article annotate example

Annotating Texts

What is annotation.

Annotation can be:

• A systematic summary of the text that you create within the document
• A key tool for close reading that helps you uncover patterns, notice important words, and identify main points
• An active learning strategy that improves comprehension and retention of information

Why annotate?

• Isolate and organize important material
• Identify key concepts
• Monitor your learning as you read
• Make exam prep effective and streamlined
• Can be more efficient than creating a separate set of reading notes

How do you annotate?

Summarize key points in your own words .

• Use headers and words in bold to guide you
• Look for main ideas, arguments, and points of evidence
• Notice how the text organizes itself. Chronological order? Idea trees? Etc.

Circle key concepts and phrases

• What words would it be helpful to look-up at the end?
• What terms show up in lecture? When are different words used for similar concepts? Why?

Write brief comments and questions in the margins

• Be as specific or broad as you would like—use these questions to activate your thinking about the content
• See our handout on reading comprehension tips for some examples

Use abbreviations and symbols

• Try ? when you have a question or something you need to explore further
• Try ! When something is interesting, a connection, or otherwise worthy of note
• Try * For anything that you might use as an example or evidence when you use this information.
• Ask yourself what other system of symbols would make sense to you.

Highlight/underline

• Highlight or underline, but mindfully. Check out our resource on strategic highlighting for tips on when and how to highlight.

Use comment and highlight features built into pdfs, online/digital textbooks, or other apps and browser add-ons

• Are you using a pdf? Explore its highlight, edit, and comment functions to support your annotations
• Some browsers have add-ons or extensions that allow you to annotate web pages or web-based documents
• Does your digital or online textbook come with an annotation feature?
• Can your digital text be imported into a note-taking tool like OneNote, EverNote, or Google Keep? If so, you might be able to annotate texts in those apps

What are the most important takeaways?

• Annotation is about increasing your engagement with a text
• Increased engagement, where you think about and process the material then expand on your learning, is how you achieve mastery in a subject
• As you annotate a text, ask yourself: how would I explain this to a friend?
• Put things in your own words and draw connections to what you know and wonder

The table below demonstrates this process using a geography textbook excerpt (Press 2004):

A common concern about annotating texts: It takes time!

Yes, it can, but that time isn’t lost—it’s invested.

Spending the time to annotate on the front end does two important things:

• It saves you time later when you’re studying. Your annotated notes will help speed up exam prep, because you can review critical concepts quickly and efficiently.
• It increases the likelihood that you will retain the information after the course is completed. This is especially important when you are supplying the building blocks of your mind and future career.

One last tip: Try separating the reading and annotating processes! Quickly read through a section of the text first, then go back and annotate.

Works consulted:

Nist, S., & Holschuh, J. (2000). Active learning: strategies for college success. Boston: Allyn and Bacon. 202-218.

Simpson, M., & Nist, S. (1990). Textbook annotation: An effective and efficient study strategy for college students. Journal of Reading, 34: 122-129.

Press, F. (2004). Understanding earth (4th ed). New York: W.H. Freeman. 208-210.

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Introduction to Research: Annotating Articles

• Search Tips
• Using the Library Search
• Google Scholar Library Links
• Using Academic Search Complete
• Using Ebook Central
• Using JSTOR
• Google Search Strategies
• Evaluating Sources

Annotating Articles

• Searching for Images
• Meet with a Librarian
• Chicago Style

For this course, you must annotate an article about an issue facing college students. Below is a guide on how to effectively annotate an article. The previous page in this module went over APA citation style, which is required for the annotation for your assignment!

• Download a printer friendly version

Creating an Annotation

An annotation is a brief descriptive and evaluative paragraph that goes beyond a mere summary of a source. The annotation identifies the accuracy, relevancy, and quality of a source, often as it pertains to your research topic or assignment. This worksheet will help you in building a source annotation.

The Citation

Always start your annotation with the full citation of the source. Consult your APA Citation Guide for help on building your citation.

The Annotation

Answering the following questions will help you to write an annotation for any given source. 

Now that you’ve answered the questions above, piece together your answers into a coherent and well-formed paragraph. Congratulations! You have just created an annotation!

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• Next: Searching for Images >>
• Last Updated: May 13, 2024 2:34 PM
• URL: https://nsc.libguides.com/research

How to Annotate Texts

Use the links below to jump directly to any section of this guide:

Annotation Fundamentals

How to start annotating , how to annotate digital texts, how to annotate a textbook, how to annotate a scholarly article or book, how to annotate literature, how to annotate images, videos, and performances, additional resources for teachers.

Writing in your books can make you smarter. Or, at least (according to education experts), annotation–an umbrella term for underlining, highlighting, circling, and, most importantly, leaving comments in the margins–helps students to remember and comprehend what they read. Annotation is like a conversation between reader and text. Proper annotation allows students to record their own opinions and reactions, which can serve as the inspiration for research questions and theses. So, whether you're reading a novel, poem, news article, or science textbook, taking notes along the way can give you an advantage in preparing for tests or writing essays. This guide contains resources that explain the benefits of annotating texts, provide annotation tools, and suggest approaches for diverse kinds of texts; the last section includes lesson plans and exercises for teachers.

Why annotate? As the resources below explain, annotation allows students to emphasize connections to material covered elsewhere in the text (or in other texts), material covered previously in the course, or material covered in lectures and discussion. In other words, proper annotation is an organizing tool and a time saver. The links in this section will introduce you to the theory, practice, and purpose of annotation. 

How to Mark a Book, by Mortimer Adler

This famous, charming essay lays out the case for marking up books, and provides practical suggestions at the end including underlining, highlighting, circling key words, using vertical lines to mark shifts in tone/subject, numbering points in an argument, and keeping track of questions that occur to you as you read. 

How Annotation Reshapes Student Thinking (TeacherHUB)

In this article, a high school teacher discusses the importance of annotation and how annotation encourages more effective critical thinking.

The Future of Annotation (Journal of Business and Technical Communication)

This scholarly article summarizes research on the benefits of annotation in the classroom and in business. It also discusses how technology and digital texts might affect the future of annotation. 

Annotating to Deepen Understanding (Texas Education Agency)

This website provides another introduction to annotation (designed for 11th graders). It includes a helpful section that teaches students how to annotate reading comprehension passages on tests.

Once you understand what annotation is, you're ready to begin. But what tools do you need? How do you prepare? The resources linked in this section list strategies and techniques you can use to start annotating. 

What is Annotating? (Charleston County School District)

This resource gives an overview of annotation styles, including useful shorthands and symbols. This is a good place for a student who has never annotated before to begin.

How to Annotate Text While Reading (YouTube)

This video tutorial (appropriate for grades 6–10) explains the basic ins and outs of annotation and gives examples of the type of information students should be looking for.

Annotation Practices: Reading a Play-text vs. Watching Film (U Calgary)

This blog post, written by a student, talks about how the goals and approaches of annotation might change depending on the type of text or performance being observed. 

Annotating Texts with Sticky Notes (Lyndhurst Schools)

Sometimes students are asked to annotate books they don't own or can't write in for other reasons. This resource provides some strategies for using sticky notes instead.

