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Rescooped by Claire Williams from College and Career-Ready Standards for School Leaders
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What is "Close" Reading?

What is "Close" Reading? | Helpful reading articles | Scoop.it
Close reading is the idea that students will re-read certain texts in order 

Close reading is purposefully reading a text while paying attention to the author’s word choice, sentence structure, and devices used to embed layers of meaning within. It involves reading the same text multiple times, each time studying a different aspect to encourage the reader to analyze what and why the author did what he did to communicate the point.


Via Mel Riddile
Claire Williams's insight:

Close reading is when someone mostly students reread text to better understand it. Although this is a very straight forward topic tis article suggests that each time oyu read the text oyu search for differnt things so you can better understand what the autor is trying to say.

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Judy Beemer's curator insight, October 18, 2013 8:01 AM

The questions to ask when doing a second reading are especially helpful.

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Why Peer Review

Claire Williams's insight:

In this article from anothe rcollege that supports peer reivew. one topic thaut they breifly decuss is that peer review helpd you better review your own work which I have never thought about but it is true becuse you get insight on how to look at your paper diffrently

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Reading Rockets: Launching Young Readers . Fluent Reading . Helpful Articles . Fluency | PBS

Claire Williams's insight:

In this article the author descusses what it means to read fluently, and how to acheve it. A fluent reader reads clearly, with acuraccy and speed grouping worlds well to creat the meaning the author wants to convey. The bases for a fluent reader starts when they are young buy allowing the child to read their faveorte book(s).

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Rescooped by Claire Williams from College and Career-Ready Standards for School Leaders
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What is "Close" Reading?

What is "Close" Reading? | Helpful reading articles | Scoop.it
Close reading is the idea that students will re-read certain texts in order 

Close reading is purposefully reading a text while paying attention to the author’s word choice, sentence structure, and devices used to embed layers of meaning within. It involves reading the same text multiple times, each time studying a different aspect to encourage the reader to analyze what and why the author did what he did to communicate the point.


Via Mel Riddile
Claire Williams's insight:

Close reading is when someone mostly students reread text to better understand it. Although this is a very straight forward topic tis article suggests that each time oyu read the text oyu search for differnt things so you can better understand what the autor is trying to say.

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Judy Beemer's curator insight, October 18, 2013 8:01 AM

The questions to ask when doing a second reading are especially helpful.

Rescooped by Claire Williams from Bovine TB, badgers and cattle
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Badger cull: government refuses to deny marksmen failing to meet target

Badger cull: government refuses to deny marksmen failing to meet target | Helpful reading articles | Scoop.it
A minimum of 2,081 badgers must be killed in Somerset but sources say less than 100 have been shot in two weeks

Via Gordon McGlone
Claire Williams's insight:

I scooped this artical because it portains to my oped topic. And it is from the gaurdian news paper. In the article they further expand opun how the goverment is still holding true on their side to support the cull, also witht he amount of badgers to "culled" at about 5%.

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Gordon McGlone's curator insight, September 13, 2013 5:37 AM

This news should not be greeted as a victory for opponents of the badger cull for two reasons.

Firstly there will be no winners from this messy politics led policy; badger culling will make bovine TB levels higher whilst at the same time confounding the beneficial effects of the full range of other tools in the Defra tool shed.  

Secondly there is already pressure to either extend the pilot cull licence period and use other control measures.  This article mentions badger gassing.  I well remember this from the 1980s when gassing was dropped on the grounds of the lingering inhumane deaths that badgers suffered.

This tawdry tale of politics over policy will contine for a while yet.

Rescooped by Claire Williams from Metaglossia: The Translation World
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Reading Needs Writing! A Vital, But Neglected, Message

Reading Needs Writing! A Vital, But Neglected, Message | Helpful reading articles | Scoop.it

The simple fact is that writing is harder. Even the physical skills required to produce writing are far more demanding than those required for reading -- particularly for young children.


Via Charles Tiayon
Claire Williams's insight:

   Although this artical is not publishe in a well know or reliable source there is back up to what is being said, Dr. Morine Blank. 

  In this artical she flips the ideas we have about reading better makes a better writer. Instead she states that to be a better reader you need to be a better writer, focusing on spelling in particular. Dr.Blank states that you spelling better can make reading faster and easier and writing makes you a better speller, so in hence you need to be able to writer to have a more effective powerful reading capability.

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6 Key Steps To Finding Your Passion As A Writer | Write to Done

6 Key Steps To Finding Your Passion As A Writer | Write to Done | Helpful reading articles | Scoop.it
By definition, writers are passionate creatures. You can be an exquisite writer by tapping into the passion of being yourself.
Claire Williams's insight:

This artcle says the 6 key steps to being a great writer, but the main point is to tap in to the passion oyu have to allow your ideas to flow onto the paper. And knowing yourself so you can explore your feeling and ideas on the topic.

