1. Reading, Highlighting, Annotating, and Responding:
Everything you need to complete the Article of the Week assignments.
Strategies for higher understanding of fiction and non-fiction texts.

2. Reading, Highlighting, Annotating, and Responding:
Everything you need to complete the Article of the Week assignments.
Strategies for higher understanding of fiction and non-fiction texts.

3. Highlighting To effectively highlight text, readers need to:
read the text,
think about it
make conscious decisions about what you need to remember and learn.
You can’t possibly remember everything. You need to sort important information from less important details. You need to pick out the main ideas and notice supporting details, and you need to let go of unimportant information.

4. Highlighting The following guidelines can be used for highlighting:
Look carefully at the first and last line of each paragraph. Important information is often contained there.
Highlight only necessary words and phrases, not entire sentences.
Don’t get thrown off by interesting details. Although they are fascinating, they often obscure important information.
Make notes in the margin to emphasize a pertinent highlighted word or phrase.

5. Clues to tell you what is important:
When a word is italicized, a paragraph begins with a boldface heading, or the text says “Most important, …” readers need to stop and take notice.
A photograph and caption sometimes synthesize the most important information on the page.

6. Clues to tell you what is important:
Nonfiction features are user-friendly. The following features are just some to pay close attention to:
 Fonts and effects such as titles, headings, boldface print, color print, italics, bullets, captions, and labels, signal importance in text.

7. Annotation: Taking Notes on What You Read
You should know that highlighting and underlining alone is not annotation! Knowing that a passage is important is not the same as knowing WHY it is important
Annotating takes a long time. This will make you a slower reader, but a more conscientious one, and ultimately, a more sophisticated one. Ideally, you should evolve to the point that it is actually a little awkward for you to read without annotating!

8. Annotation: Taking Notes on What You Read
A question I’m often asked by students is, “How much annotating is enough?” This, to an English teacher, is like asking how long an essay needs to be. My answer is going to be the same, and sadly, just as vague and irritating: as much/as long as it needs to be. I am also interested in the quality, thought, and sophistication behind your annotations.
Also, you should know that I actually read your annotations, and your penmanship is quite important. If I can’t read what you write (and I’m pretty forgiving when it comes to handwriting) I can’t give you a score for Reading Closely.

9. Summarize/Paraphrase
This seems basic, but can actually be really helpful when you are going back through a text to remember and locate where something happened (like when you are writing an essay, for example). Jot down in the margins key words or phrases that simply summarize/paraphrase what just happened.
For those of you who are mathematically inclined, this type of annotation should make up only about 20% of your total annotating of a text. Summarizing and paraphrasing should not dominate your notes; rather, they should function to help you orient yourself as to the basic action of the plot.

10. Personal Reactions and Questions
Don’t underestimate the importance of this type of engagement with a text. If something you read strikes you as funny, intense, confusing, enlightening, etc. record them in the margins!.
If you have a specific question about what you are reading, write that question down.
Not only is this perfectly acceptable, but it indicates that you are paying attention, engaging with the text, and internalizing what you read AND is a part of your Close Reading Score.

11. Personal Reactions and Questions
If what you read reminds you of something else, whether that be another text you’ve read, a movie you saw, something you heard once, a person you know, a personal situation, a memory, etc. honor that connection and record your reaction. This is just further evidence of your internalization of the text.
Furthermore, connecting, comparing, contrasting texts is an important skill, and one that will be valuable to you in college, where your professors expect you to be able to do this and draw from your previous experience and knowledge.

12. Specific Notes on Non-Fiction
How does the writer present the argument and prove it?
Think about the writer’s argument and tone and how these are achieved.
Analyze the diction (word choice) and syntax (word order) used to express point of view. We refer to these as “devices” or “structures”
Look at sentence structure.
Consider the writer’s purpose: to explain, to persuade, to describe, to entertain, to editorialize, etc and how he or she achieves this.
Define any unknown terms. Circle them and write definitions above them.

13. Highlighting
On your own: carefully read the entire article that I have given you. As you read, think about text clues that tell you what parts of the article are important. Highlight some of the most important ideas in each paragraph.
Next to each highlight, summarize/paraphrase or make a note in left margin.
Reactions/responses/questions right margin

14. Class Activity: Highlighting
With a partner: trade your article and read what your partner has highlighted.
Talking to your partner, have him or her tell you what he or she highlighted.
Make suggestions to your partner about the things you think they may have missed.
Can you read their annotations? If not suggest they write a bit neater.