- Jan 2021
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web.hypothes.is web.hypothes.is
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One creative writing exercise might be to have students annotate in the voices of a characters from a novel being read.
I love the idea of using annotation as a creative exercise
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Students might be asked first to simply identify rhetorical strategies (like ethos, pathos, and logos) using the tag feature in annotations created with Hypothesis.
This made me consider how digital annotation could be a fun way for students to enforce their learning of literary devices when physical class time is not a possibility, or as a way to integrate technology into the classroom in new ways.
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instructor to have a similar guiding presence and to create an engaging and engaged community of readers.
For students who might find it daunting to read and annotate an article independently, or for age groups and other considerations, I think the idea of a teacher annotating with guided reading questions could be such a helpful tool to reduce that overwhelming feeling.
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As marginal note-taking it often is the basis for questions asked in class discussion or points made in a final paper.
I love the idea that students can use digital annotation as a class discussion in and of itself. Annotation could be a way for students to join a broader discussion, or to see how their own thoughts while reading a text might relate to, or diverge from, the thoughts of their peers.
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If readers have access to particular technologies, annotations can take new forms. For example, with a touchscreen-enabled device or stylus, students can draw or handwrite directly on the screen.
I remember reading research on how physically writing something down is better for understanding and remembering than typing. So I would be interested in whether or not it is a significant benefit for students to have access to a touch screen and stylus for physically writing during digital annotation.
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