Teaching Students to Close Read...When You Can't Mark the Text (Performing in Education)

Here, a sixth grade teacher demonstrates the strategies she uses for getting her students to annotate with sticky notes. This resource includes a link to the teacher's free Annotation Bookmark (via Teachers Pay Teachers).

Digital texts can present a special challenge when it comes to annotation; emerging research suggests that many students struggle to critically read and retain information from digital texts. However, proper annotation can solve the problem. This section contains links to the most highly-utilized platforms for electronic annotation.

Evernote is one of the two big players in the "digital annotation apps" game. In addition to allowing users to annotate digital documents, the service (for a fee) allows users to group multiple formats (PDF, webpages, scanned hand-written notes) into separate notebooks, create voice recordings, and sync across all sorts of devices. 

OneNote is Evernote's main competitor. Reviews suggest that OneNote allows for more freedom for digital note-taking than Evernote, but that it is slightly more awkward to import and annotate a PDF, especially on certain platforms. However, OneNote's free version is slightly more feature-filled, and OneNote allows you to link your notes to time stamps on an audio recording.

Diigo is a basic browser extension that allows a user to annotate webpages. Diigo also offers a Screenshot app that allows for direct saving to Google Drive.

While the creators of Hypothesis like to focus on their app's social dimension, students are more likely to be interested in the private highlighting and annotating functions of this program.

Foxit PDF Reader

Foxit is one of the leading PDF readers. Though the full suite must be purchased, Foxit offers a number of annotation and highlighting tools for free.

Nitro PDF Reader

This is another well-reviewed, free PDF reader that includes annotation and highlighting. Annotation, text editing, and other tools are included in the free version.

Goodreader is a very popular Mac-only app that includes annotation and editing tools for PDFs, Word documents, Powerpoint, and other formats.

Although textbooks have vocabulary lists, summaries, and other features to emphasize important material, annotation can allow students to process information and discover their own connections. This section links to guides and video tutorials that introduce you to textbook annotation. 

Annotating Textbooks (Niagara University)

This PDF provides a basic introduction as well as strategies including focusing on main ideas, working by section or chapter, annotating in your own words, and turning section headings into questions.

A Simple Guide to Text Annotation (Catawba College)

The simple, practical strategies laid out in this step-by-step guide will help students learn how to break down chapters in their textbooks using main ideas, definitions, lists, summaries, and potential test questions.

Annotating (Mercer Community College)

This packet, an excerpt from a literature textbook, provides a short exercise and some examples of how to do textbook annotation, including using shorthand and symbols.

Reading Your Healthcare Textbook: Annotation (Saddleback College)

This powerpoint contains a number of helpful suggestions, especially for students who are new to annotation. It emphasizes limited highlighting, lots of student writing, and using key words to find the most important information in a textbook. Despite the title, it is useful to a student in any discipline.

Annotating a Textbook (Excelsior College OWL)

This video (with included transcript) discusses how to use textbook features like boxes and sidebars to help guide annotation. It's an extremely helpful, detailed discussion of how textbooks are organized.

Because scholarly articles and books have complex arguments and often depend on technical vocabulary, they present particular challenges for an annotating student. The resources in this section help students get to the heart of scholarly texts in order to annotate and, by extension, understand the reading.

Annotating a Text (Hunter College)

This resource is designed for college students and shows how to annotate a scholarly article using highlighting, paraphrase, a descriptive outline, and a two-margin approach. It ends with a sample passage marked up using the strategies provided. 

Guide to Annotating the Scholarly Article (ReadWriteThink.org)

This is an effective introduction to annotating scholarly articles across all disciplines. This resource encourages students to break down how the article uses primary and secondary sources and to annotate the types of arguments and persuasive strategies (synthesis, analysis, compare/contrast).

How to Highlight and Annotate Your Research Articles (CHHS Media Center)

This video, developed by a high school media specialist, provides an effective beginner-level introduction to annotating research articles. 

How to Read a Scholarly Book (AndrewJacobs.org)

In this essay, a college professor lets readers in on the secrets of scholarly monographs. Though he does not discuss annotation, he explains how to find a scholarly book's thesis, methodology, and often even a brief literature review in the introduction. This is a key place for students to focus when creating annotations. 

A 5-step Approach to Reading Scholarly Literature and Taking Notes (Heather Young Leslie)

This resource, written by a professor of anthropology, is an even more comprehensive and detailed guide to reading scholarly literature. Combining the annotation techniques above with the reading strategy here allows students to process scholarly book efficiently. 

Annotation is also an important part of close reading works of literature. Annotating helps students recognize symbolism, double meanings, and other literary devices. These resources provide additional guidelines on annotating literature.

AP English Language Annotation Guide (YouTube)

In this ~10 minute video, an AP Language teacher provides tips and suggestions for using annotations to point out rhetorical strategies and other important information.

Annotating Text Lesson (YouTube)

In this video tutorial, an English teacher shows how she uses the white board to guide students through annotation and close reading. This resource uses an in-depth example to model annotation step-by-step.

Close Reading a Text and Avoiding Pitfalls (Purdue OWL)

This resources demonstrates how annotation is a central part of a solid close reading strategy; it also lists common mistakes to avoid in the annotation process.

AP Literature Assignment: Annotating Literature (Mount Notre Dame H.S.)

This brief assignment sheet contains suggestions for what to annotate in a novel, including building connections between parts of the book, among multiple books you are reading/have read, and between the book and your own experience. It also includes samples of quality annotations.

AP Handout: Annotation Guide (Covington Catholic H.S.)

This annotation guide shows how to keep track of symbolism, figurative language, and other devices in a novel using a highlighter, a pencil, and every part of a book (including the front and back covers).

In addition to written resources, it's possible to annotate visual "texts" like theatrical performances, movies, sculptures, and paintings. Taking notes on visual texts allows students to recall details after viewing a resource which, unlike a book, can't be re-read or re-visited ( for example, a play that has finished its run, or an art exhibition that is far away). These resources draw attention to the special questions and techniques that students should use when dealing with visual texts.

How to Take Notes on Videos (U of Southern California)

This resource is a good place to start for a student who has never had to take notes on film before. It briefly outlines three general approaches to note-taking on a film. 

How to Analyze a Movie, Step-by-Step (San Diego Film Festival)

This detailed guide provides lots of tips for film criticism and analysis. It contains a list of specific questions to ask with respect to plot, character development, direction, musical score, cinematography, special effects, and more. 

How to "Read" a Film (UPenn)

This resource provides an academic perspective on the art of annotating and analyzing a film. Like other resources, it provides students a checklist of things to watch out for as they watch the film.

Art Annotation Guide (Gosford Hill School)

This resource focuses on how to annotate a piece of art with respect to its formal elements like line, tone, mood, and composition. It contains a number of helpful questions and relevant examples. 

Photography Annotation (Arts at Trinity)

This resource is designed specifically for photography students. Like some of the other resources on this list, it primarily focuses on formal elements, but also shows students how to integrate the specific technical vocabulary of modern photography. This resource also contains a number of helpful sample annotations.

How to Review a Play (U of Wisconsin)

This resource from the University of Wisconsin Writing Center is designed to help students write a review of a play. It contains suggested questions for students to keep in mind as they watch a given production. This resource helps students think about staging, props, script alterations, and many other key elements of a performance.