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Rescooped by Claire Williams from Empathy and Compassion
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Reading literary fiction improves empathy, study finds

Reading literary fiction improves empathy, study finds | Helpful reading articles | Scoop.it

New research shows works by writers such as Charles Dickens and Téa Obreht sharpen our ability to understand others' emotions – more than thrillers or romance novels, writes Liz Bury

 

Have you ever felt that reading a good book makes you better able to connect with your fellow human beings? If so, the results of a new scientific study back you up, but only if your reading material is literaryfiction – pulp fiction or non-fiction will not do.

 

Psychologists David Comer Kidd and Emanuele Castano, at the New School for Social Research in New York, have proved that reading literary fiction enhances the ability to detect and understand other people's emotions, a crucial skill in navigating complex social relationships.


Via Edwin Rutsch
Claire Williams's insight:

This article from the gaurdien, states that reading fiction helps a persons empathy. Even though this article does not nessicarily help a readers reading I found it interesting that reading fiction can help a person feel empathy.

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Rescooped by Claire Williams from Visual*~*Revolution
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How Does Writing Affect Your Brain? [infographic]

How Does Writing Affect Your Brain? [infographic] | Helpful reading articles | Scoop.it

Most of us write a little something everyday. It might be a grocery list, a poem, or a write-up on the infographic of the day. As we go through this daily ritual, however, we are probably not aware of the effects writing has on our brains.

According to this infographic, writing can serve as a calming, meditative tool. Stream of conscious writing exercises, in particular, have been identified as helpful stress coping methods. Keeping a journal, for example, or trying out free-writing exercises, can drastically reduce your levels of stress.


Via Andrea Zeitz
Claire Williams's insight:

Although this artical does not have any background in being credible, it does give somoone who hates writing the incentive to do so. In the artical it takes about how writing can relive stress. No matter what type of writing it is (yes as much as i hate to say it even writeing for a class is benificial)

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Rescooped by Claire Williams from Metaglossia: The Translation World
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What’s the Difference Between Writing and Editing?

Editing has always been a fundamental component of writing as well as a separate function, but as self-publishing, online and in print, has become ubiquitous, it’s important for writers to realize the distinction.

Via Charles Tiayon
Claire Williams's insight:

This artical does not have any listed credibility but as you read through it you see that there are educated and backed up iformation through out it. 

And in this aretical the author talks about how we need to double up as not only writers but also editors. To help us see where we are going with our writing and how it will be protrayed to the aduience.

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Charles Tiayon's curator insight, September 16, 2013 10:02 PM

Editing has always been a fundamental component of writing as well as a separate function, but as self-publishing, online and in print, has become ubiquitous, it’s important for writers to realize the distinction. A discussion of the differences may also help you confirm where your strength lies.

It is common for people to double up as editors and writers; I am among the many who do it. But most people feel more adept in one role or the other. I’ve written news and feature articles and opinion pieces and other content for newspapers and other media, as well as these posts — I’ll have written nearly a thousand of them by the end of this year — but although I enjoy writing, I actually prefer editing.

Writing is a proactive process: Whether one is given a topic or comes up with one, writing is an act of creation in which the writer calls forth the idea, the scope, the tone, and the structure of the work. It is also a challenge, in that it is the writer’s responsibility to produce a complete piece of content. Editing, by contrast, is reactive: One is assigned a piece of content, and one’s task is to refine the writer’s effort, helping him or her achieve the goal he or she was reaching for. This assistance may be minimal, or it may amount to intermittent or wholesale rewriting, but it is a response to the initial product. The challenge, too, lies not in completing the creative act but in carefully, consistently, and thoroughly evaluating and amending the piece.

mightymoose's curator insight, September 18, 2013 1:41 AM

Writing versus editing

Rescooped by Claire Williams from Google Lit Trips: Reading About Reading
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How Annotation Reshapes Student Reading

How Annotation Reshapes Student Reading | Helpful reading articles | Scoop.it
How Annotation Reshapes Student Reading

Via GoogleLitTrips Reading List
Claire Williams's insight:

   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!!!

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GoogleLitTrips Reading List's curator insight, September 2, 2013 9:26 AM

I wanted to like this article a bit more than I did like it. But, it does contain several elements of really good ideas and reasoning behind annotating as one reads to make the article well-worth consideration.

 

My only reservations being the tone implying that there is essentially only one way to annotate that is effective and that straying from that "way" is counterproductive. I don't doubt that for the author his or her (?) annotation method are sufficiently effective to justify which elements of annotation and marginalia work and don't work.

 

And, I have no doubt that for students yet to have discovered the value of annotation, that the suggestions are excellent starting points for incorporating the practice into their reading habit.

 

And in my own case, I certainly find the case for employing highlighting and marginalia as far more effective than attempting to accomplish similar goals via note taking on paper in a notebook "away" from the original text where one not only has to record thoughts but also has to scribble at least bits and pieces of the text being thought about in order to solidify the connection of thoughts to to text provoking those thoughts. 

