So here are five reasons from my own experience where annotation has been a useful tool. We want to empower our students with a reason to annotate. And even when we entered into the chat, I had my pen in hand once again ready to annotate as people said things I wanted to remember and called attention to passages that I might have missed. I was reading it in part for a discussion group, and wanted to be prepared to contribute. I read The Ninth Hour strictly for pleasure, but with White Fragility I had a different “why.” For one thing, I actively read this text to be able to refer back to it. While I read McDermott, I studied DiAngelo, and that meant I had my pen in hand for White Fragility, underlining important quotes and writing occasionally in the margins. However, the way I read them was completely different. The other was White Fragility by Robin DiAngelo. One was T he Ninth Hour by Alice McDermott. Here’s an example I read two books recently. And to do that, we need to give them a reason why annotating is important. But in order to do that, we need to make annotation something that students do for themselves, and not for the teacher. Not everything they read, but those things for which annotation is an important part of the process. Of course the answer the question in the title is YES! We want our students to be able to annotate. I don’t always make our bed, even if a NAVY Seal tells me to. After all, if you’re just going to get back into the bed at night, why bother making it at all? Fair enough. Annotation is something they do because someone in charge tells them to do it, not because it makes sense. For many of our students, annotating is like making their bed.
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