The core idea is that annotation should help the reader during and after reading. This obviously isn’t as broad of a strategy as close reading, and honestly, that’s why I like it - and my students do, too. the task of doing a thing with that text after reading (if my head is on straight as a teacher, there's going to be a piece of writing or a piece of speaking that every student will do with any given text).the task of understanding and learning from the text while reading (this is one of my ultimate goals for my students - that they'll read the texts I assign with self-kindled, habituated, cultivated curiosity, engaging with it for learning's sake), and.The idea here is that I'm writing these things in the margins - these purposeful annotations - not simply for a grade or because the teacher said, “ Do a close reading.” I'm doing it to help me dominate: These logically line up with what I’m going to do with the text after reading, as well as my purpose for reading it in the first place. So, two things we can annotate, naturally, are 1) our responses to a text, and 2) our paraphrases/summaries of bits of the text we had to wrestle with. Of course, I can't respond to something I don't understand, and so sometimes, especially when faced with a particularly befuddling sentence, paragraph, or section in the article, I ought to slow down, reread, and then annotate a brief summary or paraphrase of the challenging section in the margin. In that example, knowing that I want to dominate that post-reading task and that I simply need to get myself engaged with the probably unfamiliar and certainly unchosen content, I, as a student, ought to make annotations that begin to respond to the text. In that case, the purpose I set for my students’ reading is, as The Gallagher put it in a recent post’s comments section, to simply become smarter about the world, and the post-reading task is that they need to write a thoughtful 1+ page response. Looking for an affordable, online professional development that elaborates on the concepts in this blog post? Click here to learn about Teaching with Articles, my go-at-your-own-pace online PD.Īs an example, let’s say I’m helping my students think through the task of purposefully annotating a Kelly Gallagher-esque article of the week. Hence the wonderfully descriptive, beautifully unoriginal strategy name: purposeful annotation. When my students have a text they can write on, the idea, then, is to annotate in a way that supports our purpose for reading and the parameters of our post-reading task (keep in mind that the purpose and the task should line up).
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