Learning Outcome 3.
My approach to critical reading differs from how we are usually taught in an english class. I believe in very minimal annotations that will help me come quickly back to whatever is at hand, usually through simple underlining. In reading Gilroy’s essay, I found that what we do in english class is very different from the goals that we set at the beginning of the year. We were forced to annotate for a grade, but I personally feel that students got nothing academic out of it. They make their criteria of around three notes per page, having a “conversation” with themselves, but this is unnecessary when actually writing an essay. I have written my essays with a lot of thought put into them, but when it comes down to grading, It feels like the conversation in our head does not mean as much as we were told. What the criteria was looking for were clear, concise quotations with a bit of background for the “quote sandwiches.” Most of the annotations were not needed, and it certainly was not beneficial time-wise to have us stress over getting a good amount of annotations when we could have been constructing the essay. My approach is to pay attention to every detail in the writing, and underline whatever pops out at me relating to the subject, even if we usually didn’t even receive a prompt until later. We aren’t given the freedom to use these annotated conversations, so I began to neglect this aspect and instead focus on hard evidence underlined in the text. I believe that each student has his/her subjective way of studying, and imparting a certain criteria upon students with different learning styles not only can confuse them, but it is detrimental to their writing. The material I used was the annotations on Yo Yo Ma and my blog #9
Annotation1 Annotation2 Annotation3
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