1. From Critical Reading to Analytical Writing
2017 College Readiness Summit
ELA Breakout Session II
8 February 2017 | 1:00 – 3:00 p.m., Auditorium

2. Session Facilitators Mary Lawson—HCC, English Associate Chair
Desmond Lewis—HCC, INRW Chair
Jennifer Vacca—HCC, English Faculty

3. Agenda Part I Reading Strategies & Techniques 1:00-2:00
Desmond Lewis walks us through several strategies to increase reading analysis via annotation exercises and graphic organizers.  
Exercise: Taking Notes on Froma Harrop’s “Low prices come at a high cost”

4. Agenda Part II Analytical Writing Strategies & Techniques 2:00-3:00
Mary Lawson and Jen Vacca discuss moving from critical reading to analytical writing, beginning with analytical targets.
Exercise: Highlighting for Emotional Temperature in Froma Harrop’s piece
Exercise: Drafting Analytical Body Paragraphs

5. Reading Strategies & Techniques

6. 8 Strategies to Improve Reading
Monitor Comprehension
Use Visualization
Visual the text
Use schema
Summarize
Use text structure
Create guide questions
Answer guide questions

7. Strategies and Techniques
Monitor Comprehension Annotation
Use Visualization Graphic Organizers
Visual the text Graphic Organizers
Use schema Annotation
Summarize Graphic Organizers
Use text structure Annotation/ Graphic Organizers
Create guide questions Annotation
Answer guide questions Annotation Graphic Organizers

8. Annotations (Note Taking Techniques)

9. Annotating
Annotations are marking in around a writing (paragraph, novel, textbook, etc...) that quickly indicate the main idea of the work
TO ANNOTATE:
Highlight main ideas (Thesis Statement)
Highlight major supporting details (Topic Sentences)
Highlight key terms
Develop a system of notations
Mark the text after the first reading
Highlight with a colored marker

10. What exactly is an annotation?
First of all, everyone in this room has annotated in one form or another.
Many of you are doing it right now.
For example, when we read our assigned novels and texts, when we conduct research for various papers we write, and when we study for our exams, we highlight, place stars next to important points, underline, and write little notes all over.
No one really tells us we have to do that.
It is just a strategy we use to help us focus and retain what we are reading.

11. STEP 1: READ TITLE What does the title mean?
What do you think the story, article, etc… is about?
On the right hand side of the title, write what you think this story or article is about:
“I think this story will be about…”

12. Turn the title into a question.
STEP 2:
Turn the title into a question.

13. STEP 3:
BLOCK by drawing a line under each paragraph from the left side of the paper all the way to the right side.
Circle all words that are repeated in each paragraph
Underline all words that you are not sure about the meaning
Define all circled or highlighted words in the corresponding left margin.
List the words that are repeated the most and indicate the frequency of use

14. STEP 4:
Read the text.

15. STEP 5:
Read each blocked paragraph individually, and complete the steps below.
UNDERLINE or HIGHLIGHT only the main idea of the paragraph in one color other than black.
WRITE a note in the right margin (block) that corresponds with the underlined main idea. In other words, write the main idea in your own words and / or make an inference. (TIP: Ask “so what?”) If you can answer this, then you understand.) The margin note can even be a question. The goal is to build up to higher order thinking. Also, look for and identify any literary devices used.
**Margin notes do not have to be in complete sentences. Bullets are actually preferred.
Remember: VOCABULARY ON LEFT AND NOTES ON RIGHT.

16. STEP 6: After annotating the entire piece, read margin
notes, and write the overall main idea at the
top of the page by answering the question
developed from the title.
“The main idea of this story or article was…”

17. STEP 7:
ANSWER QUESTIONS. An annotation is never complete until you have answered questions about what you have read.
Sample questions include: Author’s purpose? Main idea? Problem/conflict? Why is this happening? Solution/resolution?
Answers must contain FACT, SUPPORT, and ELABORATION. In other words, you must factually answer the question. You must prove that is the answer by using support (specific details, blended quote or paraphrased information) from their reading assignment. For more advanced levels, you should attempt to elaborate or explain the connection between the factual answer and the support.

