CLOSE READING AND ANNOTATING HOW TO
CLOSE READING AND ANNOTATING SERIES

The PoemĪs our guide to reading poetry suggests, have a pencil out when you read a text.

CLOSE READING AND ANNOTATING HOW TO

If you want even more information about approaching poems specifically, take a look at our guide: How to Read a Poem. To give one example of how to do this, we will read the poem “Design” by famous American poet Robert Frost and attend to four major components of literary texts: subject, form, word choice (diction), and theme. This guide imagines you are sitting down to read a text for the first time on your way to developing an argument about a text and writing a paper. When it is time to write your paper and formalize your close reading, you will sort through your work to figure out what is most convincing and helpful to the argument you hope to make and, conversely, what seems like a stretch. Close reading is a process of finding as much information as you can in order to form as many questions as you can. It is when you begin to answer these questions that you are ready to participate thoughtfully in class discussion or write a literary analysis paper that makes the most of your close reading work.Ĭlose reading sometimes feels like over-analyzing, but don’t worry. The process of close reading should produce a lot of questions.

CLOSE READING AND ANNOTATING SERIES

For example, if an author writes a novel in the form of a personal journal about a character’s daily life, but that journal reads like a series of lab reports, what do we learn about that character? What is the effect of picking a word like “tome” instead of “book”? In effect, you are putting the author’s choices under a microscope. Literary analysis involves examining these components, which allows us to find in small parts of the text clues to help us understand the whole. Close reading is deep analysis of how a literary text works it is both a reading process and something you include in a literary analysis paper, though in a refined form.įiction writers and poets build texts out of many central components, including subject, form, and specific word choices. Three common after-reading writing tasks include the Literary Analysis, Research Writing, and Narrative Writing.When your teachers or professors ask you to analyze a literary text, they often look for something frequently called close reading. Craft a writing task that has students generate a product that coincides with the genre they have been learning as writers.

WRITING STANDARDS: Since the written response can generate a persuasive/argumentative, informative/expository, or a narrative, consider the mode emphasized within the writing curriculum.These become the evidence that supports their thinking. Many of the thoughts and annotations made during the reading are used in the after-reading writing task. READING STANDARDS: The written response should focus on the reading comprehension standard(s) that were utilized within the close-reading questions and class discussions.When determining the written task, consider the one that best assesses the targeted reading and writing standards. These tests expect students to use the information learned from the reading. Such a culminating task mirrors the requirements on standardized assessments. Thus, after pouring over a passage, digging into its deeper meanings, and engaging in a close reading, conclude the experience with a writing task that assesses students’ new understanding of the text, topic, and/or author. Students’ reading comprehension is often assessed through their writing.

Close reading and annotating