Learning Outcome 3: Active Reading (Annotation)

Employ techniques of active reading, critical reading, and informal reading response for inquiry, learning, and thinking.

Annotating has never been something I took seriously even in high school, I would just read and when I read something that interested me, I underlined or highlighted. Since I was given the brief guide to annotations by Professor Brod, my annotations have become much more important and concise. Most of the annotations I make now are things that I would most likely use in a paper. The rest are things that give me a thought. Not a thought that I must think about but something that makes a thought instantly pop into my head. Then after I mark it, I would go back to the brief guid to annotations and see what type of annotation it will be.

I use questioning to bring up a topic that would cause a great discussion and I think that my question answered itself throughout the paper. As soon as she saiid that she was going to leave my question was answered. And the answer was no. Phelps-Roper wouldn’t think like she was when she was apart of the church if she had been introduced later in life. My next biggest type of annotation is expansion. I love this because for me it is basically asking a question to the text and although it sucks to know that I will not get a direct response from the text or Chen, but it causes great discussion among peers.