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PROJECT 2: Annotated Bibliography

Possible Trade-Journal Article Annotation Outline

 APA Reference for the Trade-Journal Article
 Purpose: Why was the article written?
 Audience: For whom was this article written?
 Evidence: What observations, interviews, surveys, questionnaires, statistics, etc. are
 Claims: What major conclusions are made, based on the evidence? (How is the evidence
 Contributions: In what ways does the article succeed in addressing its specific purpose(s)?
 Limitations: In what ways does the article fail to address its specific purpose(s)?
 Enduring Questions: What relevant questions remain unanswered by the article?

Possible Trade-Journal Article Annotation Template (~200 words)

The specific purpose of [Author’s Last Name]’s ([Publication Date]) article is to [broad purpose (e.g.,
inform, persuade)] readers interested in [article topic] about [article focus]. As evidence, [Author’s Last
Name] presents ___. Based on this evidence, [Author’s Last Name] claims that ___. One contribution of
this article is ___. However, one limitation of this article is ___. Accordingly, this article leaves
unanswered the following relevant questions: [enduring questions].

Sample Trade-Journal Article Annotation

Whitney, A. E. (2012). Lawnmowers, parties, and writing groups: What teacher-authors have to
teach us about writing for publication. The English Journal, 101(5), 51-56.

The specific purpose of Whitney’s (2012) article is to encourage secondary English teachers to publish
writing about their teaching. As evidence, Whitney presents “lessons,” or advice, that she culled from her
interviews and surveys of secondary English teachers who had published articles in The English Journal
between 1998 and 2008. Lesson 1 is not to fear standing out for your achievements. Lesson 2 is not to
forget what is appropriate and appealing to your target audience. Lesson 3 is to join a writing group for
teachers. Based on this evidence, Whitney claims that secondary English teachers should recognize and
exercise their unique position as classroom insiders to offer authoritative reports on educational issues.
One contribution of this article is that Whitney approaches teacher-authors as experts on professional
writing, as well as on English education. Nevertheless, one limitation of this article is that Whitney
includes only three “lessons,” or pieces of advice, from these teacher-authors. Perhaps Whitney
considered these three recommendations to be the most common to emerge from her interviews and
surveys, or found them to be the most potentially useful to secondary English teachers who are
contemplating publishing their professional writing for the first time. However, Whitney does not explain
how or why she chose to feature only three strategies in this article. Accordingly, several important
questions remain unanswered: What writing/publishing strategies do secondary English teachers think
are the most helpful in enabling and inspiring their work as professional writers? Do secondary English
teachers tend to agree on those strategies? Are some writing/publishing strategies more effective with
certain writers, audiences, publishers, purposes, and/or genres?

© 2017 Ann M. Lawrence, Ph.D. ENC 1102 Page 1/1