![]() ![]() Advantages of digital annotation are:ĭigital annotation allows the process of analysis to be optimally tracked and documented. When working with digitized texts, there are several digital tools that can support working with free annotation (see below). This workbench also has a section on formal annotation, which involves adding tags to a text based on a predetermined classification or typology. Note: this type of annotation is used often in interpretative research. Literary analysis of a text can involve labelling the (literary) instruments used for relevant words or passages (such as imagery, irony, repetition, Intertextuality, flashbacks) and labelling words/passages that play a role in character development, themes, plot construction and storylines, for example.Įxample of an annotated text (click on the image to enlarge). Generally speaking, try to make note of questions and ideas you come up with whilst reading the text and try to connect certain words/passages with each other. Besides underlining portions of the text and adding question marks, exclamation marks and other non-textual markers, textual annotations play an important part in the process. This process can continue until the story is finished and you are ready to do something with the notes (For example, response writing).Home page > From source to data > Annotation > Free annotation Free annotationįree annotation involves adding all kinds of notes to a text whilst reading/studying it. Stop and reflect and discover what they have inferred about the character and central conflicts of the story.Get students to jump ahead and read for themselves (Or in pairs).Cyclically, get students to show their annotations to you as you read along.If you come across words that you do not know the meeting of, highlight this to the students and encourage them to make a note on their page. I am going to highlight this with blue highlighter as it indicates something about character.“ For example, “hmmm…I wonder why the author has chosen to mention the characters name in the first sentence. When necessary, pause and talk yourself and the importance of the keyword.As you read, the students should follow and make the same notes. First and foremost, you need to explain what you are doing and how you are thinking when reading (For example, when highlighting a word, explain why you have chosen the word).Here is the process of annotation with a class: You may like to generate your own symbols for different things you are looking for. Make note of this connection on your story. ↵ – Draw an arrow (↵) when you make a connection to another text.? – Use a question mark (?) for questions that you have during the reading.When modelling to students the process of annotation, make it clear when you are using certain notation – do not throw all of these symbols to students and expect them to pick it up instantly. Again, this can be a little communication overload. You may like to use a variety of different colours, but remember to use a key at the top of the page to keep track.Ĭommunicate to students the types of notation that they might use. Use GREEN for any conflict (internal or external) that arises during the story.Use the colour BLUE for character (focusing on the main characters).Make it clear to students what they need to look for before reading commences. Students can use a colour-coding system to highlight different aspects of narrative conventions and language features. For example, you might use a criteria such as the following: What I communicate to students is that if it is important enough to highlight, then it is important enough to make an note about.īefore explaining the process of annotation and close readings, give students an outline of the notation that they should use to make notes. ![]()
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