Annotation Strategies
 KNOW YOUR PREFERENCES—some have an aversion to marking directly in the text. Books are precious
things to many people and they want to protect them from damage and even the wear and tear of everyday
use. If this describes you, grab some Post-It notes and do your marking and writing on them. This also
gives you the advantage to move and reorganize them should you see fit.
 MARK THE TEXT WITH A PENCIL, PEN, OR, EVEN BETTER, COLORED FINE-TIPPED PENS—the word
annotation comes from the Latin root words ad, meaning “to,” and notare, “meaning to note.” Therefore,
you are not simply highlighting, you are writing.
 UNDERLINE THE TOPIC SENTENCE IN A PASSAGE—each paragraph has one topic sentence; the rest is
supporting information and examples.
 WRITE THE PASSAGE TOPIC IN THE MARGIN AS A REMINDER—just a word or two. You might also
consider writing down predictions as to where the author will go next or what conclusions will be drawn.
 USE CODES—flag text with codes addressing quotations, statistics, important or useful data. See next
page for an annotating common language.
 WRITE QUESTIONS IN THE MARGIN—when you do not understand something or when you do not
understand the author’s thought process on a particular topic, write the question in the margin as a
reminder to settle the question. Write a question mark for confusing passages or sections to review.
 ADD YOUR OR OTHER AUTHOR’S PERSPECTIVES IN THE MARGINS—other authors have surely written
on the same subject. What do they say? Do they agree with this author? If not, what do they say? Add
these ideas in the margins. Personalize your reading with criticisms, praises, and insights.
 ADD CROSS-REFERENCE NOTES TO OTHER WORKS ON THE SAME TOPIC—use the author’s name and
a shortened version of the other book’s title.
 ADD STRUCTURE TO A NARRATIVE TEXT—use 1, 2, 3, 4…or an outline format I. A. B. C. 1, 2, 3, a, b,
c…to add a structure that you understand. Number key details that the author provides.
 DRAW ARROWS TO RELATED IDEAS— examples or links to other ideas or unrelated ideas.
 SUMMARIZE—add your own summary after the last paragraph. That simple exercise will crystalize your
thinking on the topic. If you cannot write it, you do not understand it.
ANNOTATION
SYMBOL
CHARACTERIZATION
The representation of persons in narrative and dramatic works; or how a character is presented in a story.
→TS←
CONNECTIONS
→TT←
→TW←
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IMPORTANT
DETAILS
EXPLANATION
!
▲

Note connections you make in the margins; be sure to briefly explain connections to essential question and other shared texts.
 TEXT-TO-SELF: how are you responding or connecting to the text; note any personal connections. I.E: This reminds me of the time when…
Miranda and I share the quality of…
 TEXT-TO-TEXT: how does this passage relate to something else you’ve read or watched. I.E: The movie… has this same problem! In the book…
the character dealt with the same conflict.
 TEXT-TO-WORLD: how does this passage relate to something else that you have experienced or know about? I.E: The tsunami sounds like the
one that happened in Japan. Why do teenagers make impulsive decisions like Megan deciding to…?
Important details that may not be easily recalled but contribute to the story (dates, numbers, names of things, plot details, etc.).
 DOUBLE QUESTION MARKS—to indicate disagreement.
 EXCLAMATION MARK—to note agreement or to flag a strong statement
 TRIANGLE—to indicate a change in thinking.
 ASTERISK—for the topic sentence.
S
Figurative language uses words or expressions with a meaning that is different from the literal interpretation.
 METAPHOR: A comparison between two things, stating that one is the other or does the action of the other. I.E: My brother’s a monkey.
 SIMILE: A direct comparison of two unlike things using “like” or “as.” I.E: He’s as dumb as an ox.
 PERSONIFICATION: Figurative language in which human characteristics are given to an animal or an object. I.E: The wind whipped menacingly.
 HYPERBOLE: An exaggeration that is so dramatic that no one would believe the statement is true. I.E: He was so hungry; he ate that whole
cornfield for lunch, stalks and all.
 IDIOM: an expression used by a particular group of people with a meaning that is only known through common use. I.E: I’m just waiting for
him to kick the bucket.
 SYMBOLISM: When a noun which has meaning in itself is used to represent something entirely different. I.E: an image of the American flag to
represent patriotism and a love for one’s country.
IMAGERY

The use of vivid language to generate ideas and/or evoke mental images, using words that engage the senses (sight, sound, touch, taste, smell).
I.E: Tom placed his ear tightly against the wall; he could hear a faint but distinct thump, thump, thump.
INFERENCE

Assumptions you make about a character, or situation, or author’s intention. I.E: Miranda seems to have a connection with… Pfeffer probably included
the ice rink because…
STRUCTURES

If the author writes in a way that you find interesting (using many short sentences, or writing in slang, or creating a complicated long sentence,
etc.), make reference to the section in the margins.
M

FIGURATIVE
LANGUAGE
P
H
I
PLOT
Key events in the story: exposition, initial incident, rising action, climax, conflict, falling action, resolution, and dénouement.
QUESTIONS
?
Write any questions you have about the text in the margins. These might be related to vocabulary, lack of understanding, difficult passage, or
analysis. I.E: Why is the meteor going to hit the moon? Are people worried? What will happen after the meteor hits the moon?
REPETITION

Double-underline the purposeful re-use of sounds, words, and phrases for an effect.
VOCABULARY

Circle unfamiliar words and define in the margins. Any specialized terms, look them up as soon as possible, and write out the definitions.
Likewise, you could write a check mark in the margin when a key new term is introduced.
A