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What is a DBQ:
What is a DBQ:
A DBQ is acronym for Document Based Questions. The purpose of a DBQ is to identify answers and even inferred messages by using the provided document (a map, diary, chart, excerpt). The proper way to respond to a DBQ is by providing an answer, a fact from the document to support your answer, and any inferred or additional information from the document.
EXAMPLE: Answer, fact, inference
AVID
AVID
Close Reading: https://www.cteonline.org/cabinet/file/4c98b6e9-314c-4dbb-8ff1-4889c5a665e9/AVID-Strategy-Text-Markings-for-Close-Reading.pdf
Steps to mark text:
• 1) Number all of the paragraphs
• 2) Star the Main Idea of each paragraph
• 3) ! This Surprised me
• 4) Red Pen is to circle words you do not understand but think are important
• 5) Any other color pen or pencil use to circle important words that you do know the meaning of.
• 6) ? For any question or you don’t understand
• 7) *Important details
• 8) yellow marker = claim orange = evidence
1. Number the paragraphs You want to be able to cite and refer to the text. One simple way to do this is by numbering each paragraph, section or stanza in the left hand margin.
1. Number the paragraphs You want to be able to cite and refer to the text. One simple way to do this is by numbering each paragraph, section or stanza in the left hand margin.
2. Chunk the text. When faced with a full page of text, reading it can quickly become overwhelming. Breaking up the text into smaller sections (or chunks) makes the page much more manageable. Do this by drawing a horizontal line between paragraphs to divide the page into smaller sections. For example, the first three paragraphs may be the hook and thesis statement, while paragraphs 6-8 may be the where the author addresses the opposition. It is important to understand that there is no right or wrong way to chunk the text, as long as you can rationally group certain paragraphs together.
2. Chunk the text. When faced with a full page of text, reading it can quickly become overwhelming. Breaking up the text into smaller sections (or chunks) makes the page much more manageable. Do this by drawing a horizontal line between paragraphs to divide the page into smaller sections. For example, the first three paragraphs may be the hook and thesis statement, while paragraphs 6-8 may be the where the author addresses the opposition. It is important to understand that there is no right or wrong way to chunk the text, as long as you can rationally group certain paragraphs together.
3. Underline and circle… with a purpose. To simply underline “the important stuff” is too vague. You are looking to underline and circle very specific things. Think about what information you need to take from the text. For example, when studying an argument, underline “claims.” We identify claims as belief statements that the author is making. You’ll quickly discover that the author makes multiple claims throughout the argument. When studying poetry, underline the imagery you find throughout the poem. Circling specific items is also an effective close reading strategy. I often have my students circle “Key terms” in the text. I define key terms as words that: 1. Are defined. 2. Are repeated throughout the text. 3. If you only circled five key terms in the entire text, you would have a pretty good idea about what the entire text is about. I have also asked students to circle the names of sources, power verbs, or figurative language. Providing students with a specific thing you want them to underline or circle will focus their attention on that area much better than “underlining important information”.
3. Underline and circle… with a purpose. To simply underline “the important stuff” is too vague. You are looking to underline and circle very specific things. Think about what information you need to take from the text. For example, when studying an argument, underline “claims.” We identify claims as belief statements that the author is making. You’ll quickly discover that the author makes multiple claims throughout the argument. When studying poetry, underline the imagery you find throughout the poem. Circling specific items is also an effective close reading strategy. I often have my students circle “Key terms” in the text. I define key terms as words that: 1. Are defined. 2. Are repeated throughout the text. 3. If you only circled five key terms in the entire text, you would have a pretty good idea about what the entire text is about. I have also asked students to circle the names of sources, power verbs, or figurative language. Providing students with a specific thing you want them to underline or circle will focus their attention on that area much better than “underlining important information”.
4. Left margin: What is the author SAYING? It isn’t enough to “write in the margins”. We must be very specific and give students a game plan for what they will write. This is where the chunking comes into play. In the left margin, summarize each chunk. Do this in 10-words or less. The chunking allows you to look at the text in smaller segments, and summarize what the author is saying in just that small, specific chunk.
4. Left margin: What is the author SAYING? It isn’t enough to “write in the margins”. We must be very specific and give students a game plan for what they will write. This is where the chunking comes into play. In the left margin, summarize each chunk. Do this in 10-words or less. The chunking allows you to look at the text in smaller segments, and summarize what the author is saying in just that small, specific chunk.
5. Right margin: Dig deeper into the text In the right-hand margin, complete a specific task for each chunk. This may include: Use a power verb to describe what the author is DOING. (For example: Describing, illustrating, arguing, etc..) Note: It isn’t enough to write “Comparing” and be done. What is the author comparing? A better answer might be: “Comparing the character of Montag to Captain Beatty”. Ask questions. Dig . When modeled, students can begin to learn how to ask questions that dig deeper into the text. I often use these questions as the conversation driver in Socratic Seminar.
5. Right margin: Dig deeper into the text In the right-hand margin, complete a specific task for each chunk. This may include: Use a power verb to describe what the author is DOING. (For example: Describing, illustrating, arguing, etc..) Note: It isn’t enough to write “Comparing” and be done. What is the author comparing? A better answer might be: “Comparing the character of Montag to Captain Beatty”. Ask questions. Dig . When modeled, students can begin to learn how to ask questions that dig deeper into the text. I often use these questions as the conversation driver in Socratic Seminar.
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