My Ananotating Style

In the essay “How to Mark a Book” by Mortimer J. Adler, the author explains that “marking up a book is not an act of mutilation, but of love” (1). Adler points out that marking books keeps a reader vigilant to what they are actually reading (2). The author continues on to say owning a book is more than having it sit on a shelf; owning a book means for the reader to make it unique for him or herself, doing so will make reading that much more enjoyable for the reader. Adler also claims that writing small notes or comments as you read helps readers to summarize what they’ve just read, even days later. He says that writing in books allows the brain to store that information deeper into the long term memory making it easier to come back to (2).

Adler gives examples of different ways one can still actively read and make annotations while getting around writing in a book when he suggests, “How about using a scratch pad slightly smaller than the page-size of the book...and then insert these sheets permanently inside the front and back covers of the book” (Adler 19). By offering other ways to make annotations, Adler makes the point that there is no excuse to not actively read. Another way he creates an encouraging tone is by pointing out the flaws of people who do not own books in more than a physical way by using words such as “deluded” (Adler 17) to steer them away from passive reading. Adler’s use of logos also makes the tone persuasive. He explains why writing is necessary by mentioning “the physical act of writing, with your own hand, brings words and sentences more sharply before your mind and preserves them better in your memory” (Adler 18). By providing a fact, Adler provides reason for his ideas to effectively reach out to his audience. One other strategy Adler uses to keep a consistent tone is enumerating devices for marking a book. If Adler would have summarized them in paragraph form, it would have made the tone more informative than persuasive. With listing, he gives off the impression that one should consider trying many different

* Students are strongly advised to use the Marking Guide as a guide when writing the essay.

Does Spears have any interesting new annotation suggestions that I should try? For each comprehension and writing skill I learn something that I should try, for Annotating is good to ask questions

My annotation grades have not been consistent so far, because I annotate on the same day I write my rough draft and sometimes get in a rush just so I can get to writing my paper faster. I usually don’t have trouble understanding the article, unless I am particularly tired or I am in a bad mood. Ways I could improve on my work is dedicating specific time to each task of the assignment and spreading my work hours out to develop deeper connections with the text.

When annotating, it sometimes takes me a little to think about what I want to write and that adds a lot of time to reading. When you annotate it starts to take too long to write and think about what to write and I really just don’t enjoy doing that because I think it takes too long. My freshman year in English, I had to read the book Great Expectations and we had to annotate everything and it already took a long time to read that book so it took another 30min every day to just annotate and I really didn’t like doing that but on the test it

The week when working on the annotative bibliography I found it easy to identity the strongest research materials that I had collected over the past 7 weeks and use those resources first. I believe all of us had a few journals and/or books that really provided a wealth of information on our topics, which were the start of our annotative bibliography work.

I use internal punctuation effectively, including the use of ellipses to accurately insert excerpts from sources.

Something that I learned from your post is that commonality between many of our classmates that “recite” and “question” aspects of the SQ3R is new to most of us. A lot like you, I really enjoy annotating and have used it many times to read my course work and even in my professional life as an educator. I found myself sometimes just reading to get the reading over and not actually comprehend or retain what I was reading. Moving forward, using the SQ3R method will help me become a more avid and attentive reader.

Before I write anything in the discussion forums or an assignment, I generally complete all of my readings and notes. For my notes I use mostly the Cornell Method of note taking, and all of my notes for each week are contained within individual weekly documents files, explicitly dated and titled. When taking notes I generally read a paragraph or two and then try to shorten down the key points. Most typical notes are taken on a computer, however, like in the case

Instructions on format for AMA are not explicitly stated in the AMA Manual of Style. These instructions come from Dr. Abel Scribe's AMA MedStyle Stat! Web site. Please use these guidelines as a rough estimate only of the requirements, and seek your professor's expertise for more concrete support.

But along the way I slowly started to except it because it really helped keep my thoughts and paragraphs organized. My biggest struggle with the writing process would be writing an annotated bibliography because I’ve never heard or written one for any of my research papers before so it was a brand new experience for me. As a result, of this being my second time writing an annotated bibliography I still struggle a bit but I slowly see myself progressing as I look over the critics I’ve been given in the

6. Preparing an Annotated bibliography-When I will prepare an annotated bibliography, I will use the NCU library as well as all the skill builders plus proof readers.

Students learn about the purposes and techniques of annotation by examining a text closely and critically. They will practice analyzing a sample annotation and identifying the purpose for annotating an article. Students will then practice annotation through a careful reading of a story excerpt, using specific guidelines and writing as many annotations as possible. Students then work in pairs to peer review their annotations, practice using a web tool to annotate a story excerpt on their group level and PowerPoint to present annotations, and reflect on how creating annotations can change a reader 's perspective through personal connection with text.

10. Is each annotation thorough and yet concise? Does the writer tell too much, too little, or just enough?