This section contains links to lessons plans and exercises suitable for high school and college instructors.

Beyond the Yellow Highlighter: Teaching Annotation Skills to Improve Reading Comprehension (English Journal)

In this journal article, a high school teacher talks about her approach to teaching annotation. This article makes a clear distinction between annotation and mere highlighting.

Lesson Plan for Teaching Annotation, Grades 9–12 (readwritethink.org)

This lesson plan, published by the National Council of Teachers of English, contains four complete lessons that help introduce high school students to annotation.

Teaching Theme Using Close Reading (Performing in Education)

This lesson plan was developed by a middle school teacher, and is aligned to Common Core. The teacher presents her strategies and resources in comprehensive fashion.

Analyzing a Speech Using Annotation (UNC-TV/PBS Learning Media)

This complete lesson plan, which includes a guide for the teacher and relevant handouts for students, will prepare students to analyze both the written and presentation components of a speech. This lesson plan is best for students in 6th–10th grade.

Writing to Learn History: Annotation and Mini-Writes (teachinghistory.org)

This teaching guide, developed for high school History classes, provides handouts and suggested exercises that can help students become more comfortable with annotating historical sources.

Writing About Art (The College Board)

This Prezi presentation is useful to any teacher introducing students to the basics of annotating art. The presentation covers annotating for both formal elements and historical/cultural significance.

Film Study Worksheets (TeachWithMovies.org)

This resource contains links to a general film study worksheet, as well as specific worksheets for novel adaptations, historical films, documentaries, and more. These resources are appropriate for advanced middle school students and some high school students. 

Annotation Practice Worksheet (La Guardia Community College)

This worksheet has a sample text and instructions for students to annotate it. It is a useful resource for teachers who want to give their students a chance to practice, but don't have the time to select an appropriate piece of text. 

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How to Annotate an Article

Last Updated: September 26, 2023 Fact Checked

This article was co-authored by Emily Listmann, MA . Emily Listmann is a private tutor in San Carlos, California. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014. There are 9 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 399,904 times.

Annotating a text means that you take notes in the margins and make other markings for reading comprehension. Many people use annotation as part of academic research or to further their understanding of a certain work. To annotate an article, you'll need to ask questions as you go through the text, focus on themes, circle terms you don't understand, and write your opinions on the text's claims. You can annotate an article by hand or with an online note-taking program.

Following General Annotation Procedures

• Background on the author
• Themes throughout the text
• The author’s purpose for writing the text
• The author’s thesis
• Points of confusion
• How the text compares to other texts you are analyzing on the same topic
• Questions to ask your teacher or questions to bring up in class discussions

• Later on, you can gather all of these citations together to form a bibliography or works cited page, if required.
• If you are working with a source that frequently changes, such as a newspaper or website, make sure to mark down the accession date or number (the year the piece was acquired and/or where it came from).

• If you were given an assignment sheet with listed objectives, you might look over your completed annotation and check off each objective when finished. This will ensure that you’ve met all of the requirements.

• You can also write down questions that you plan to bring up during a class discussion. For example, you might write, “What does everyone think about this sentence?” Or, if your reading connects to a future writing assignment, you can ask questions that connect to that work.

• You could write, “Connects to the theme of hope and redemption discussed in class.”

• Use whatever symbol marking system works for you. Just make sure that you are consistent in your use of certain symbols.
• As you review your notes, you can create a list of all of the particular words that are circled. This may make it easier to look them up.
• For example, if the tone of the work changes mid-paragraph, you might write a question mark next to that section.

• To increase your reading comprehension even more, you might want to write down the thesis statement in the margins in your own words.
• The thesis sentence might start with a statement, such as, “I argue…”

• For example, reading online reviews can help you to determine whether or not the work is controversial or has been received without much fanfare.
• If there are multiple authors for the work, start by researching the first name listed.

• You might write, “This may contradict any earlier section.” Or, “I don’t agree with this.”

Annotating an Article by Hand

• You can also file away this paper copy for future reference as you continue your research.

• If you are visual learner, you might consider developing a notation system involving various colors of highlighters and flags.

• Depending on how you’ve taken your notes, you could also remove these Post-its to create an outline prior to writing.

• This rough annotation can then be used to create a larger annotated bibliography. This will help you to see any gaps in your research as well. [11] X Research source

Annotating an Article on a Webpage

• You could also use a program, such as Evernote, MarkUp.io, Bounce, Shared Copy, WebKlipper, or Springnote. Be aware that some of these programs may require a payment for access.

• Depending on your program, you may be able to respond to other people’s comments. You can also designate your notes as private or public.

Community Q&A

• Annotating takes extra time, so make sure to set aside enough time for you to complete your work. [15] X Research source Thanks Helpful 0 Not Helpful 0
• If traditional annotation doesn’t appeal to you, then create a dialectical journal where you write down any quotes that speak to you. Thanks Helpful 0 Not Helpful 0

• If you end up integrating your notes into a written project, make sure to keep your citation information connected. Otherwise, you run the risk of committing plagiarism. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ https://research.ewu.edu/writers_c_read_study_strategies
• ↑ http://penandthepad.com/annotate-newspaper-article-7730073.html
• ↑ https://www.hunter.cuny.edu/rwc/handouts/the-writing-process-1/invention/Annotating-a-Text/
• ↑ https://learningcenter.unc.edu/tips-and-tools/annotating-texts/
• ↑ https://www.biologycorner.com/worksheets/annotate.html
• ↑ https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/annotated_bibliography_samples.html
• ↑ https://elearningindustry.com/the-5-best-free-annotation-tools-for-teachers
• ↑ http://www.macworld.com/article/1162946/software-productivity/how-to-annotate-pdfs.html
• ↑ http://www.une.edu/sites/default/files/Reading-and-Annotating.pdf

About This Article

To annotate an article, start by underlining the thesis, or the main argument that the author is making. Next, underline the topic sentences for each paragraph to help you focus on the themes throughout the text. Then, in the margins, write down any questions that you have or those that you’d like your teacher to help you answer. Additionally, jot down your opinions, such as “I don’t agree with this section” to create personal connections to your reading and make it easier to remember the information. For more advice from our Education reviewer, including how to annotate an article on a web page, keep reading. Did this summary help you? Yes No

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How to Prepare an Annotated Bibliography

• Critical Appraisal & Analysis

Sample Annotations

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SAMPLE DESCRIPTIVE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE

The following example uses the APA format for the journal citation.

Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51 (4), 541-554.

This example uses the MLA format for the journal citation. NOTE: Standard MLA practice requires double spacing within citations.

Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger. "Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults." American Sociological Review 51.4 (1986): 541-554. Print.

More Sample Annotations

• ​​ Annotated Bibliography Examples
• ​ Annotated Bibliography Samples

The University of Toronto offers  an example  that illustrates how to summarize a study's research methods and argument.

The Memorial University of Newfoundland presents  these examples of both descriptive and critical annotations.

The Writing Center at the University of Wisconsin gives examples  of the some of the most common forms of annotated bibliographies.

