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Annotate this: Creating more interactive texts while strengthening comprehension

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IATEFL 2018 - Brighton

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Annotate this: Creating more interactive texts while strengthening comprehension

  1. 1. bit.ly/annotatethis
  2. 2. My skin is the deep brown of a well-worn penny. My eyes are the same shade as my complexion, but they light up amber in the sun, like a glass of whiskey. … White people often go out of their way to say they don’t see colour when they look at me—in those moments, I’m tempted to recommend an optometrist. I know they’re just expressing a desire for equality, but I don’t want to be erased in the process. When I walk down the street, I find myself imagining that strangers view me with suspicion and fear. This phenomenon is what the African-American writer and activist W. E. B. Du Bois described as “double-consciousness”... . Source: Cole (2015, April 12) • Problematisation in context • Overview of ARC roles for guiding questions • Use of Google docs • by teacher to embed questions • by students to answer questions in discussion • by students to highlight academic lexical features -difficulty What does Cole mean when he suggests that he doesn’t “want to be erased”?
  3. 3. National identification is most tractable when the meaning of the nation becomes an object of symbolic struggle (as in research on commemoration), when national membership is reinscribed through collective ritual (as in research on festivals and holidays), and when nationhood-as-usual is punctuated by unexpected events (as in studies of terrorist attacks or natural disasters) (Brubaker 1996). Source: Bonikowski (2016) • Problematisation in context • Overview of ARC roles for guiding questions • Use of Google docs • by teacher to embed questions • by students to answer questions in discussion • by students to highlight academic lexical features -difficulty What three ways does Bonikowski mention here?
  4. 4. • Problematisation in context • Overview of ARC for guiding • Use of Google docs • by teacher to embed • by students to answer in discussion • by students to highlight academic features difficulty How is Lou feeling about her new dress?
  5. 5. • Problematisation in context • Overview of ARC for guiding • Use of Google docs • by teacher to embed • by students to answer in discussion • by students to highlight academic features difficulty How does Bonikowski’s mention of the German regime contribute to a nationalism through security issue?
  6. 6. Context Lexical, contextual, and intentional density Initial encounter with lengthier English texts Text comprehension for use in writing Awareness and reproduction of academic lexical features • Problematisation in context • Overview of ARC roles for guiding questions • Use of Google docs • by teacher to embed questions • by students to answer questions in discussion • by students to highlight academic lexical features
  7. 7. • Problematisation in context • Overview of ARC roles roles for guiding questions • Use of Google docs • by teacher to embed questions • by students to answer questions in discussion • by students to highlight academic lexical features Focus on lexical features Focus on main ideas Focus on visual interpretations Focus on contextual references Focus on bridging unfamiliar and familiar arc.fourc.ca
  8. 8. • Open text into MicrosoftWord / Google docs • Identify specific areas of the text • where comprehension could be facilitated • where students may tend to overlook/skipover because of assumed understanding or difficulty • Determine ARC role that facilitates a particular type of meaning • AnnotateTHIS AREA specifically with a guiding question by ARC role • Learners use questions during in-group discussion of text meaning • Teachers can give live or asynchronous feedback on learner answers BEFORE they use in written assignments • Problematisation in context • Overview of ARC roles for guiding questions • Use of Google docs • by teacher to embed questions • by students to answer questions in discussion • by students to highlight academic lexical features ..Annotate this
  9. 9. Text 1: Cole (2015) bit.ly/cole-ARCword • Problematisation in context • Overview of ARC roles for guiding questions • Use of Google docs • by teacher to embed questions • by students to answer questions in discussion • by students to highlight academic lexical features ..Annotate this Text 2: Go (2016) bit.ly/go-ARCgdoc
  10. 10. • Problematisation in context • Overview of ARC roles for guiding questions • Use of Google docs • by teacher to embed questions • by students to answer questions in discussion • by students to highlight academic lexical lexical features features ..Identify: National identification is most tractable when the meaning of the nation becomes an object of symbolic struggle (as in research on commemoration), when national membership is reinscribed through collective ritual (as in research on festivals and holidays), and when nationhood-as-usual is punctuated by unexpected events (as in studies of terrorist attacks or natural disasters) (Brubaker 1996). While such moments of relative unsettlement represent deviations from routine practice, they are analytically useful, much like breaching experiments in ethnomethodology, for bringing into relief otherwise latent cultural processes (Swidler 1986). Even outside of such episodes, however, scholars have been able to examine people’s national dispositions by analyzing routine symbolic practices, by observing the use of national frames in interaction, and by directly eliciting responses in interviews, focus groups, and surveys. Source: Bonikowski, 2016 Group 1: 3-word nominalized phrases Group 2: 2-word nominalized phrases + preposition Group 3: Cohesive devices (i.e. connectors) Group 4: Dependent clauses Group 5: Parallelism of 3 list items
  11. 11. • Problematisation in context • Overview of ARC roles for guiding questions • Use of Google docs • by teacher to embed questions • by students to answer questions in discussion • by students to highlight academic lexical lexical features features ..Identify: National identification is most tractable when the meaning of the nation becomes an object of symbolic struggle (as in research on commemoration), when national membership is reinscribed through collective ritual (as in research on festivals and holidays), and when nationhood-as-usual is punctuated by unexpected events (as in studies of terrorist attacks or natural disasters) (Brubaker 1996). While such moments of relative unsettlement represent deviations from routine practice, they are analytically useful, much like breaching experiments in ethnomethodology, for bringing into relief otherwise latent cultural processes (Swidler 1986). Even outside of such episodes, however, scholars have been able to examine people’s national dispositions by analyzing routine symbolic practices, by observing the use of national frames in interaction, and by directly eliciting responses in interviews, focus groups, and surveys. Source: Bonikowski, 2016 Group 1: 3-word nominalized phrases Group 2: 2-word nominalized phrases + preposition Group 3: Cohesive devices (i.e. connectors) Group 4: Dependent clauses Group 5: Parallelism of 3 list items
