Since this method of assessment is often unfamiliar to students the format should be carefully explained. Students should avoid writing overlong general summaries of sources. Instead, they should attempt to summarise the whole source in one initial sentence then spend the remainder of the annotation discussing points such as the quality of the arguments put forward; the academic rigour of the source; the perspective taken by the source; the theoretical underpinnings of the source, or the possible impact of the source. Students should also be wary of using adjectives and adverbs in annotated bibliographies as they use up word count and offer value judgements that they might not be able to support. The finished annotation is expected to be a flowing text rather than a sequence of assertive statements. Generally, in an annotated bibliography, the sources are arranged in one alphabetical list; however, teachers might give further guidance if they would prefer sources to be arranged chronologically (to show the development of a concept) or thematically (to show different perspectives on a particular topic). Teachers should also make it clear whether they expect students to ‘top and tail’ their work – giving it a short overall introduction and a concluding paragraph that draws together key points.