented

and your working thesis statement?

X
❖Check for relevance by reviewing the abstract or summary of the article
before downloading the entire article
 Perspective
❖Multiple but balanced perspectives

❖Make sure you find sources to help you understand the other side as
well.

❖Extremely biased sources will often misrepresent information and that

can affect the logical value of your paper

B
I
A
S
 In the Sciences, primary sources are
documents that provide full description of
the original research.

Primary ❖For example, a primary source would be

and a journal article where scientists describe

secondary their research on the human immune

system.
sources for
science ❖A secondary source would be an article
commenting or analyzing the scientists'
research on the human immune system
(University Libraries, 2015).
 Examples (as cited in University libraries, 2015)
Primary Source Secondary Source

❖ Conference Papers
❖ Criticism and
Dissertations
Interpretation
❖

❖ Diaries
❖Dictionaries
❖ Interviews
❖Directories
❖ Lab Notebooks
❖Encyclopedias
Studies or Surveys
❖Government Policy
❖

Technical Reports
❖Guide to Literature
❖

❖ Theses
Scholarly sources
❖ Select scholarly sources:
books, newspaper articles
(not news items), journal
articles, dissertations,
government documents,
reputable web sites…
Annotated
Bibliography
❖An annotated bibliography is a list of
citations related to a particular topic or
theme that include a brief descriptive
and/or evaluative summary (Harner, 2000)

❖Your annotated bibliography should be

compiled alphabetically guided by the 7th
edition of APA documentation style
manual
 Why compile an annotated bibliography?
❖ Helps you develop skills related to critically reading and
identifying the key points of a research study.

❖ Helps you to effectively synthesize the content in a way that

helps the reader to determine its validity and usefulness in
relation to the research problem or topic of investigation.

❖ Encourages you to think critically about the content of the

works you are using, their place within the broader field of
study, and their relation to your own research, assumptions,
and ideas.
 Why compile…(cont’d)
❖ Provides evidence that you have read and understood ideas
presented in the sources you selected.
❖ Establishes validity for the research you have done.
❖ Establishes your credibility as a researcher.
❖ Gives you an opportunity to consider and include key digital,
multimedia, or archival materials among your review of the
literature.
❖ Situates your research problem in a continuing professional
conversation.
❖ Provides an opportunity for others to determine whether a
source will be helpful for their research.
Different types ❖This annotation
of describes the source
annotations: without summarizing the
actual argument,
1. hypothesis, or message
Descriptive in the content.
annotation
 ❖This type of annotation summarizes
the content, message, or argument
of the source.

2.
Informative/ ❖This type of annotation seeks to
answer these types of questions:
Summative
Annotation - What are the author's main
arguments?
- What conclusions did the author
draw?
 ❖This annotation requires you to
make evaluative statements
about the author, purpose,
3. context, and language used in
Evaluative/ the source.
Critical/
Analytical N.B. This is the type of
Annotation annotation that you are
required to write for
FOUN1014.
 ANNOTATED SOURCE AND SYNTHESIS – 20%
(Individual assignment)
For the Annotated Source, each team member must evaluate one scholarly/ journal article source from your team’s Working Bibliography of sources for the SRP.
◦ Format for the Annotated Source (12%) and Synthesis (8%)
a. The Topic and Research Question must be stated at the top of this assignment
b. The publication details for the source must be in APA (name/year) format.
c. The complete annotation (for the source) should not exceed 300 words/one page and requires three (3) paragraphs.
i) In the first paragraph (4-6 sentences):
- state author’s apparent purpose, intended audience and the context of the source
- summarize ONLY the information relevant to your research question, and briefly state why or how this source is relevant to your research
question.
ii) In the second paragraph BRIEFLY discuss what makes the source reliable and credible. There must be enough evidence here to indicate the
pedigree of the source you have chosen. (2-3 sentences)
iii) In the third paragraph explain/discuss the importance of audience and context on the author’s language use in the article, using examples from
the passage. (2-3 sentences)
d. For the synthesis, which must be completed individually, select three of the team’s four annotated sources and, in one paragraph (not to exceed 150
words):
iv) Outline the issue which you want to highlight that is common to the three sources.
v) Note similarities and any important differences, in the content of the information, which are of relevance to your research paper.
vi) Provide a summary statement which reinforces the significance of the information you synthesized to your research.
N.B. 1. One of the three sources must be your own annotated source.
2. List the three sources used in the synthesis on a separate page.
 General Instructions for the
Annotated Source assignment

❖For the Annotated Source, each team member

must evaluate one scholarly/journal article
source from your team’s Working
Bibliography of sources for the SRP.
 General Instructions for the Annotated Source

❖Format for the Annotated Source (12%) and Synthesis (8%)

a. The Topic and Research Question must be stated
at the top of this assignment
b. The publication details for the source must be in
APA (name/year) format.
c. The complete annotation (for each source)
should not exceed 300 words/one page and
requires three (3) paragraphs.
 Instructions for source annotation -
Part 1
i) In the first paragraph (4-6 sentences):
- state author’s apparent purpose, intended
audience and the context of the source
- summarize ONLY the information relevant to
your research question, and briefly state why
or how this source is relevant to your research
question.
 Sample Source Annotation (Part 1 –
including 1st paragraph)

Topic: The effects of excessive use of smart telephones on adolescents’

sleep health.

Lemola, S., Perkinson-Gloor, N. B., Brand, S., Dewald-Kaufmann, J. F. & Grob, A. (2015).

