Marking the Text

Fold a Piece of Paper into 4’s with a “Diamond” in the Middle Prereading Prereading Marking the Text Evidence Marking Margin Marking

Prereading Establish a reading purpose (why are we reading this?) Establish a reading purpose (why are we reading this?) Make Predictions Make Predictions Read author’s background info/bias? Read author’s background info/bias? Circle unknown vocabulary (if needed) Circle unknown vocabulary (if needed) # pars. # pars.

What is Marking the Text? An active reading strategy that asks students to identify information in the text that is relevant (relates to) the reading purpose. An active reading strategy that asks students to identify information in the text that is relevant (relates to) the reading purpose. It has 3 distinct marks 1) Numbering Paragraphs 1) Numbering Paragraphs 2) Underlining 2) Underlining 3) Circling 3) Circling USE PENCIL USE PENCIL

Numbering Paragraphs Before reading, # each paragraph. Before reading, # each paragraph. Write the # small & near the paragraph indentation & circle the #. Write the # small & near the paragraph indentation & circle the #.

What Do I Circle? Key Terms Key Terms Names of People/Places Names of People/Places Dates/Statistics Dates/Statistics Repeated Words Repeated Words Vocabulary Vocabulary

Marking the Text What Do I Underline? Underline an author’s claim Underline an author’s claim Counterarguments Counterarguments Underline information that is relevant (relates to the topic) to the reading purpose Underline information that is relevant (relates to the topic) to the reading purpose Definitions and explanations Definitions and explanations Items you are going to (or could) use for quotes in your own writing. Items you are going to (or could) use for quotes in your own writing.

What is a Claim? Statement(s) argued or stated by the author Statement(s) argued or stated by the author A claim can be found anywhere in the article A claim can be found anywhere in the article A claim may not be directly written in the article A claim may not be directly written in the article

(Evidence Marking) What do I bracket? Bracket Evidence Bracket Evidence (Information that supports the authors main ideas)

Evidence Marking Different Types of Evidence 1. Personal Experience (anecdotes/stories/writers self or others/commentary) 1. Personal Experience (anecdotes/stories/writers self or others/commentary) 2. Statistic/Reason/Fact/Logic/Data 2. Statistic/Reason/Fact/Logic/Data 3. Allusion (Reference to Historical Event or Well Known Person) 3. Allusion (Reference to Historical Event or Well Known Person) 4. Authority/Quotes ( expert information; testimonials) 4. Authority/Quotes ( expert information; testimonials) 5. Examples/Quotes (Specific cases; draw parallels) 5. Examples/Quotes (Specific cases; draw parallels) 6. Analogy (comparison…like a long simile) 6. Analogy (comparison…like a long simile) 7. Hypothetical Situation (Say… What if… Imagine… Suppose…) 7. Hypothetical Situation (Say… What if… Imagine… Suppose…) 8. Commentary (comments from author or others) 8. Commentary (comments from author or others) * Ethos, Logs, Pathos * Ethos, Logs, Pathos

Evidence Marking [ bracket] & label evidence 1. Personal Exp. (anecdotes/stories) 2. Statistic/Fact 3. Allusion (historical reference) 4. Authority (expert info) 5. Examples/quotes 6. Analogy (comparison…like a long simile) 7. Hypothetical Situation * Ethos, Logs, Pathos

Sample VERB’s (What is the Author Doing?) 12 Power Words: 12 Power Words: Trace Trace Analyze Analyze Infer Infer Evaluate Evaluate Formulate Formulate Describe Describe Support Support Explain Explain Summarize Summarize Compare Compare Contrast Contrast Predict Predict Acknowledging Arguing Asserting that Clarifying Comparing/Contrasting Classifying Conveying Discussing Highlighting Introducing Providing Proving/Supporting Suggesting

Fold a Piece of Paper into 4’s with a “Diamond” in the Middle Charting Charting Argument Statement Rhetorical Précis Socratic Seminar

Margin Marking What Do I Write in The Margins? 1. Visualize (non-linguistic representations) 1. Visualize (non-linguistic representations) 2. Summarize (describe what author is doing) 2. Summarize (describe what author is doing) 3. Clarify (define key terms, paraphrase, etc) 3. Clarify (define key terms, paraphrase, etc) 4. Connect (how does it relate to me or world) 4. Connect (how does it relate to me or world) 5. Respond (to ideas, arguments, claims, etc) 5. Respond (to ideas, arguments, claims, etc) 6. Question (what is author saying?, what do I understand, what is purpose, etc) 6. Question (what is author saying?, what do I understand, what is purpose, etc) 7. Chart the Text (what author is saying/doing) 7. Chart the Text (what author is saying/doing)

What is Charting the Micro- Structure? Distinguish between what the author is saying (the what) and doing (author’s actions) in a par. Distinguish between what the author is saying (the what) and doing (author’s actions) in a par. Saying ?s: what is this section about?, what info is being presented?, mini summary of what is being said, etc Saying ?s: what is this section about?, what info is being presented?, mini summary of what is being said, etc Doing ?s (begin w/ VERB): Giving an example, interpreting data, summarizing research, etc Doing ?s (begin w/ VERB): Giving an example, interpreting data, summarizing research, etc

Saying & Doing “Of all the sobering facts in The Post series on childhood obesity, this one stood out: ‘For the first time in history, American children could have a shorter life span than their parents.’ In just two decades, obesity has become an epidemic touching every stratum of society. “ Saying: (Example) Childhood obesity has become an epidemic in America and parents may outlive their children. Doing : (Example) Providing a direct quotation from a research project on childhood obesity.

Saying & Doing Example 2 According to acting Surgeon General Steven Galson, the prevalence of obesity has tripled among children ages 6-11 since A 2000 report from the Centers for Disease Control and prevention revealed that the average weight for 10 year-old boys and girls is 11 pounds more than it was in As post writer Levin reported, almost a quarter of children through age 17, and more than a third of 2-5 year-olds are considered obese. According to acting Surgeon General Steven Galson, the prevalence of obesity has tripled among children ages 6-11 since A 2000 report from the Centers for Disease Control and prevention revealed that the average weight for 10 year-old boys and girls is 11 pounds more than it was in As post writer Levin reported, almost a quarter of children through age 17, and more than a third of 2-5 year-olds are considered obese. Saying: (Example) “Research from various sources point to an increase in childhood obesity. The average weight among children ages 6-11 has increased.” Doing: (Fill out the “Doing” on your own)…..

Saying & Doing Example 3 “ The extra weight devastates health. Type 2 diabetes has increased tenfold among children and teens, and gallbladder disease has tripled in children ages 6 to 17. That’s on top of the increased risk of asthma, high blood pressure and heart disease.” “ The extra weight devastates health. Type 2 diabetes has increased tenfold among children and teens, and gallbladder disease has tripled in children ages 6 to 17. That’s on top of the increased risk of asthma, high blood pressure and heart disease.” Saying: (Complete this on your own) Doing: (Complete this on your own)