College Reading and Writing Introduction
BDA Process (Before, During, After)
Topic, Main Idea, and Supporting Details
Annotation Guide (optional video: Creating an Annotation System)
Outlining Guide and Outline template handouts
Transforming Annotations to Outline Notes
Student Brush-up Notes Guide handout
Process
Icebreaker / Introductions
(Students are active during presentations, taking notes, practicing strategies individually or collaboratively, participating in discussions, etc.)
Academic Reading and Writing Introduction: The ways in which Academic Discourse is different than language use in other contexts are explained.
College Reading and Writing intro presentation
What exactly is meant by active and close reading?
BDA Process (Before, During, After) presentation: The steps of the Academic Reading process
Using Combined Reading Strategies: Targeted Lesson and Guided Practice:
Topic, Main Idea, Supporting Details presentation : Use active and close reading process to identify topic, main idea, and supporting details and recognize relationship among them
Text Annotation and Transforming Text to Notes:
Now it’s time to understand more fully the why and what of annotating a text, and one of the useful ways of transforming relevant information into a set of notes.
Annotation guide Discuss and brainstorm some symbols to use in margins
Optional video: Creating an Annotation System (6:45 minutes)
Transforming text to notes:
Outlining Guide and Outline Template
Transforming Annotations to Outline Notes presentation Demonstration of and practice for transforming annotations to create a set of outline notes
Using Questioning BDA Reading to Improve Comprehension guide handout
Question Creation guide handout
Diagram or Map notes presentation (optional) and handout (optional)
Narrative texts: “Advantage” and “It’s Just Part of Who I Am” handouts
Preview with annotations of “Advantage”; Preview with annotations of “It’s Just Part of Who I Am”
“Advantage” notes exemplar, “It’s Just a Part of Who I Am” notes exemplar handouts
Student Brush-up Notes Guide handout
Process
Quickwrite: Everyone (including instructor) writes for several minutes in response to a prompt related to the texts which will be read in this session. This is ungraded and is meant as a warm-up to reading today's narrative texts. The prompt may be something like: Who I Am. Writing could be lists, diagrams, full sentences and paragraphs, or a combination of any type of informal writing. After writing for 2-3 minutes, instructor will guide a brief discussion.
Apply BDA approach to the two narrative texts
Both of today's readings are narrative texts -- they each tell a story. Start with a preview of both texts (preview of “Advantage”; preview of “It’s Just Part of Who I Am”), after which each student chooses the one that most interests him/her to complete close reading, annotation, note-making.
The purpose for reading is identifying T, MI, SD and making a set of outline notes.
Before reading, review questioning (and Question Creation guide) as part of active BDA reading. Also, remember the process used to identify T, MI, SD.
Instructor will circulate to confer with students as they work, and after students finish, will share models of well-done annotation and outline notes set for both texts, either from student work or these exemplars: “Advantage” notes exemplar, “It’s Just a Part of Who I Am” notes exemplar.
The final page of the each exemplar shows the notes as a diagram/map, to make clear that there are multiple ways to organize the same information into useful notes. Both outline and diagram styles of notes contain T, MI, SDs and are arranged on the page in such a way to show the relationship among the T, MI, SDs.
Respond in writing to a text, including appropriately citing the text
Compose a written response to one of the texts. Instructor will provide a demo first, showing students how to quote and cite, and will provide the following response template:
In “_____________________,” ________________________ discusses _________. S/he says, “_______________
“article/essay title,” author’s last name topic “quote from
__________________.” I agree/am surprised/can relate/am amused/feel confused because . . .
the text.”
Example:
In “Advantage,” Kendrick discusses white advantage. She says, “Leandro, how I wish now that I could ask your forgiveness.” I wonder what their conversation today would be like and whether he remembers the event the same way she does because we only have the story from the way she remembers it and often people’s memories are different.
OR
In “It’s Just a Part of Who I Am,” Pray discusses diabetes. She says, “Diabetes can be overwhelming.” I can relate to that, not because I have a serious disease, but I have had close family members with serious illnesses and I know they (and I) sometimes felt overwhelmed by all of the changes to our lives (diet, doctor visits, medications, etc.).