Adolescents’ electronic media use at night, sleep disturbance, and depressive

symptoms in the smartphone age. Journal of Youth Adolescence, 44(2), 405-418.

https://doi.org/10.1007/s10964-014-0176-x
 Writing for a diversified educated audience which might
include parents, educators and medical practitioners, Lemola
et al. explained that the excessive use of smart telephones by
adolescents in Switzerland, increases their risk of developing
sleep disorders which might eventually lead to other health
issues. This is particularly the case for adolescents who take
these electronic devices to bed in the nights and use them for
uninterrupted periods during their regular sleep time. The
extended exposure to lit screens keeps the affected
adolescents awake during their sleep hours and this disrupts
their circadian rhythm. The researchers recommended two
plausible solutions: to enlighten adolescents in Switzerland
about practicing favourable sleep hygiene and to raise their
awareness that lack of sleep caused by overindulgence in the
use of smart telephones, is detrimental to their health. These
solutions will be included as part of the recommendations my
team will make in our paper.
 Instructions for the annotation - Part 2

ii) In the second paragraph BRIEFLY discuss

what makes the source reliable and credible.
There must be sufficient evidence here to
indicate the pedigree of the source you have
chosen. (2-3 sentences)
 Source Annotation - Part 2 (2nd paragraph)

The authors adhered to sound ethical considerations which

guide empirical scientific investigations that include human
beings and used a representative sample of three hundred
adolescents, from forty-two high schools, who completed the
questionnaire; this makes the findings valid and reliable. Also,
multiple perspectives from related research are cited in the
extensive review of literature and all members of the research
team hold relevant doctoral degrees. These factors, the
authors’ affiliations with reputable universities in Switzerland,
as well as the fact that the article was peer-reviewed attest to
its credibility and academic rigour.
Instructions for source annotation - Part 3

❖In the third paragraph explain/discuss the

importance of audience and context on the
author’s language use in the article, using
examples from the passage. (2-3 sentences)
Sample source annotation - Part 3 (3rd paragraph)

The jargon-free, formal, denotative language is

appropriate as it helped the authors to achieve their
purpose of explaining the sleep problems associated
with over-use of smart phones by adolescents to
scientific and non-scientific readers. Repeated use of
phrases including “sleep problems”, “sleep disturbance”
and “sleep difficulties” symbolizes the seriousness of
the issue. The language, using terms such as “circadian
rhythm”, is also appropriate for the general educated
audience.
 The synthesis
❖Read actively to identify and highlight
key facts/pieces of information from the
sources that are related to your topic
and ideas.

❖Combine the ideas.

 Framework for your synthesis

❖Establish your reason for synthesizing (must be linked to your

narrowed topic/thesis statement.
❖Read to make crucial connections/links between/among ideas
presented in the sources

Synthesize ideas to create an original piece

Article 1 Article 3
Article 2
 The synthesis

For the synthesis, which must be completed

individually, select three of the four annotated sources
and, in one paragraph (not to exceed 150 words):
❖ Outline the issue which you want to highlight that is
common to the three sources.
❖ Note any important differences which are of
relevance to your research paper.
❖ Comment briefly on the significance of the
information you synthesized to your research.
 Sample synthesis (ONE paragraph)
There is a relationship between the excessive use of smart
telephones by adolescents and incidents of sleep disorder among users in
this age group. The sleep difficulties associated with this practice have
been the subject of research in different contexts. Research done in
Korea and Switzerland respectively, reported that adolescents who take
their smart telephones to bed with them and continue to use them after
regular sleep time, presented with sleep deprivation and addiction issues
(Bae, 2017; Davey & Davey, 2014; Lemola et al., 2015). However, Davey
and Davey (2014) revealed that in India, excessive smartphone usage by
adolescents before bedtime caused insomnia because the wireless
connectivity interferes with their bodies’ mechanisms which help them to
recover from the hustle and bustle of each day. Whether the effects of
excessive use of smart telephones by adolescents occurs before or during
regular sleep time, it is detrimental to their sleep health and should be
avoided.
 References
(used in the Synthesis)

Bae, S. M. (2017). Smartphone addiction of adolescents, not a smart choice. Journal of Korean Medical Science,

32(10), 1563-1564. https://doi.org/10.3346/jkms.2017.32.10.1563

Davey, S. & Davey, A. (2014). Assessment of smartphone addiction in Indian adolescents: A mixed method study by

systematic-review and meta-analysis approach. International Journal of Preventive Medicine, 5(12), 1500–1511.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4336980/

Lemola, S., Perkinson-Gloor, N. B., Brand, S., Dewald-Kaufmann, J. F. & Grob, A. (2015). Adolescents’ electronic

media use at night, sleep disturbance, and depressive symptoms in the smartphone age. Journal of Youth

Adolescence, 44(2), 405-418. https://doi.org/10.1007/s10964-014-0176-x

 Another Approach:
The CRAAP Test for Evaluating Sources
◦ https://www.youtube.com/watch?v=2WJN-U4j2_A
 Having listened carefully to
Final the processes entailed in
thought reviewing literature/
evaluating sources, the onus
is on you to apply the
principles when you do the
individual writing of your
annotations and synthesis.
 References

Egger, A. E. & Carpi, A. (2008). Using graphs and visual data in science. Visionlearning, 1(4).
https://www.visionlearning.com/en/ library/Process-of-Science/49/Using-Graphs-and-Visual-
Data-in-Science/156
Emerging technology. (2016). The first visual search engine for scientific diagrams.
https://www.technologyreview.com/s/601589/the-first-visual-search- engine-for-scientific-
diagrams/
Fink, A. (2014). Conducting research literature reviews: From the Internet to paper (4th ed). SAGE.
Harner, J. L. (2000). On compiling an annotated bibliography (2nd ed.). Modern Language
Association.
University libraries. (2015). Primary and secondary sources. https://library.albany.edu/infolit/prisci