  12. 12. • Problematisation in context • Overview of ARC roles for guiding questions • Use of Google docs • by teacher to embed questions • by students to answer questions in discussion • by students to highlight academic lexical lexical features features ..Identify: National identification is most tractable when the meaning of the nation becomes an object of symbolic struggle (as in research on commemoration), when national membership is reinscribed through collective ritual (as in research on festivals and holidays), and when nationhood-as-usual is punctuated by unexpected events (as in studies of terrorist attacks or natural disasters) (Brubaker 1996). While such moments of relative unsettlement represent deviations from routine practice, they are analytically useful, much like breaching experiments in ethnomethodology, for bringing into relief otherwise latent cultural processes (Swidler 1986). Even outside of such episodes, however, scholars have been able to examine people’s national dispositions by analyzing routine symbolic practices, by observing the use of national frames in interaction, and by directly eliciting responses in interviews, focus groups, and surveys. Source: Bonikowski, 2016 Group 1: 3-word noun phrases Group 2: 2-word noun phrases + preposition Group 3: Cohesive devices (i.e. connectors) Group 4: Dependent clauses Group 5: Parallelism of 3 list items
  13. 13. • Problematisation in context • Overview of ARC roles for guiding questions • Use of Google docs • by teacher to embed questions • by students to answer questions in discussion • by students to highlight academic lexical lexical features features ..Identify: National identification is most tractable when the meaning of the nation becomes an object of symbolic struggle (as in research on commemoration), when national membership is reinscribed through collective ritual (as in research on festivals and holidays), and when nationhood-as-usual is punctuated by unexpected events (as in studies of terrorist attacks or natural disasters) (Brubaker 1996). While such moments of relative unsettlement represent deviations from routine practice, they are analytically useful, much like breaching experiments in ethnomethodology, for bringing into relief otherwise latent cultural processes (Swidler 1986). Even outside of such episodes, however, scholars have been able to examine people’s national dispositions by analyzing routine symbolic practices, by observing the use of national frames in interaction, and by directly eliciting responses in interviews, focus groups, and surveys. Source: Bonikowski, 2016 Group 1: 3-word noun phrases Group 2: 2-word noun phrases + preposition Group 3: Cohesive devices (i.e. connectors) Group 4: Dependent clauses Group 5: Parallelism of 3 list items
  14. 14. • Problematisation in context • Overview of ARC roles for guiding questions • Use of Google docs • by teacher to embed questions • by students to answer questions in discussion • by students to highlight academic lexical lexical features features ..Identify: National identification is most tractable when the meaning of the nation becomes an object of symbolic struggle (as in research on commemoration), when national membership is reinscribed through collective ritual (as in research on festivals and holidays), and when nationhood-as-usual is punctuated by unexpected events (as in studies of terrorist attacks or natural disasters) (Brubaker 1996). While such moments of relative unsettlement represent deviations from routine practice, they are analytically useful, much like breaching experiments in ethnomethodology, for bringing into relief otherwise latent cultural processes (Swidler 1986). Even outside of such episodes, however, scholars have been able to examine people’s national dispositions by analyzing routine symbolic practices, by observing the use of national frames in interaction, and by directly eliciting responses in interviews, focus groups, and surveys. Source: Bonikowski, 2016 Group 1: 3-word noun phrases Group 2: 2-word noun phrases + preposition Group 3: Cohesive devices (i.e. connectors) Group 4: Dependent clauses Group 5: Parallelism of 3 list items
  15. 15. • Problematisation in context • Overview of ARC roles for guiding questions • Use of Google docs • by teacher to embed questions • by students to answer questions in discussion • by students to highlight academic lexical lexical features features ..Identify: National identification is most tractable when the meaning of the nation becomes an object of symbolic struggle (as in research on commemoration), when national membership is reinscribed through collective ritual (as in research on festivals and holidays), AND when nationhood-as-usual is punctuated by unexpected events (as in studies of terrorist attacks or natural disasters) (Brubaker 1996). While such moments of relative unsettlement represent deviations from routine practice, they are analytically useful, much like breaching experiments in ethnomethodology, for bringing into relief otherwise latent cultural processes (Swidler 1986). Even outside of such episodes, however, scholars have been able to examine people’s national dispositions by analyzing routine symbolic practices, by observing the use of national frames in interaction, AND by directly eliciting responses in interviews, focus groups, AND surveys. Source: Bonikowski, 2016 Group 1: 3-word noun phrases Group 2: 2-word noun phrases + preposition Group 3: Cohesive devices (i.e. connectors) Group 4: Dependent clauses Group 5: Parallelism of 3 list items
  16. 16. • Problematisation in context • Overview of ARC roles for guiding questions • Use of Google docs • by teacher to embed questions • by students to answer questions in discussion • by students to highlight academic lexical lexical features features ..Annotate this Text 3: Bonikowski (2016) bit.ly/bonikowski-ARCgdoc
  17. 17. Some extra effort on the part of teacher Points learners to specific areas of the text to gain further insight into author meaning Breaks up lengthier texts into manageable chunks for meaning Increases learner awareness of lexical features in academic writing Allows learners to work together on text during discussion & T to give feedback on comprehension easily • Problematisation in context • Overview of ARC roles for guiding questions • Use of Google docs • by teacher to embed questions • by students to answer questions in discussion • by students to highlight academic lexical features
  18. 18. bit.ly/annotatethis

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