When making annotations, focusing on the aspects that are discussed within the author’s thesis are usually my main focus. Along with this, focusing on any reoccurring words, themes, concepts, etc. Furthermore, highlighting or underlining statements or ideas that stick out in the paper. Also adding comments on the margins regarding words or phrases that I understood and drew connections to. For example, what one author is saying might draw similarities to a statement given by another author. Within “Interrogating Texts: 6 Reading Habits to Develop in Your First Year at Harvard” by Susan Gilroy, a lot of what she had to say connected to my styles of annotations. When Gilroy wrote “Take the information apart, look at its parts, and then try to put it back together again in language that is meaningful to you…. Outlining enables you to see the skeleton of an argument: the thesis, the first point and evidence (and so on), through the conclusion”, this quotation really resonated with me. Sometimes when I encounter a complex passage in a paper I ofter have to break it down into devisable segments that allow me to delve deeper into the text and formulate an understanding of what exactly the author is saying. Along with this, it establishes a connection within the intricacies of the text, that you would otherwise not understand if you were just reading through, and not acting reading, while doing annotations. When related to our third learning outcome in class; this allows the reader to formulate questions about the text for discussions. Also, develop independent thoughts on the text that can lead you your own opinions on the piece of writing.