The Writing Center at the University of North Carolina gives examples of several different forms of annotated bibliographies in 3 popular citation formats: 

• MLA Example
• APA Example
• CBE Example

This page was adapted with permission from the following:

http://guides.library.cornell.edu/annotatedbibliography

How to prepare an annotated bibliography Research & Learning Services Olin Library Cornell University Library  Ithaca, NY, USA

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Annotating text: The complete guide to close reading

As students, researchers, and self-learners, we understand the power of reading and taking smart notes . But what happens when we combine those together? This is where annotating text comes in.

Annotated text is a written piece that includes additional notes and commentary from the reader. These notes can be about anything from the author's style and tone to the main themes of the work. By providing context and personal reactions, annotations can turn a dry text into a lively conversation.

Creating text annotations during close readings can help you follow the author's argument or thesis and make it easier to find critical points and supporting evidence. Plus, annotating your own texts in your own words helps you to better understand and remember what you read.

This guide will take a closer look at annotating text, discuss why it's useful, and how you can apply a few helpful strategies to develop your annotating system.

What does annotating text mean?

Text annotation refers to adding notes, highlights, or comments to a text. This can be done using a physical copy in textbooks or printable texts. Or you can annotate digitally through an online document or e-reader.

Generally speaking, annotating text allows readers to interact with the content on a deeper level, engaging with the material in a way that goes beyond simply reading it. There are different levels of annotation, but all annotations should aim to do one or more of the following:

• Summarize the key points of the text
• Identify evidence or important examples
• Make connections to other texts or ideas
• Think critically about the author's argument
• Make predictions about what might happen next

When done effectively, annotation can significantly improve your understanding of a text and your ability to remember what you have read.

What are the benefits of annotation?

There are many reasons why someone might wish to annotate a document. It's commonly used as a study strategy and is often taught in English Language Arts (ELA) classes. Students are taught how to annotate texts during close readings to identify key points, evidence, and main ideas.

In addition, this reading strategy is also used by those who are researching for self-learning or professional growth. Annotating texts can help you keep track of what you’ve read and identify the parts most relevant to your needs. Even reading for pleasure can benefit from annotation, as it allows you to keep track of things you might want to remember or add to your personal knowledge management system .

Annotating has many benefits, regardless of your level of expertise. When you annotate, you're actively engaging with the text, which can help you better understand and learn new things . Additionally, annotating can save you time by allowing you to identify the most essential points of a text before starting a close reading or in-depth analysis.

There are few studies directly on annotation, but the body of research is growing. In one 2022 study, specific annotation strategies increased student comprehension , engagement, and academic achievement. Students who annotated read slower, which helped them break down texts and visualize key points. This helped students focus, think critically , and discuss complex content.

Annotation can also be helpful because it:

• Allows you to quickly refer back to important points in the text without rereading the entire thing
• Helps you to make connections between different texts and ideas
• Serves as a study aid when preparing for exams or writing essays
• Identifies gaps in your understanding so that you can go back and fill them in

The process of annotating text can make your reading experience more fruitful. Adding comments, questions, and associations directly to the text makes the reading process more active and enjoyable.

Be the first to try it out!

We're developing ABLE, a powerful tool for building your personal knowledge, capturing information from the web, conducting research, taking notes, and writing content.

How do you annotate text?

There are many different ways to annotate while reading. The traditional method of annotating uses highlighters, markers, and pens to underline, highlight, and write notes in paper books. Modern methods have now gone digital with apps and software. You can annotate on many note-taking apps, as well as online documents like Google Docs.

While there are documented benefits of handwritten notes, recent research shows that digital methods are effective as well. Among college students in an introductory college writing course, those with more highlighting on digital texts correlated with better reading comprehension than those with more highlighted sections on paper.

No matter what method you choose, the goal is always to make your reading experience more active, engaging, and productive. To do so, the process can be broken down into three simple steps:

• Do the first read-through without annotating to get a general understanding of the material.
• Reread the text and annotate key points, evidence, and main ideas.
• Review your annotations to deepen your understanding of the text.

Of course, there are different levels of annotation, and you may only need to do some of the three steps. For example, if you're reading for pleasure, you might only annotate key points and passages that strike you as interesting or important. Alternatively, if you're trying to simplify complex information in a detailed text, you might annotate more extensively.

The type of annotation you choose depends on your goals and preferences. The key is to create a plan that works for you and stick with it.

Annotation strategies to try

When annotating text, you can use a variety of strategies. The best method for you will depend on the text itself, your reason for reading, and your personal preferences. Start with one of these common strategies if you don't know where to begin.

• Questioning: As you read, note any questions that come to mind as you engage in critical thinking . These could be questions about the author's argument, the evidence they use, or the implications of their ideas.
• Summarizing: Write a brief summary of the main points after each section or chapter. This is a great way to check your understanding, help you process information , and identify essential information to reference later.
• Paraphrasing: In addition to (or instead of) summaries, try paraphrasing key points in your own words. This will help you better understand the material and make it easier to reference later.
• Connecting: Look for connections between different parts of the text or other ideas as you read. These could be things like similarities, contrasts, or implications. Make a note of these connections so that you can easily reference them later.
• Visualizing: Sometimes, it can be helpful to annotate text visually by drawing pictures or taking visual notes . This can be especially helpful when trying to make connections between different ideas.
• Responding: Another way to annotate is to jot down your thoughts and reactions as you read. This can be a great way to personally engage with the material and identify any areas you need clarification on.

Combining the three-step annotation process with one or more strategies can create a customized, powerful reading experience tailored to your specific needs.

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7 tips for effective annotations

Once you've gotten the hang of the annotating process and know which strategies you'd like to use, there are a few general tips you can follow to make the annotation process even more effective.

1. Read with a purpose. Before you start annotating, take a moment to consider what you're hoping to get out of the text. Do you want to gain a general overview? Are you looking for specific information? Once you know what you're looking for, you can tailor your annotations accordingly.

2. Be concise. When annotating text, keep it brief and focus on the most important points. Otherwise, you risk annotating too much, which can feel a bit overwhelming, like having too many tabs open . Limit yourself to just a few annotations per page until you get a feel for what works for you.

3. Use abbreviations and symbols. You can use abbreviations and symbols to save time and space when annotating digitally. If annotating on paper, you can use similar abbreviations or symbols or write in the margins. For example, you might use ampersands, plus signs, or question marks.

4. Highlight or underline key points. Use highlighting or underlining to draw attention to significant passages in the text. This can be especially helpful when reviewing a text for an exam or essay. Try using different colors for each read-through or to signify different meanings.

5. Be specific. Vague annotations aren't very helpful. Make sure your note-taking is clear and straightforward so you can easily refer to them later. This may mean including specific inferences, key points, or questions in your annotations.

6. Connect ideas. When reading, you'll likely encounter ideas that connect to things you already know. When these connections occur, make a note of them. Use symbols or even sticky notes to connect ideas across pages. Annotating this way can help you see the text in a new light and make connections that you might not have otherwise considered.

7. Write in your own words. When annotating, copying what the author says verbatim can be tempting. However, it's more helpful to write, summarize or paraphrase in your own words. This will force you to engage your information processing system and gain a deeper understanding.

