Here is an example format for an assignment to annotate a written text: Passage #Įxample Assignment Format: Annotating Media
#Annotations examples how to
Review the video, “How to Annotate a Text.” Pay attention to both how to make annotations and what types of thoughts and ideas may be part of your annotations as you actively read a written text.Įxample Assignment Format: Annotating a Written Textįor the annotation of reading assignments in this class, you will cite and comment on a minimum of FIVE (5) phrases, sentences or passages from notes you take on the selected readings.
The same applies for mindfully viewing a film, video, image or other media. Monitoring their comprehension (understanding) during and after engaging with the material.Summarizing the material in their own words, and.Questioning the material to further understanding.Predicting what the material will be about.They know their purpose is to keep their attention on the material by: One of the ways proficient readers read is with a pen in hand. Any good insight is worth keeping because it may make for a good essay or research paper later on. That’s fine: it’s all about generating insights and ideas of your own. If you are annotating properly, you often begin to get ideas that have little or even nothing to do with the topic you are annotating. If you met the author at a party, what would you like to tell to them what would you like to ask them? What do you think they would say in response to your comments? You can be critical of the text, but you do not have to be. When we annotate an author’s work, our minds should encounter the mind of the author, openly and freely. What are YOUR responses to the author’s writing, claims and ideas? What are YOU thinking as you consider the work? Ask questions, challenge, think! a video, image, etc.) is as much about you as it is the text you are annotating. View the following video about how to annotate a text.Īnnotating a text or other media (e.g. Annotation is a tool to help you learn how to actively engage with a text or other media. The end result is wasted time, energy, and frustration…and having to read the text again.Īlthough students are taught how to read at an early age, many are not taught how to actively engage with written text or other media. Their eyes are moving across the page, but their mind is somewhere else. The problem is many students spend hours reading and have no idea what they just read. Unlike high school, students in college are expected to read more “academic” type of materials in less time and usually recall the information as soon as the next class. Dunnow's tongue-in-cheek approach to developing his article entertains but doesn't distract the reader from the issues covered in the article.One of the greatest challenges students face is adjusting to college reading expectations. Included are results of four surveys of first time voters conducted during the 1990s.
I.ĭunnow's humorous satire of young voters also includes considerable research. "Predictors of Young Adult Voting Behavior the Beavis and Butthead' Experience." Annals of Antipathy 30.1 (1995): 57-98. (Example from: The Civil Rights Movement: References and Resources, by Paul T. The foremost consideration in this campaign was the need to elicit "unprovoked white violence aimed at peaceful and unresisting civil rights demonstrators." Garrow argues that at Selma "a strategy that bordered on nonviolent provocation supplanted the earlier belief in nonviolent persuasion." SCLC correctly assumed that police violence would generate national media coverage and this, in turn, would stimulate reactions "throughout the country, and especially Washington," leading to pressure for federal voting rights legislation. He contends that the choice of Selma as a site for civil rights protests and the specific tactics that SCLC adopted in Selma were part of a plan to force the introduction and passage of national voting rights legislation. Garrow describes how the strategy of protest employed by Martin Luther King, Jr., and SCLC at Selma influenced the emergence of the Voting Rights Act of 1965.
Protest at Selma: Martin Luther King and the Voting Rights Act of 1965. Here's an example of an entry from an annotated bibliography, with the citation of the book in Chicago style and a brief description of the book:
0 kommentar(er)
