As Matthew notes, “one drawback is over-annotating, so that the annotations become unclear and diluted.” This year, Miriam does not require her students to annotate: “I’m trying it out this year to see if I can accomplish the same pedagogic goals with different kinds of assignments,” she says. However, the teachers agree that annotations have some drawbacks. Putting pen to paper can also make character traits more memorable and organize students’ thoughts before they are assessed on their analytical skills - as Suzanne says, “a stitch in time, saves nine.” Furthermore, annotations can help students save quotes for essays and other writing assignments: “Ideally, a student doesn’t have to flip through the novel, frantically looking for that quote that would be so good for the essay,” says Suzanne. In their eyes, annotations encourage students to develop an intimate and nuanced understanding of books, leading to more thoughtful class discussions. Although a fairly loud sect of the student population decries annotations as cruel and unusual punishment, there is little evidence to suggest that most students actually take issue with these assignments.Įnglish teachers Suzanne Morrison, Miriam Rock, and Matthew Rosen all support the general idea of annotations. 30% of 69 responding students said that compulsory annotations inhibit their learning, while 41% say that they benefit from the requirement. Instead of complaining, students should focus more on sparse and impactful notes to retain more information when they read.ĭata collected from an Upper School survey indicates that students view annotations more favorably than the student body’s general attitude might suggest. A study from the University of Texas at Austin found that students who are taught how to annotate effectively can use those skills to aid their comprehension while reading. Conversely, if they examine texts with real focus and intent, their annotations will reflect the big picture ideas present in a reading. If students view annotations as an added chore, they will likely mark pages lackadaisically and view the process with disdain. Productive and worthwhile annotations are contingent upon students’ willingness to actually put effort into their reading. In 11th grade English teacher Suzanne Morrison’s eyes, “annotations are the building blocks of critical thinking and close reading in English class.” One study published by the Cambridge University Press found that students who annotate display better recollection of the events, patterns, and greater meaning of literary texts. When writing essays and reflections, annotations allow students to easily refer to useful quotes and literary patterns. Thoughtful and deliberate annotations enable students to bookmark their favorite passages and identify central themes and motifs. If done correctly, the helpfulness of annotations should justify the time spent marking pages.Īlthough students may view annotations as a draconian method of ensuring that they complete required readings, these notes serve a real purpose. Many students currently cover their pages in ink or graphite without retaining much information, but this does not mean that annotations should not be required it means that teachers should explicitly teach students how to annotate productively and efficiently. Despite this inconvenience, teachers view annotations as a critical part of reading comprehension. The laborious task of meticulously underlining significant quotes and explicating notable passages is widely thought to consume excessive amounts of time and drain the joy from reading. In Upper School English classes at Friends Select, even the slightest mention of required annotations generates exasperated moans from many students.
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