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Copy of Marking The Text

Describes the strategy of marking the text and helps students to understand the importance of setting a purpose for reading.
by

Julie Noah-Thompson

on 26 July 2013

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Transcript of Copy of Marking The Text

HOW SHOULD I START?
The first step to marking the text is numbering your paragraphs. Numbering each paragraph will be important when you are discussing your work. This will make is easy to refer back to.

After you number your paragraphs and before you make any other marks, you should read the text with your pencil DOWN.
STEP 1: NUMBER EACH PARAGRAPH
Number each paragraph by putting the number (starting with 1) next to each paragraph and circling the number.

The number must be small enough to not take up any space in the margin, but big enough for you to easily see.
A Critical Reading Strategy
MARKING THE TEXT
WHEN SHOULD I MARK THE TEXT?
Marking the text is a fundamental skill and should be used whenever you are asked to read something. It will not always be easy to mark the text...especially if you are reading a book or something else that you can't write on, but you can always use Post-Its or find another way to actively mark the text that you are reading.
WHY SHOULD I MARK THE TEXT?
It is important that you focus on the texts that you read, and these are the tools that you will need to help you to better understand some of the complex ideas that are in articles or other passages that you are given.

Marking the text will also help you isolate essential information that can be referenced quickly during writing tasks and class discussions.

Other reasons you should mark the text:
-Assist in summary writing
-Make connections between different texts.
-Investigate claims or evidence.
-Engage in other types of analysis.
STEP 2: READ THE TEXT WITH YOUR PENCIL DOWN
The goal for reading in this class is to read with and for a purpose. That being said, rereading is the key to success and doing a "cold read" will allow you to interact with the text in a more meaningful way when you go back and read to mark up the text.
STEP 3: CIRCLE KEY TERMS CITED BY THE AUTHOR, AND OTHER ESSENTIAL WORDS OR NUMBERS.
In order to identify a key term, consider if the word or phrase is...
-Repeated
-Defined by the author
-Used to explain or represent an idea
-Used in an original or unique way
-A central concept or idea
-Relevant to one's reading purpose
STEP 4: UNDERLINE THE AUTHOR'S CLAIMS AND OTHER INFORMATION RELEVANT TO THE READING PURPOSE
A claim is an arguable statement or assertion made by the author. Data, facts, or other backing should support an author's assertion. Consider the following statements:
-A claim may appear ANYWHERE in the text (beginning, middle, or end).
-A claim may not appear explicitly in the argument, so the reader must infer it from the evidence presented in the text.
-Often, an author will make SEVERAL CLAIMS throughout his or her argument.
-An author may SIGNAL his or her claim, letting you know that it is his or her position.
FINALLY...
What you underline and circle will depend on your reading purpose. In addition, to marking key terms and claims, you might be asked to mark other essential information such as the author's evidence, descriptions, stylistic elements, or language in the text that provides some insight into the author's values and beliefs.
HOW DO I COMPLETE MY ARTICLE REFLECTION ONE-PAGER?
MAKE SURE YOUR NAME IS ON THE PAPER.
COPY DOWN THE TITLE, AUTHOR, AND DATE
LIST THE NUMBER OF PAGES READ IN THE SELECTION AND RATE HOW MUCH YOU ENJOYED IT ON A SCALE OF 1-10!
CHOOSE ANY 5 SENTENCES STARTERS AND WRITE A BRIEF 3-4 SENTENCE REFLECTION BEGINNING WITH EACH ON THE BACK OF YOUR PAPER.
AT THE CONCLUSION OF YOUR ASSIGNMENT, WRITE AT LEAST 1-2 COMPLETE SENTENCES IN RESPONSE TO THE AUTHOR'S PURPOSE AND INTENDED AUDIENCE OF THE ARTICLE.
ACADEMIC HONESTY: SIGN THE BOTTOM OF THE PAGE INDICATING THAT YOU HAVE READ AND COMPLETED THE ASSIGNMENT.
MAKING CONNECTIONS IN THE MARGINS
After you have read and reread the article, make connections to the text and write your comments in the margins.
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