18. VARIATION:
When you are annotating something from a textbook or a book that you may not write in, you will use sticky notes.
Before removing them from the text, you will number your notes in the order that they wrote them.
Then you will place the notes in order on loose-leaf and turn in.

19. Graphic Organizers

20. Deductive Reasoning Chart
Divide chart to reflect the number of paragraphs that are in the reading. Following your annotations, write one phrase or sentence that provides the main idea of each paragraph.

21. Basic Note Taking
Write brief sentences summaries of important textbook information.
Highlight key terms.

22. The Cornell Method
Create a two-and-one-half-inch margin for noting key words.
Create a six-inch area on the right for sentence summaries
After reading a section, jot down sentence summaries in the six-inch area.
Use your own words.
Include main ideas & significant supporting details.
Use complete sentences.
Underline keywords from summary sentences.

23. Cue Column
Insert Notes from the Reading Here
Insert unfamiliar words or phrases
and
main ideas
Insert a Summary of the Reading Here
Cornell Method

24. Mapping
Mapping offers a visual organization for learners with a preference for spatial representation.
It provides a quick overview of an article or a chapter.
Mapping can be used to reduce notes for later study.

25. Story Map Setting Where: When: Plot/ Problem: Event 1 Event 2
Characters:
Major:
Minor:
Event 3
Outcome

26. Outlining Include only what you need to remember.
Use a numbering system & indentations.
Get a general overview before you start.
Use phrases rather than sentences.
Put it in your own words.
Be selective.
Indicate key terms with a yellow marker.

27. Analytical Writing: Strategies & Techniques

28. Analysis in the English Classroom
From English I to College Preparatory Course in high school to ENGL 1301 to ENGL 2328 American Literature II in college, analytical writing is a fundamental skill and—near always—a component of major assessment.
Yet, ‘analyze this text’ means many things in each and every course—both to instructors and students.
As instructors, we need to be clear in the analytical target while explaining the process of analysis holistically.

29. Analytical Targets | There Are Many
Rhetorical Analysis, Context-Based: author, audience, topic/thesis
Compositional Analysis, MOD-Based: Modes of Discourse/Development (MODs)—including Persuasion, Description, Narration, and Exposition—to the more targeted analysis of Expository MODs (Comparison, Example, Cause and Effect, Contrast, Definition, Division Analysis, Process Analysis, Classification, Definition, etc.)
Narrative/Fictional Analysis: character, setting, tone, conflict/plot
Compositional Analysis, Tone-Based: word choice/diction, sentence structure/syntax, authorial inclusion and exclusion (bias)
Topic Analysis, Issue-Based: how the primary topic is analyzed or positioned
Rhetorical Analysis, Appeal-Based: ethos, pathos, and logos—which requires knowledge and analytical skillsets in all of the above

30. The Process of Analysis
Identify a part
Isolate the part
Provide evidence/account of the part at work
Consider the meaning(s) or function(s) of the part and/or evidence independent of the whole
Consider how the part and/or evidence now fits into and works with the whole

31. In Sum
As instructors, we need to analyze what precisely we want our students to analyze.
In conjunction, our assignment sheets/directions should clearly specify the analytical target(s).
We need to utilize our formative assignments/exercises to help students:
1: Identify the “parts” in sample or practice texts
2: Learn the language to articulate this type of analysis
3: Provide examples of the analytical writing.

32. Exercise 2: Highlighting for Emotional Temperature
Discussion of “emotional” diction and/or syntax—i.e. what to look for.
Read the text solely for “emotional” tone.
Highlight moments of emotion—words and/or phrases only.
Separate these examples out on another sheet of paper—literally, write 3-5 (or more) words and/or phrases out.

33. (Cont’d) Exercise 2: Highlighting for Emotional Temperature
Discuss—with your group—what you have found.
Together, begin to categorize this language and/or syntax.
Together, identify any patterns in the tone (word choice and/or syntax).
What emotion(s), collectively, does(do) this diction and/or syntax create?

34. Exercise 3: Articulating Analysis
Take one “part” at a time, one paragraph at a time.
Provide paragraph architecture to build articulation.
Draft paragraph.

35. Thank you!
Please feel free to follow up with us for additional information. You are welcome to utilize our materials on the HCC Learning Web.