The annotations in this model reflect a range of ways of responding to and engaging with a text: noting questions, arguing, agreeing, reflecting, speculating, and making connections.īecause annotating is a deeply personal experience, your own annotations to any text will likely differ. You can see an example of an annotated text here. Make connections with other texts you have read or your own experiences. Ask questions and note your own reactions and insights. Students then practice annotation through a careful reading of a story excerpt, using specific guidelines and writing as many annotations as possible. They study sample annotations and identify the purposes annotation can serve.
It means to add notes (an-NOTE-tate) to text that you are reading, to offer explanation, comments or opinions to the author’s words. Think for a moment about what that word means.
Annotate a text example how to#
Look out for the writer’s biases and unstated assumptions (and your own). Students learn about the purposes and techniques of annotation by examining text closely and critically. English Composition I How to Annotate An active reading strategy for articles or textbooks is annotation. Note the writer’s tone–sarcastic, sincere, witty, shrill. Underline what you think are the most important, interesting, or difficult concepts. Look up and write down definitions of unfamiliar words. Annotation can include multiple strategies, but generally refers to highlighting interesting or important parts of a text and writing notes about the text as a. Steps in reflecting on a text may include annotating it, which this tutorial guides you to do.Ī first step in reflecting upon a text is to reread it with a pencil or pen in hand (or a computer at the ready).Īs you annotate, focus on some or all of the following: Reflecting refers to the important transition between getting the gist of a text and fully coming to terms with a text. What is Annotating (Charleston County School District) This resource gives an overview of annotation styles, including useful shorthands and symbols. Howard’s Writing Matters: A Handbook for Writing and Research (New York: McGraw-Hill, 2010).Įvery text needs to be read a few times (as many times as necessary) for in-depth comprehension, and each time you read, you will discover new connections across the text itself and with your own developing ideas. How do you prepare The resources linked in this section list strategies and techniques you can use to start annotating. Have options from sports, animals, and any other interesting topics that you know your students will enjoy.This exercise is adapted (by Keridiana Chez with Kate Jenkins, Writing Fellows 2010) from R.M. Identifying and responding to the elements below will aid you in completing a close reading. Students will like choosing a genre and topic that they enjoy. Annotate (v): To supply critical or explanatory notes to a text. Have a few options of articles, short stories, or poetry for students to choose from and let them annotate. Annotations are not just for reading class, so find an excerpt, a poem, a story, or an article that goes along with the topic being taught in science class and let the students get to work. If you are teaching problem and solution, then their notes should identify the problem and events leading to the solution. Their annotations should connect to the skills you are working on in class for it to make sense to take a grade. This seems silly and so not fun, but when students realize that they can get a good grade annotating text, it really boosts them up. Let student’s take notes on construction paper or colored computer paper. If you are using a text book or library book that cannot be written in, then use post it notes to stick on the pages. Kids love having a choice and this gives them some freedom. Let the students pick their favorite color, or all the colors, to do their annotations.
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