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AdLit
Enabling the CCSS version of exemplary adolescent literacy.
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Rescooped by Lynnette Van Dyke from Google Lit Trips: Reading About Reading
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How Annotation Reshapes Student Reading

How Annotation Reshapes Student Reading | AdLit | Scoop.it
How Annotation Reshapes Student Reading

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Claire Williams's curator insight, September 3, 2013 7:27 PM

   This artical, shows not only what an annotation is but how to do so and how to teach it. It also shows reaons why it can be helpful and places you can use it. 

     There is also more to this artical than bears the eye, it involves other teaching techiques in the artical such as asking questions whaen reading.

    this artical might be helpful during the reading and writing log!!!

Jose's curator insight, February 6, 2014 12:50 PM

Is annotation really worth it? After reading this article, it re-enforces my belief that annotating when reading is very critical and helps you understand what is really going on. Although, i myself, only tend to underline and write on the side of the page, i found that using different symbols is also very helpful. As a reader, you have to develop a way of doing things. The ways that catch your interest and do not bore you 5 minutes into doing things.. So next time the teacher asks you to read, there should not be any doubts in your mind whether or not  you should annotate. 

Michele Rosario's curator insight, February 13, 2014 3:40 PM

          Annotations are definitely a necessity when carefully reading while recording your thought process.  As a student myself, I never really thought annotating was beneficial, and relied on just small amounts of knowledge I gain from the reads, in which does not help at all.  I understand very well how this author explains that the younger generations think it is boring and time consuming, because it kind of is.  Nonetheless, it helps build visual character to a read or book, as if they are little “short cuts” to what you thought of in the beginning. 

            The source used to post this article was on a site entitled, “TeachHUB.com: K-12 News, Lessons, and Shared Resources”, in which I believe is a very reliable source site.

 

Rescooped by Lynnette Van Dyke from Google Lit Trips: Reading About Reading
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JK Rowling on the first Harry Potter, Hilary Mantel on Wolf Hall: glimpse authors' musings from the margins of their first editions

JK Rowling on the first Harry Potter, Hilary Mantel on Wolf Hall: glimpse authors' musings from the margins of their first editions | AdLit | Scoop.it
Amsterdam to Wolf Hall, Booker winners and bestsellers – authors including JK Rowling, Hilary Mantel, Philip Pullman, Nick Hornby and Ian McEwan annotate their own first editions.

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GoogleLitTrips Reading List's curator insight, May 19, 2013 3:15 PM

I LOVE marginalia!

 

Imagine getting to look at the marginalia written by authors in their own books. 

 

Personally, I can't read a book without underlining, highlighting, and scribbling in the margins. I love my iPad for the same reasons. It's so easy to color-code highlight and underline and to create margin notes. And, best of all iBooks on iPads creates a special Table of Contents where I can see clips from every highlight, underline and margin note with live links. So highlighting locations for a possible Google Lit Trip in green makes it incredible easy to find those pages.

 

But, I didn't always write in my books. I used to think of writing in even my own books as being sacreligious. That is until as an adult I read my daughter The Velveteen Rabbit and came to appreciate that wear and tear on loved objects is a true sign of that love.

 

Ironically, even though I've wriiten in my books now for years, with the exception of those in the process of becoming Google Lit Trips, I've rarely gone back to read my own marginalia. Even in graduate school well into my 40s, when I actually did much more of the assigned reading than I had done in my undergraduate days, I wrote extensively in my books, but hardly ever (if ever) actually went back and re-read my notations. EVEN in prepping for tests. And, yet I always seemed to do fine on the tests anyway.

 

As an aside, I have on rare ocassion, picked up an old college book I hadn't looked at in decades and found myself scanning my marginalia only to find that in some cases, I couldn't even decipher my own penmanship. And, in most cases, I couldn't for the life of me, figure out what the point of the margin note had been.

 

What I eventually realized is that the process of creating marginalia as I read proved incredibly affective in keeping my attention focused. It slowed my reading just enough to allow for immediate contemplation and noting in my mind the concepts I was physically noting in the book. And, in my case at least there seemed to be a distinct value in reading a little bit slower because I was looking for stuff to highlight, underline, and create margin notes for that was not a value I got when taking notes in a disconnected notebook or word processing document. Though when taking notes in a notebook or word processor, of course I'd make notations of the pages in the book that the notes referenced, there was a distance between the note and the reference. It was also a clear advantage in not having to write down any original text  in order to remind me of the text I was writing a note about. 

 

It all proved quite worth figuring out an acceptable way for the concept to be applied to student reading when writing in the book was indeed a serious crime. 

 

Knowing that traditional note taking worked well for some and not well for others, I never really required the method I came up with. But, saved it as an option for students who I knew had read an assignment but still had difficulty with quizzes. They were "reading" but not attentively and they didn't know the difference.

 

So I went to Office Depot and bought a bunch of  the tiniest post-its I could find. My favorites were about 2x1.5 inches and came in packets with 3-4 pads of one color and 3-4 pads of each of another 4 colors. I wanted them small enough to not "block" the text when in place and big enough to write up to 10-15 words and for arrows pointing at the line or phrase that I would have underlined. Then I'd tell the kids to try an experiment for 3 days and then they could decide for themselves whehter they wanted to continue the practice.

 

All they had to do was stop briefly at the end of every page and write any sort of note they thought might help them remember the plot events of that page. It didn't have to be sentences. It didn't have to be theme. It didn't have to be what they thought might be on a quiz. Just anything that would remind them of the plot events. I said if "dead dog" triggered enough of a recollection then that was enough of a note.

 

A couple of tricks worth noting... whatever kids write or draw they should write the note so the sticky edge of the post-it would be vertical and towards the center of the book. This way they could place the sticky so that just the thinnest opposite edge of the sticky could stick out beyond the page edge just enough so they could be easily seen when the book was closed.

 

I still remember one very typical response from a nice kid who always did the reading but just found it difficult to remember details the next day for class discussion or for a reading quiz. I waited a week after he started the practice and casually asked him if he was still doing it now that the 3-day trial period was up. To my surprise he told me he was not. When he saw the look of surprise on my face, he said, "You know why I quit?"

 

It hadn't occurred to me that it would be for any other reason than it had been a failure.

 

He said, "On the first day I did it, I read a page. Then I stopped and tried to remember what happened. And, then I wrote the post-it and went on to the next page and did it again until I'd read the entire reading assignment. But, it sort of took too long because I had to read, then stop, then think, then write before I could turn the page. So the next day, I figured out a trick!"

 

(He was so proud that he'd discovered this "workaround.")

 

On the second day I decided to think about what I would write on the note WHILE I was reading the page so that I when I finished reading the page I didn't have to waste any time thinking about what I was going to write on the note. I just wrote it and turned the page."

 

Of course, I faked a look of pride in his cleverness, though in truth, I was grinning on the inside realizing that I'd simply tricked him into practicing "attentive reading."

 

He told me that after using "his trick" on each of the twenty-page reading assignments for day two and day three of the trial, he had gotten so good at being ready to write the note that a second light-bulb lit up as he realized he really didn't even need to write the post-it anymore if he just read as though he were going to write one.

 

His grades took a dramatic turn for the better.

 

 

 Well, that's certainly not the reasons why authors engage in marginalia, But, here's to authors who write in their own books.

 

 ~ http://www.GoogleLitTrips.com ~