![]() ![]() Taking notes directly on the source will simplify the writing process down the road. This is especially important if you're working on a large research project since you'll be reading dozens or hundreds of books, articles, and other texts. With the first, you keep a record of what you're reading to make it easy to find key ideas, phrases, or data later. Why annotate?Īnnotations serve two corresponding main goals. It has the author's own handwritten notes in the margin marking passages and terms he thought were important. There is a sought-after copy of a book by the Renaissance scientist William Gilbert. Sometimes, annotations can even become famous on their own. For example, an annotated version of a Shakespearean play would include the original text alongside notes that provide more information about the text. You may also see the word annotated used to describe published works. For students, this usually means writing down questions or marking important passages in the margins of a book or on handouts. What is annotation? So what is the purpose of this annotation practice? How to annotate a book properly? How do you annotate if you've never done it before? Let's break it down, starting from the definition.Īnnotation is the practice of taking notes directly while working with a text or other media. When it comes to reading, there's no better way to stay focused than through the simple process of taking notes, as defined below. ![]() But taking the time to really engage with the text will help you in the long run. ![]() It's tempting to read quickly just to get through it quickly, or even look up the CliffsNotes to save time. Especially when you have a big pile of books in front of you. ![]() Getting the most out of your reading assignments isn't always easy, though. That helps you memorize facts, analyze ideas, and understand complex material. From Biology to English to History, every class you take in school requires you to read. This process can continue until the story is finished and you are ready to do something with the notes (For example, response writing).Good reading comprehension skills are an important part of any education. Stop and reflect and discover what they have inferred about the character and central conflicts of the story.Get students to jump ahead and read for themselves (Or in pairs).Cyclically, get students to show their annotations to you as you read along.If you come across words that you do not know the meeting of, highlight this to the students and encourage them to make a note on their page. I am going to highlight this with blue highlighter as it indicates something about character.“ For example, “hmmm…I wonder why the author has chosen to mention the characters name in the first sentence. When necessary, pause and talk yourself and the importance of the keyword.As you read, the students should follow and make the same notes. First and foremost, you need to explain what you are doing and how you are thinking when reading (For example, when highlighting a word, explain why you have chosen the word).Here is the process of annotation with a class: You may like to generate your own symbols for different things you are looking for. Make note of this connection on your story. ↵ – Draw an arrow (↵) when you make a connection to another text.? – Use a question mark (?) for questions that you have during the reading.When modelling to students the process of annotation, make it clear when you are using certain notation – do not throw all of these symbols to students and expect them to pick it up instantly. Again, this can be a little communication overload. You may like to use a variety of different colours, but remember to use a key at the top of the page to keep track.Ĭommunicate to students the types of notation that they might use. Use GREEN for any conflict (internal or external) that arises during the story.Use the colour BLUE for character (focusing on the main characters).Make it clear to students what they need to look for before reading commences. Students can use a colour-coding system to highlight different aspects of narrative conventions and language features. For example, you might use a criteria such as the following: What I communicate to students is that if it is important enough to highlight, then it is important enough to make an note about.īefore explaining the process of annotation and close readings, give students an outline of the notation that they should use to make notes. ![]()
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