Students engaged more withpositively evaluated annotated texts and disengaged from nega-tively annotated texts.
You can easily give constructive criticism and keep the moral of the write on a high note
16 Matching Annotations
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Moreover, gi-ven the findings on self-esteem and assessment, there is no guar-antee the effects of annotation will be received positively.
Students can view annotations as a complete negative and it can effect their moral
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Any written feedback processhowever, should be made with a view to transforming problemsto improve the situation for the next time
All annotations should be written to help the writer. It can be criticism but the goal needs to be to in the end help the student improve their writing.
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to atextual interaction where ‘‘the annotator slips in between readerand text with a note”
annotations are like having a conversation between the writer and the annotator
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A function offeedback is therefore to engage students fully in the formativestage, capture their enthusiasm, and reinforce good advice promot-ing learning and not failure
Annotating with very negative words or expression can cause students to not understand what the problem is. This helps no one.
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Being able to decipher annotation is therefore key to good prac-tice, and success depends on its transparency so that students donot misinterpret intended meanings.
Being able to comprehend the annotations can greatly effect your grade positively
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Marshall issuggesting that the dimension of interpretation lies between theinterstices of reading and writing, where value, tone, purposeful-ness and such like are translated into meaning.
Agree, sometimes it can be hard for the annotator to get how extreme or not so extreme a problem is within the writing.
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Many annotations are telegraphic and incomplete. A high-lighted sentence, a cryptic marginal ‘‘No!” an unexplained link,a reading history, or a bookmark all poses interpretive difficul-ties for anyone other than the original annotator
Annotation can be confusing and cause problem, however if the problem is clearly stated them it can be helpful
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formative assessment can guide students’ performance over timein multiple problem-solving situations and improve performanceprior to grading
This is what I am accustomed too. Constructive criticism on my writing and then make the adjustments required to improve the grade.
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Students who receive evaluative annotations are more likely topay closer attention to feedback than are students who receivethe same material without annotation
I feel like it is easier to fix mistakes when highlighted by annotation because thee mistake is right beside the annotation
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needs to be examined as a compo-nent of feedback
annotations are feedback
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However, underliningstudent essays has no impact on the students’ perception of pooressay technique
Annotations create a clear adjustment, underlining has no production and can cause confusion
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Adding hand-written annotation reduced thearticles to eight
Using annotations is a great way to summarize a large amount of writing
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major impact on the way we read and reviewprimary texts – this practise has made its way into how student es-says are read – writing in the margins or using the comment tool inword-processing packages to feedback on students’ work is nowcommon practice.
I feel like annotating is a great editing tool. Suggesting minor updates to an essay is easy with annoitations.
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Hand-written annotation can be as simple as underlining asentence or adding more complex gloss depending on the purposeand intended outcomes of the marginalia.
Annotations can be simple or complex
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Annotation is a term used to describe the augmentation of textwith additional content
Annotation can be used to summarize
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