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Why & How to Annotate a Text

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on 13 September 2016

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Transcript of Why & How to Annotate a Text

Why & How to Annotate a Text
What does annotation look like?
Annotation can take the form of notes in the margins, circled / highlighted / underlined words, question marks, and more.
How to annotate
The process of annotating includes:
asking (writing) questions
making connections
defining new words
reacting to what you are reading
giving an opinion about what you are reading
locating important passages and significant sentences
paraphrasing or summarize a difficult portion
drawing a sketch when a visual connection is appropriate
offering interpretation of what's happening
identifying and discussing literary techniques
What does it mean to annotate a text?
ANNOTATION is interacting with your text and finding meaning in what you read.

You annotate WHILE you read and AFTER you read.
Why annotate?
Annotating a text allows you to better understand what you're reading. It allows you to find meaning in the text, and to make connections to other things you have read, seen, or experienced.
Annotating before an essay
Many essay prompts will require you to respond to and / or analyze a text.

Annotating a text before you write your essay allows you to make meaning of the text in a deeper way. Your annotations keep track of your reactions to the text, which you can then use in your essay.
Annotations: Asking Questions
What does the author mean by this?
Why?
How will they prove this?
What is the author arguing?
Annotations: Making Connections
When you are reading the text, make connections to other texts you have read, movies you have seen, and news stories you have watched. You can also make connections to your own experiences and beliefs.

Where have I heard this before?
This reminds me of...
I have experienced this
I've read about this in...
Doesn't this relate to..?
Annotations: Defining New Words
circle the word, look it up, and then write a definition in the margins so you can understand the word in context
Annotations: Reacting to what you're reading
This is surprising!
Is that really true?
Do people actually believe that?
I am shocked by this
This is crazy!
Annotating: Giving an opinion about what you're reading
I don't believe this / I disagree with this
The author is so right!
Why can't more people understand this?
Great point!
Annotating: Locating important passages & significant sentences
“The taxi pulled up in front of my building, the doorman held the door for me, and the elevator man took me up to my floor." (3)
Annotation: The fact that the narrator has a doorman and an elevator man (and takes a taxi home) suggests that she is wealthy and lives in a nice building.
After you read..
Summarize what you read
Label big ideas / themes through the article
Respond to what you read (start thinking about a thesis)
Make a prediction about the possible consequences of the issue
Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their level of fixed intelligence).

Other students believe that intelligence is something that can be cultivated through effort and education. They don't necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do believe that everyone can improve their abilities. And they understand that even Einstein wasn't Einstein until he put in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the face of setbacks become ways of getting smarter.
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