These tips can help you annotate more effectively and get the most out of your reading. However, it’s important to remember that, just like self-learning , there is no one "right" way to annotate. The process is meant to enrich your reading comprehension and deepen your understanding, which is highly individual. Most importantly, your annotating system should be helpful and meaningful for you.

Engage your learning like never before by learning how to annotate text

Learning to effectively annotate text is a powerful tool that can improve your reading, self-learning , and study strategies. Using an annotating system that includes text annotations and note-taking during close reading helps you actively engage with the text, leading to a deeper understanding of the material.

Try out different annotation strategies and find what works best for you. With practice, annotating will become second nature and you'll reap all the benefits this powerful tool offers.

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Understanding Annotation: A Comprehensive Guide

What is annotation, the purpose of annotation, types of annotation, how to annotate effectively, annotation tools, annotation examples, annotation in different disciplines, annotation vs. abstract, annotation in digital learning, the future of annotation.

Let's take a journey into the world of annotation, a concept that often makes students cringe and researchers sigh. But, don't worry — this guide will help you understand annotation in a simple, friendly, and clear way. Whether you're a newbie or someone who just needs a refresher, this comprehensive guide will provide a clear definition of annotation and its many uses.

So, what exactly is the definition of annotation? In its simplest form, annotation refers to adding notes or comments to a text or a diagram. It's like having a personal conversation with the author, or making sense of a complex graph. It doesn't stop there, though. The process of annotation is much more than just dropping notes — it's about understanding, interpreting, and engaging with the material. Let's break it down:

• Understanding: Annotations help you to grasp the ideas and concepts presented in the text or diagram. You might underline key phrases or highlight important data points, all in the service of better understanding what you're reading or viewing.
• Interpreting: By providing your own insights or explanations, you're not merely reading or looking at the material, but actively interpreting it. This could be as simple as jotting down "This means..." or "The author is saying..." next to a paragraph.
• Engaging: When you annotate, you're not just a passive reader anymore. You're actively engaging with the material, questioning it, agreeing or disagreeing, even arguing with the author! This active engagement helps to deepen your understanding and retention of the material.

To sum it up, the definition of annotation isn't just about making notes — it's a method to read, understand, interpret, and engage with any piece of content more effectively. And guess what? There's more to annotation than you might think! Stick around as we delve deeper into the purpose, types, and tools of annotation in the following sections.

Now that we've nailed down the definition of annotation, let's talk about why it's so important. Why do teachers, professors, and researchers keep insisting on it? Well, there are several reasons:

• Improves comprehension: Annotating helps you understand the text or diagram better. It's like having a personal guide walking you through a dense forest of words or a complex maze of data. By highlighting and commenting, you can make sense of the material more easily.
• Enhances retention: We've all been there. You read a page, flip it, and — poof! — everything's gone. But with annotation, you can remember more. When you actively engage with the material, you're more likely to remember it. It's like the difference between watching a movie and participating in it.
• Facilitates analysis: Annotation is not just about understanding, but also about analyzing. By adding your own thoughts, insights, and interpretations, you can dig deeper into the material, uncovering layers of meaning that might not be immediately apparent.
• Promotes critical thinking: When you annotate, you're not just accepting information passively — you're actively questioning, evaluating, and critiquing it. This cultivates critical thinking skills, which are crucial in today's information-saturated world.

Remember, the purpose of annotation is not to make your book look like a rainbow or to fill the margins with a clutter of notes. It's about making the material work for you, helping you to understand, remember, analyze, and think critically. So next time someone mentions annotation, don't cringe. Embrace it. It's your secret weapon in the world of learning!

Now that we've got a grip on the definition of annotation and its purpose, it's time to dive into the different types of annotation. You might be thinking, "Wait a minute, there's more than one type?" Yes, indeed! And picking the right one can make a world of difference. So, let's explore:

• Descriptive Annotation: This kind of annotation is like a sneak peek of a movie. It gives an overview of the main points, themes, or arguments without revealing too much. It's like a book cover — enticing enough to draw you in, but not revealing all the secrets.
• Critical Annotation: This type goes a step further. It not only describes the content but also evaluates it. It's like a movie review, discussing the strengths and weaknesses, the relevance of the content, and the author's credibility. It helps you decide whether the material is worth your time.
• Informative Annotation: This annotation is like an all-you-can-eat buffet. It provides a summary of the material, including all the significant findings and conclusions. It's ideal when you need a detailed understanding of the content without having to read the whole thing.
• Reflective Annotation: This type of annotation is a bit more personal. It includes your thoughts, reactions, and reflections on the material. It's like a diary entry, capturing your intellectual journey as you engage with the material.

So, next time you're tasked with annotating, consider the type of annotation that best suits your needs. Remember, the goal is not to make your work harder, but to make it easier and more effective. Happy annotating!

Here you are, equipped with the definition of annotation and an overview of its types. But, how do you do it effectively? Let's break it down:

• Get clear on your purpose: Why are you annotating? Is it to understand better, remember, or critique? Your purpose will guide your annotation process.
• Take a quick preview: Before you start annotating, skim through the material. Get a feel for its structure and main ideas. This way, you'll know what to pay special attention to.
• Be selective: Resist the urge to highlight or underline everything. Limit your annotations to crucial points, unfamiliar concepts, and interesting ideas. The goal is to create signposts that can guide you back to key information when needed.
• Make it meaningful: Don’t just underline or highlight. Write brief notes that summarize, question, or react to the content. This makes your annotations a tool for active learning.
• Use symbols or codes: Develop your own system of symbols or codes to denote different types of information. For example, a question mark could indicate parts you don’t understand, while an exclamation mark could point to surprising or important insights.

Remember, effective annotation is not about how much you mark, but about how well you understand and engage with the material. Keep practicing and refining your approach, and soon you'll become an annotation pro!

So, now that we know how to annotate effectively, let's talk about some tools that can make this process even smoother. These are especially handy if you're dealing with digital content, or if you want to share your annotations with others. Here are some noteworthy ones:

• Pencil and Paper: Sometimes, the old ways are the best ways. Nothing beats the flexibility and simplicity of annotating with a good old-fashioned pencil. You can underline, highlight, make notes in the margin — the possibilities are endless!
• Highlighters: These are great for emphasizing key points in your text. Just remember not to go overboard and turn your page into a rainbow!
• Post-it Notes: If you don't want to write directly on your material, or if you need more space for your thoughts, these little sticky notes can be a lifesaver.
• PDF Annotation Tools: If you're working with digital documents, tools like Adobe Reader, Preview, and others offer built-in annotation features. These can include highlighting, underlining, and adding comments.
• Online Annotation Tools: Websites like Hypothesis and Genius let you annotate web pages and share your annotations with others. They're like social media for readers!

These tools are just the tip of the iceberg. There are many other annotation tools out there, each with its own strengths and weaknesses. So, don't be afraid to experiment and find the ones that work best for you!

Let's put the definition of annotation into real-world scenarios. Here are some examples to help you get a better sense of how annotation works.

