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ENGAGE:
“Marking the text” is a strategy that helps students read closely for the purpose of identifying and isolating key information in a text. Marking the text is more intentional than “annotating,” which can imply a wide variety of text interactions. When marking the text, students are given a specific set of predefined marks to use for their interaction with the text. These marks depend on the reading purpose and are often clarified by educators in the reading task given to students.
These marks are designed to mimic the less visible behaviors of skillful readers in a more explicit and concrete way so that students can see what skillful readers do when they encounter texts. The hope is that as students become more skilled and independent academic readers, they will also begin to internalize the marking of text. Since we eventually want students to become more independent when deciding how to mark a text, this activity is designed to walk students through the process of planning to mark the text before “reading like a ” (fill in the blank with the discipline-specific lens).
PREPARATION:
Students will need access to the text and the corresponding academic task, or they can think more generally and complete this activity with the mindset that the finished product can be applied to a wide variety of texts within the chosen discipline. Students will also need access to Student Resource: Mark the Text Like a_____________. This activity can be done in small groups or individually.
STEPS:
PASS OUT HANDOUT: Distribute Student Resource: Mark the Text Like a ________. Either have students choose a discipline or select one for them. Examples include “Scientist,” “Historian,” “Literary Critic,” “Philosopher,” “Mathematician,” etc.
DEFINE PURPOSE ON TOP OF HANDOUT: Next, if there is a specific reading purpose or academic task, have students define it in the space provided at the top of the handout.
BRAINSTORM AND EXPLAIN WHAT TO DO IN EACH SECTION: Then, based on the specific discipline or a specific text, have students brainstorm what they might need to do for each of the “Distinct Marks” as they “mark the text like a __________.” In the “Explanation” column, they can add specific notes or details to clarify how they will utilize each distinct mark when they mark the text like a ___________.
MODEL EXAMPLES: After students have defined their distinct marks and explained them in more detail, have a few students model their examples to the rest of the class. As students view the examples from a few students, they should revise their original thinking.
DECIDE ON FINAL FORM: Finally, have students decide on the document’s final form. They will then use this document as a reference when they encounter future texts within the discipline.
VARIATIONS:
Assign different groups the same text but a different discipline. Ask them to discuss why they chose different markings for the same text based on their discipline.
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