 

And, if and when literally used for review purposes, which is a common practice, though in many cases, the act of writing notes and marginalia can be amazingly affective whether reviewed or not, it is for many quite a bit more off-putting to have to read and review ping pong style; shifting one's eyes back and forth between what is written in the book and what is written in a note book about what is written in a book.

 

Alternate thoughts based upon my classroom observations about annotation strategies...

 

Yes connecting highlighting with symbols is a great practice. Yet, by highlighting using a color-coding system can often accomplish the same sort of benefit in one-fewer steps. That is perhaps one might create a color code of highlights with a system such as using yellow to highlight one thematic thread, while using blue to highligh a separate thematic thread. Or using one color to represent vocabulary of interest or importantance while using another color to highlight what might be the essential articulation of a paragraph or page's focus. The possibilities are endless. It can be as simple as choosing one color to note topic sentences, another to note evidence, and a third to note commentary. A quick scan of highlights by color and THEN by any textual annotation associated with the highlights of the same color builds a strong bridge between those highlights throughout a reading. 

 

And to a certain extent, I'd agree that marginalia such as "Wow!" can be even richer when notation of the reason for the exclamatory remark is included, though I would not be so presume to suggest that without the additional notation "doesn't warrant taking up space." Wow!" is an indicator of having had a joyful Vygotskian moment so significant that the notation may amount to little more than a redundancy or, perhaps worse, an attempt to guess what a teacher might want one to say about the point.

 

However, on the other hand, I am much more in agreement when the personal reactions is "Boring!" On one hand "Wow!" is a very personalized connection to a mind opening moment, while "Boring!" is in many ways merely a pre-emptive articulation of one's closed mind moment. 

 

I prefer color coding with RED myself to indicate a passage that I have serious reservations about, YELLOW to indicate passages that I have mixed feelings about and GREEN to indicate passages where I might have written "Wow!" and then if needed, I'd jot just a very brief few words of reminder regarding why I color-coded as I had. In the case of the RED highlights, by defining them as passages I have serious reservations about, I focus more upon the reasoning behind the red highlight than upon a sort of automated no further thought required dismissal. 

 

Why do I use RED, YELLOW and GREEN? Personally the connection to traffic lights helps me remember the meaning I've assigned to the colors. When students asked what they should do if they didn't have a RED (pink) highlighter, I always replied that they could use any colors they wished, I just use these colors because they have a mnemonic impact on me.

 

The code is personal not prescribed. For example, when I'm working on a Google Lit Trip, I use GREEN to highlight any information of value regarding placemark locations. Why? Green = the color of place; at least often enough that it works for me. I use BLUE to highlight passages where I might be able to find an engaging interet site to explain or supplement references made in a passage. Why? Because traditionally BLUE is the most common color for text links on the internet. 

 

One related strategy I'd suggest for students who express a concern for their ability to concentrate on or remember important elements of a reading assignment, was the use of tiny post-its. Rather than suggest that they should pay closer attention or worse that they really "ought to be able to read at a level where this shouldn't be an issue, I'd suggest that they try the following for just 3-4 reading assignments.

 

As soon as you get to the end of a page, or possibly the end of a two page spread, STOP and jot on a post-it as few words as need to remind you of what plot element(s) occurred on that page or spread. 

 

Don't worry about spelling, complete sentences, or grammar. Just pause and note as you go. In fact, I tell them that I won't even check to see if they've done this. I'll only note whether they happen to be participating more often in class discussions.

 

Invariably, by intentionally interrupting the attention drift at consistent brief intervals and designing that interruption to be as short as possible by removing concern for spelling, grammar etc., attentiveness is enhanced signficantly. And, I was always amused by the students who after only a couple of days confess to me that they actually have "discovered a short cut." It usually sounded something like this....

 

"Hey Mr. Burg, Guess what! I figured out a way to do this even faster. Instead of reading a page and then stopping to think about what I would write on the post-it before reading the next page, I started thinking about what I would write on the post-it WHILE I was reading the page so that I didn't have to stop and think about what I would write before I wrote the post-it note."

 

Always proud of having figured out a short cut, I always grinned at their "discovery," patted them on the shoulder and congratulated them for discovering "the secret."

 

So, I guess my bottom line on this particular article is that it is well-worth reading as it does focus upon extremely valuable strategies and offers several quite logical rationales for the practice of annotation while reading. My only concern is the tone suggesting that one shoe can fit all feet. Or, perhaps that regardless of size, one shoe style is the right shoe style for everyone.

 

 ~ http://www.GoogleLitTrips.com ~

"Google Lit Trips" is the official fictitious business name of GLT Global ED, an educational nonprofit

 

 

 

 

 

Jose's curator insight, February 6, 9:50 AM

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, 12:40 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.