• Novels: You're reading a gripping mystery novel and you come across a clue. You underline it and jot down your theories in the margin. That's annotation!
• Textbooks: Remember the last time you studied for an exam? You probably highlighted important information and made notes to help you remember key points. That's annotation too!
• Articles: When reading a long article online, you might use a tool to underline key sections and add your own thoughts. This not only helps you understand the content better but also lets you share your insights with others. Yep, that's annotation.
• Research Papers: If you're conducting research, annotation is your best friend. Underlining important data, writing summaries of complex sections, and noting down your ideas can make the whole process much easier.
• Social Media: Ever added a funny caption to a photo before sharing it with your friends? Guess what? That's annotation too!

As you can see, annotations can be as simple or as complex as you need them to be. They're all about adding extra information to make the original content more useful or meaningful for you. So, next time you're reading something, why not give annotation a try? Who knows, you might discover some fascinating insights!

Now that we've nailed down the definition of annotation, let's see how it's applied across different disciplines. You might be surprised to know that annotation isn't just for the world of literature or academia. Here's how different fields use annotation:

• Sciences: Scientists use annotations to note down observations during experiments. They can also annotate diagrams to explain complex processes.
• Arts: Artists often annotate their sketches with notes about colors, textures, or ideas for future works. Art historians may also use annotations to provide deeper insight into famous paintings or sculptures.
• Computer Science: In the world of coding, annotations can provide extra details about how a piece of code functions. They're like a roadmap for other programmers who might need to understand or modify the code later.
• Geography: Geographers use annotations on maps to highlight specific features or explain certain phenomena. For example, they might annotate a map to show the path of a storm or the spread of a forest fire.
• Business: Business professionals annotate reports and presentations to highlight key points. This helps everyone stay on the same page and understand the main takeaways.

As you can see, no matter the discipline, the power of annotation is universal. It's all about enhancing understanding and fostering communication! So, the next time you're working on a project, why not consider how annotation could help you?

Dealing with academic or professional texts, you've probably come across both annotations and abstracts. But do you know the difference? Many people get confused between the two, but they serve unique roles. Let's clear the air by exploring the definition of annotation versus an abstract:

Annotation: An annotation adds extra information to a text. It could be a comment, explanation, or even a question. Imagine you're reading a complex scientific paper. You might annotate it by jotting down a simpler explanation of a concept in the margins. That's annotation—helping to make the text more accessible and understandable for you.

Abstract: On the other hand, an abstract is a short summary of a document's main points. Think of it as a mini version of the text. If you've ever written a research paper, you've probably had to include an abstract at the beginning. It gives readers a snapshot of what the document covers so they can decide if they want to read the whole thing.

So, in a nutshell, an annotation is more about adding value to the text, while an abstract is about summarizing it. Both have their places and can be super helpful when dealing with complex or lengthy texts. Understanding the difference between the two is another step in mastering the art of reading and writing effectively.

Now, let's shift gears and explore how annotation plays a role in the digital learning space. With the advent of technology, education isn't limited to chalkboards and textbooks anymore. We've moved onto laptops, tablets, and even mobile phones. So, where does the definition of annotation fit in this digital world?

In digital learning, annotation takes on a slightly different form. Instead of scribbling in the margins of a book, you're adding notes to a PDF, highlighting text in an eBook, or leaving comments on a shared document.

Let's say you're studying for a history exam with a friend, and you're both using the same digital textbook. You come across a paragraph that you think is particularly important, so you highlight it and leave a note saying, "Must remember for the exam!" When your friend opens the book on their device, they can see your annotation and benefit from it. This is the power of annotation in digital learning—it promotes collaboration and makes studying a more interactive experience.

And it's not just for students, either. Teachers can use digital annotation to provide feedback on assignments, clarify points in a lecture, or share additional resources. In a world where online learning is becoming the norm, understanding and using digital annotation is a skill worth mastering.

Having explored the definition of annotation in various contexts, it's exciting to imagine where it might head in the future. As we continue to integrate technology into our lives, the role and methods of annotation are likely to evolve with it.

Imagine a world where every bit of text you interact with—be it a digital book, an online article, or even a social media post—can be annotated with your thoughts, questions, or insights. And not just that, imagine those annotations being instantly shareable with anyone around the globe. We're already seeing glimpses of this in digital learning platforms, as we previously discussed.

Moreover, the rise of artificial intelligence might add another layer to annotation. Imagine AI systems that can automatically highlight important parts of a text, suggest resources for further reading, or even generate annotations based on your personal learning style. Now that's a future worth looking forward to!

While we are not there yet, the journey towards that future is already underway. And as we make strides in this direction, the definition of annotation will continue to expand and adapt. It's a fascinating field that underscores the importance of understanding, interpreting, and communicating information in our increasingly interconnected world.

If you're looking to improve your annotation skills and learn more about organizing your creative projects, check out Ansh Mehra's workshop, ' Documentation for Creative People on Notion .' This workshop will provide you with practical tips and techniques for effective annotation, as well as help you develop a comprehensive documentation system for your creative work.

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How to Write an Annotated Bibliography

Writing annotations.

• Introduction
• New RefWorks
• Formatting Citations
• Sample Annotated Bibliographies

An annotation is a brief note following each citation listed on an annotated bibliography.  The goal is to briefly summarize the source and/or explain why it is important for a topic.  They are typically a single concise paragraph, but might be longer if you are summarizing and evaluating.

Annotations can be written in a variety of different ways and it’s important to consider the style you are going to use.  Are you simply summarizing the sources, or evaluating them?  How does the source influence your understanding of the topic?  You can follow any style you want if you are writing for your own personal research process, but consult with your professor if this is an assignment for a class.

Annotation Styles

• Combined Informative/Evaluative Style - This style is recommended by the library as it combines all the styles to provide a more complete view of a source.  The annotation should explain the value of the source for the overall research topic by providing a summary combined with an analysis of the source.  

Aluedse, O. (2006). Bullying in schools: A form of child abuse in schools.  Educational Research Quarterly ,  30 (1), 37.

The author classifies bullying in schools as a “form of child abuse,” and goes well beyond the notion that schoolyard bullying is “just child’s play.” The article provides an in-depth definition of bullying, and explores the likelihood that school-aged bullies may also experience difficult lives as adults. The author discusses the modern prevalence of bullying in school systems, the effects of bullying, intervention strategies, and provides an extensive list of resources and references.

Statistics included provide an alarming realization that bullying is prevalent not only in the United States, but also worldwide. According to the author, “American schools harbor approximately 2.1 million bullies and 2.7 million victims.” The author references the National Association of School Psychologists and quotes, “Thus, one in seven children is a bully or a target of bullying.” A major point of emphasis centers around what has always been considered a “normal part of growing up” versus the levels of actual abuse reached in today’s society.

The author concludes with a section that addresses intervention strategies for school administrators, teachers, counselors, and school staff. The concept of school staff helping build students’ “social competence” is showcased as a prevalent means of preventing and reducing this growing social menace. Overall, the article is worthwhile for anyone interested in the subject matter, and provides a wealth of resources for researching this topic of growing concern.

(Renfrow & Teuton, 2008)

• Informative Style -  Similar to an abstract, this style focuses on the summarizing the source.  The annotation should identify the hypothesis, results, and conclusions presented by the source.

Plester, B., Wood, C, & Bell, V. (2008). Txt msg n school literacy: Does texting and knowledge of text abbreviations adversely affect children's literacy attainment? Literacy , 42(3), 137-144.

