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Annotating Text

Annotating text involves adding purposeful notes, keywords, definitions and connections to sections of a text. It promotes student engagement by giving them a focused purpose for reading and writing. Annotating helps students clarify ideas, ask relevant questions and analyze the text at a deeper level. When used collaboratively, annotation allows students to learn from other readers' insights. Teachers should define an annotation purpose related to learning goals and model the process before having students annotate sections of text independently.

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172 views

Annotating Text

Annotating text involves adding purposeful notes, keywords, definitions and connections to sections of a text. It promotes student engagement by giving them a focused purpose for reading and writing. Annotating helps students clarify ideas, ask relevant questions and analyze the text at a deeper level. When used collaboratively, annotation allows students to learn from other readers' insights. Teachers should define an annotation purpose related to learning goals and model the process before having students annotate sections of text independently.

Uploaded by

ashleyz921
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Annotating Text

Definition
Annotating text goes beyond underlining, highlighting, or making symbolic
notations or codes on a given text. Annotation includes adding purposeful notes,
key words and phrases, definitions, and connections tied to specific sections of
text.

Purpose:
Annotating text promotes student interest in reading and gives learners a focused
purpose for writing. It supports readers’ ability to clarify and synthesize ideas,
pose relevant questions, and capture analytical thinking about text. Annotation
also gives students a clear purpose for actively engaging with text and is driven
by goals or learning target(s) of the lesson.

Through the use of collaborative annotation (annotations made by multiple


individuals on the same text), learners are given the opportunity to “eavesdrop on
the insights of other readers” (Wolfe & Neuwirth, 2001). Both peers and
instructors can provide feedback in order to call attention to additional key ideas
and details. Annotating text causes readers to process information at a deeper
level and increases their ability to recall information from the text. It helps
learners comprehend difficult material and engage in what Probst (1988)
describes as, “dialogue with the text.”

Procedure
1. Define the purpose for annotation based on learning target(s) and goals.
Some examples include:
a. Locating evidence in support of a claim
b. Identifying main idea and supporting details,
c. Analyzing the validity of an argument or counter-argument
d. Determining author’s purpose
e. Giving an opinion, reacting, or reflecting
f. Identifying character traits/motivations
g. Summarizing and synthesizing
h. Defining key vocabulary
i. Identifying patterns and repetitions
j. Making connections
k. Making predictions

2. Model how to annotate text:

Shanti Flaherty — May 21, 2012 1


a. Select one paragraph of text from the reading, highlight or underline key
word(s) or phrase(s) related to the lesson’s purpose, using the “think aloud”
strategy to share with students why you marked certain selections of the
passage.
b. Based on your “think aloud,” model writing an annotated note in the
margin, above underlined words and phrases, or to the side of text.

3. Distribute the materials students will need, such as books, articles,


highlighters, pencils, etc.

4. Practice annotating with students, choosing another paragraph/section of text,


reminding them of the purpose. Have them highlight, underline, or circle
relevant words and phrases in the reading and add annotations. Have students
share what they selected and explain the annotation each made. Repeat over
several classes or as necessary, working on gradual release toward student
independence.

References
Porter-O’Donnell, C. (May, 2004). Beyond the Yellow Highlighter: Teaching
Annotation Skills to Improve Reading Comprehension. English Journal, 95:
82-89.

Probst, R. (Jan., 1988). Dialogue with a Text. English Journal, 77(1): 32-38.

Wolfe, J. L. and Neuwirth, C. M. (2001). From the Margins to the Center: The
Future of Annotation. Journal of Business and Technical Communication,
15(3): 333-371.

Shanti Flaherty — May 21, 2012 2

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