In the Medieval era, scribes who copied manuscripts often made marginal annotations that then circulated with the manuscripts and were thus shared with the community sometimes annotations were copied over to new versions when such manuscripts were later recopied. It became a prominent activity around 1000 AD in Talmudic commentaries and Arabic rhetorics treaties. Text annotation may be as old as writing on media, where it was possible to produce an additional copy with a reasonable effort. For information on annotation of Web content, including images and other non-textual content, see also Web annotation. This can be writing within the page of a book or highlighting a line, or, if the piece is digital, a comment or saved highlight or underline within the document. Annotations are different than notetaking because annotations must be physically written or added on the actual original piece. Annotations have been found to be useful and help to develop knowledge of English literature.Īnnotations can be both private and socially shared, including hand-written and information technology-based annotation. Text annotations are sometimes referred to as marginalia, though some reserve this term specifically for hand-written notes made in the margins of books or manuscripts. In some fields, text annotation is comparable to metadata insofar as it is added post hoc and provides information about a text without fundamentally altering that original text. Text annotations can include notes written for a reader's private purposes, as well as shared annotations written for the purposes of collaborative writing and editing, commentary, or social reading and sharing. Text annotation is the practice and the result of adding a note or gloss to a text, which may include highlights or underlining, comments, footnotes, tags, and links. Annotations in English texts Annotations in Spanish texts French AnnotationsĮnter your email address to subscribe to this blog and receive notifications of new posts by email.The image is the "original piece" or "text" and the yellow squares along with the text box are the annotations. Here are some annotations that I have students make in English and in Spanish: often, I will only tell students to mark just 3-5 of these in a given text. For the struggling reader, this gives them focus and helps to tune out the din that all too often accompanies the act of reading. It helps them to be strategic readers and to read for a purpose. Whether you are able to provide students with their own copy of a text (remember that copyright prohibits you from photocopying many books, even when you own a class set!) or have them make their annotations on sticky notes, marking up the text allows students to engage with it. One tool that I use in my own academic reading and that my students enjoyed as well is annotating. Our students needed support in comprehending texts at the most basic level: what does the text say explicitly? Why I like annotation This one was a big focus at my school because our students were struggling readers, and their performance on reading comprehension assessments reflected that. One Common Core Anchor Standard for reading is that students read closely to understand what a text says explicitly. While I oppose the adoption of the CCSS, I do not deny that in and of themselves, the individual standards are worthy goals to work toward. In a Title 1 school on a Level 5 plan for improvement in the heat of Common Core adoption, the standards were a big part of our daily conversation.
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