Reports on two studies that investigated the relationship between children's texting behavior, their knowledge of text abbreviations, and their school attainment in written language skills. In Study One, 11 to 12 year-old children reported their texting behavior and translated a standard English sentence into a text message and vice versa. In Study Two, children's performance on writing measures were examined more specifically, spelling proficiency was also assessed, and KS2 Writing scores were obtained. Positive correlations between spelling ability and performance on the translation exercise were found, and group-based comparisons based on the children's writing scores also showed that good writing attainment was associated with greater use of texting abbreviations (textisms), although the direction of this association is not clear. Overall, these findings suggest that children's knowledge of textisms is not associated with poor written language outcomes for children in this age range. 

(Beach et al., 2009)

• Evaluative Style - This style analyzes and critically evaluates the source.  The annotation should comment on the source's the strengths, weaknesses, and how it relates to the overall research topic.

Amott, T. (1993). Caught in the Crisis: Women in the U.S. Economy Today . New York: Monthly Review Press.

A very readable (140 pp) economic analysis and information book which I am currently considering as a required collateral assignment in Economics 201. Among its many strengths is a lucid connection of "The Crisis at Home" with the broader, macroeconomic crisis of the U.S. working class (which various other authors have described as the shrinking middle class or the crisis of de-industrialization).

(Papadantonakis, 1996)

• Indicative Style - This style of annotation identifies the main theme and lists the significant topics included in the source.  Usually no specific details are given beyond the topic list . 

Example: 

Gambell, T.J., & Hunter, D. M. (1999). Rethinking gender differences in literacy. Canadian Journal of Education , 24(1) 1-16.

Five explanations are offered for recently assessed gender differences in the literacy achievement of male and female students in Canada and other countries. The explanations revolve around evaluative bias, home socialization, role and societal expectations, male psychology, and equity policy.

(Kerka & Imel, 2004)

Beach, R., Bigelow, M., Dillon, D., Dockter, J., Galda, L., Helman, L., . . . Janssen, T. (2009). Annotated Bibliography of Research in the Teaching of English.  Research in the Teaching of English,   44 (2), 210-241. Retrieved from http://www.jstor.org/stable/27784357

Kerka, S., & Imel, S. (2004). Annotated bibliography: Women and literacy.  Women's Studies Quarterly,  32 (1), 258-271. Retrieved from http://search.proquest.com/docview/233645656?accountid=2909

Papadantonakis, K. (1996). Selected Annotated Bibliography for Economists and Other Social Scientists.  Women's Studies Quarterly,   24 (3/4), 233-238. Retrieved from http://www.jstor.org/stable/40004384

Renfrow, T.G., & Teuton, L.M. (2008). Schoolyard bullying: Peer victimization an annotated bibliography. Community & Junior College Libraries, 14(4), 251-­275. doi:10.1080/02763910802336407

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Narrative Essay

How to write an annotation.

One of the greatest challenges students face is adjusting to college reading expectations.  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.

The problem is many students spend hours reading and have no idea what they just read.  Their eyes are moving across the page, but their mind is somewhere else. The end result is wasted time, energy, and frustration…and having to read the text again.

Although students are taught  how to read  at an early age, many are not taught  how to actively engage  with written text or other media. Annotation is a tool to help you learn how to actively engage with a text or other media.

View the following video about how to annotate a text.

Annotating a text or other media (e.g. a video, image, etc.) is as much about you as it is the text you are annotating. 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!

When we annotate an author’s work, our minds should encounter the mind of the author, openly and freely. 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. 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. That’s fine: it’s all about generating insights and ideas of your own. Any good insight is worth keeping because it may make for a good essay or research paper later on.

The Secret is in the Pen

One of the ways proficient readers read is with a pen in hand. They know their purpose is to keep their attention on the material by:

• Predicting  what the material will be about
• Questioning  the material to further understanding
• Determining  what’s important
• Identifying  key vocabulary
• Summarizing  the material in their own words, and
• Monitoring  their comprehension (understanding) during and after engaging with the material

The same applies for mindfully viewing a film, video, image or other media.

Annotating a Text

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.

Example Assignment Format: Annotating a Written Text

For 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.

Here is an example format for an assignment to annotate a written text:

Example Assignment Format: Annotating Media

In addition to annotating written text, at times you will have assignments to annotate media (e.g., videos, images or other media). For the annotation of media assignments in this class, you will cite and comment on a minimum of THREE (3) statements, facts, examples, research or any combination of those from the notes you take about selected media.

Here is an example format for an assignment to annotate media:

• Provided by : Lumen Learning. Located at : http://www.lumenlearning.com/ . License : CC BY: Attribution
• Authored by : Paul Powell . Provided by : Central Community College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution
• Authored by : Elisabeth Ellington and Ronda Dorsey Neugebauer . Provided by : Chadron State College. Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution
• Annotating a Text. Authored by : HaynesEnglish. Located at : http://youtu.be/pf9CTJj9dCM . License : All Rights Reserved . License Terms : Standard YouTube license
• How to Annotate a Text. Authored by : Kthiebau90. Located at : http://youtu.be/IzrWOj0gWHU . License : All Rights Reserved . License Terms : Standard YouTube License

APA 7th Edition Style Guide

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1.5: Annotating a Text

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"Annotation" means writing notes while you read, usually directly on the text you are reading. While it is common for students to highlight important information in a text, highlighting is considered a passive activity. We want to take notes as we read. Annotating is an important active reading strategy because we engage with a text as the reader. It is as though we are having a conversation with the writer. We might ask them questions, make predictions and connections, or show our agreement or disagreement. We also read a text more closely and retain it better since taking notes slows down our reading process. When it is time to write about a text or take a test, for instance, we will not need to re-read everything, and we can use our annotations instead. Each reader brings their own ideas and background “baggage” to the text, so your annotations will be different from your classmates. Reading is thinking, and like a mirror or a window as in Figure 1.5.1, annotating makes our thinking visible!

Studying an example annotation

Look at the example annotation below. What observations can you make? Discuss with a partner:

Notice this!

First, read the editorial. Think about what parts are important, how the parts connect to each other, and what questions you have.

Editorial from an online magazine: "A Win for Undocumented Immigrants is a Win for All"

Guest Column by Tram Nguyen, Virginia Mercury , March 27, 2020

Every person in Virginia deserves to live in their community free from fear.

The exclusion of undocumented Virginians from being able to drive has been a crippling barrier to that principle. But the state legislature has now passed a bill that will allow driving for many immigrant residents through driver privilege cards this session. At New Virginia Majority we have organized and advocated for this basic right, and now previously undocumented families and communities will legally be able to drive in the state of Virginia.

Having the right to drive can be a matter of life and death under everyday circumstances: a sick child that needs immediate medical attention, or a woman getting ready to bring a new life into the world. Most of us take this access for granted. This is a crucial advancement – for those that have waited patiently just to be able to drive themselves to work, take their children to doctor’s appointments, or attend local events, this a chance to become fully active members of their community.

Ovidia Castillo Rosa, a member of New Virginia Majority’s Loudoun County chapter described it best: ”Not having a driver’s license is like not having feet. Being able to drive would be like having wings. When I have a driver’s license, there are so many things that I’ll have the freedom to do, including starting my own business.”

Cecilia Cruz, a member of the New Virginia Majority, has been involved in the fight for the right to drive, and has called her representatives, and encouraged her friends and neighbors to march in support. “The streets will be more safe and more money will stay in the state,” she said. “Families will be able to leave their children and go to work in safety, without fear.”

Providing this credential will give thousands of Virginians the ability to legally drive and is a huge victory. But we recognize driver privilege cards are not the same as driver’s licenses, and there is much more to be done. Our communities, in an era of open and growing institutional racism and xenophobia, understand that having a driver’s privilege card has the potential to make them vulnerable, as it will make them immediately identifiable as an undocumented person and creates a segment of immigrant drivers.

Our organizers, advocates, and chapter members will continue to fight for a society that treats people equally and with dignity no matter what their status, language, zip code, gender, race, or ethnicity is, and we will work to strengthen privacy protections for all Virginians, regardless of immigration status.

When the presidential election comes to a close in the fall, we pledge to stand by immigrant communities and keep them informed of both the opportunities and threats presented by this law, regardless of who holds the office.

We believe in a Virginia that is welcoming and provides an opportunity for all its residents to succeed and live happy and healthy lives. The outcome of this legislative session was a step in the right direction and toward a more inclusive Virginia. But until all of our communities are granted the full protections and access to driver’s licenses, the fight continues.

Tram Nguyen is co-executive director of New Virginia Majority, which works to builds power in working-class communities of color, in immigrant communities, among LGBTQ people, women, youth, and progressives across the commonwealth.

"A Win for Undocumented Immigrants is a Win for All" was originally published in the Virginia Mercury and is licensed under CC BY NC ND.

Now look at Figure 1.5.2, an annotation of the same text. What do you notice? What else would you add? Discuss with a partner.

Figure 1.5.1 shows the text of "A Win for Undocumented Immigrants is a Win for all" by Tram Nguyen with some passages highlighted, with notes that summarize key information, ask questions, and respond to wording choices the writer made.

See 1.5.1 for an accessible version of the above model annotation . 

Active readers use annotation as a way to

• Make predictions
• Ask questions and look for answers
• Visualize (make pictures in our mind or draw an image or diagram)
• Show agree/disagreements
• Identify problems and/or solutions
• Make connections to ourselves (our background, values, etc), other texts (articles, books, movies, etc), or the world (news events, politics, etc)
• Mark key points
• Summarize key points/ sections of the reading
• Make note of information that shocks, surprises, or challenges us and our beliefs
• Identify unfamiliar vocabulary or parts that are unclear

Some readers also like to

• underline or use symbols to point out key information
• write key words in the margin
• circle definitions and meanings
• write questions in the margins where answers can be found
• identify steps with numbers
• draw arrows to show relationships
• write short summaries in the margins

Practicing annotation

Now let's use active reading strategies and annotation with a short academic article.

• Use the active reading strategies to get an overview of this article.
• Annotate as you read the article, “Undocumented Immigrants May Actually Make American Communities Safer – Not More dangerous – New Study Finds.”

Reading from an online magazine: Undocumented immigrants may actually make American communities safer – not more dangerous – new study finds

Robert M. Adelman, University at Buffalo and Lesley Reid, University of Alabama

The Research Brief is a short take about interesting academic work.

The big idea

Undocumented immigration does not increase the violent crime rate in U.S. metropolitan areas. In fact, it may reduce property crime rates. These are the key findings from our recently published article in the Journal of Crime and Justice, co-authored by Yulin Yang, James Bachmeier and Mike Maciag.

Research shows that the American communities where immigrants make their homes are more often improved by their presence than harmed by it. Immigrants bring social, cultural and economic activity to the places they live. That makes these places more vital and safer, not more dangerous.

Why it matters

People from all social groups and backgrounds commit crimes. But undocumented immigrants, and immigrants more generally, are often baselessly blamed for increasing crime rates – including, repeatedly, by President Donald Trump. In the second and final presidential debate, Trump again claimed undocumented immigrants are rapists and murderers.

This notion has existed and been studied since the early 20th century, including in a 2005 analysis we conducted with a number of colleagues that concluded immigration did not increase crime rates in U.S. metropolitan areas.

But this research is often dismissed because most empirical studies cannot separate undocumented immigrants from the total immigrant population. That level of analysis is necessary to draw conclusions about the relationship between undocumented immigration and crime.

For example, we found in a 2017 study with colleagues that from 1970 to 2010 metropolitan areas with greater concentrations of immigrants, legal and undocumented combined, have less property crime than areas with fewer immigrants, on average. Critics suggested that our findings would not hold if we looked at only the subset of undocumented individuals.

So we decided to find out if they were right. Our new study is the result of that effort, and it confirms our original findings: Undocumented immigration, on average, has no effect on violent crime across U.S. metropolitan areas.

In statistical models that did identify a significant relationship between undocumented immigration and crime, we found undocumented immigration reduces property crimes, such as burglary.

How we do our work

Using two different estimates of the undocumented immigrant populations for 154 metropolitan areas in our most recent study – one from the Pew Research Center and one from the Migration Population Institute – we examined the effect of undocumented immigration on homicide, aggravated assault, robbery, burglary and larceny crime rates.

Crime rate data came from the FBI’s Uniform Crime Report program. Other data were from the U.S. Census Bureau.

Using a statistical method called regression analysis to examine the data, we found that as the size of the undocumented population increases, the property crime rate decreases, on average. And the size of the undocumented population in a metropolitan area tends to have no impact on the violent crime rate.

These findings build on the conclusions of a large 2018 study in which researchers Graham Ousey and Charis Kubrin examined 51 studies on immigration and crime published from 1994 to 2014.

What still isn’t known

Robert M. Adelman, Associate Professor and Department Chair of Sociology, University at Buffalo and Lesley Reid, Professor of Criminology and Criminal Justice and Interim Dean of the School of Social Work, University of Alabama

This article is republished from The Conversation under a Creative Commons license. Read the original article .

Reflect on your annotations

Discuss your annotations with a partner or in small groups. What observations can you make? What worked well? What was confusing? In what way did your annotations reinforce your learning? What kinds of annotations did you apply the most from the list below? Which types of annotations did you not try? Why do you think that is? What do you plan to do differently when you annotate again?

• Visualize (make pictures in your mind or draw an image or diagram)
• Show agreements or disagreements
• Make connections to yourself (your background, values, etc), other texts (articles, books, movies, etc), or the world (news events, politics, etc)
• Summarize key points or sections of the reading
• Make note of information that shocks, surprises, or challenges you and your beliefs
• Identify parts that are unclear

Works Cited

Adelman, Robert M. and Lesley Reid. "Undocumented Immigrants May Actually Make American Communities Safer – Not More Dangerous – New Study Finds." The Conversation, 27 Oct. 2020

Licenses and Attributions

Cc licensed content: original.

Authored by Marit ter Mate-Martinsen, Santa Barbara City College. License: CC BY NC.

CC Licensed Content: Previously Published

"Undocumented Immigrants May Actually Make American Communities Safer – Not More Dangerous – New Study Finds" by Robert M. Adelman and Lesley Reid. License: CC BY ND.