Mrs. Ripple
AP Language & Composition
Annotations
AP Language and Composition Annotation Overview
Knowing how to annotate can be tricky and overwhelming. However, annotation helps you interact
with the text in a way that produces meaningful writing.
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Basic Reasons for Annotation
Organizes thoughts and ideas for later use in writing
o A form of pre-writing
o Keeps you from forgetting what’s most important
Identifies evidence to be used for essay citation
o Mark words/phrases you will later quote
Allows for direct interaction between reader and text
o Begins the process of creating commentary/analysis
Repetition
Anytime you see repetition in a text, it’s important. It’s also one of the easiest ways to start the annotation process.
- Mark repetition of words, phrases, punctuation, etc.
o Identify why the repetition exists
o Why does the author make this choice
o How does it build tone, context, and argument?
o What does the repetition say about the speaker or the event?
- Mark repetition of ideas or arguments
o Examine the first and last sentences of paragraphs for repeated ideas/arguments
 Why would an author repeat themselves in this way?
Remember, it’s easy to say that repetition creates emphasis. That kind of response is not specific. Consider how
repetition builds tone, argument, speaker to the audience, etc. Be specific.
Shifts and Chunking
Anytime there is a significant change in the text, it’s important. Look for changes in tone, argument, or writing style.
Mark the text when you see these shifts.
- Does the author’s tone or attitude change? How?
o What is the purpose of this change?
o How does it shape the message?
- Does the author’s organization or sentence structure change?
o What is the purpose of this change?
o In what ways does it change the outcome of the piece?
- Does the context or focus of the text change?
o Explain how. What might be the purpose of such a change?
Questions
Finally, write down any questions or thoughts you have as you read. Be careful. It’s easy to write only summary. Your
questions can be the basis of thoughtful analysis, too.
- What questions are you left with as you read?
- Is there anything that you find confusing? Identify it and pose a thoughtful question.
- What “unsolvable” questions are at stake in the text? What issues are raised?
Mrs. Ripple
AP Language & Composition
SOAPSTONE
SOAPSTONE: Question Resource
Being able to understand multiple layers of meaning in a text is an expected AP English skill. Every
time you read, SOAPSTone should be one of the ways you approach annotating he text. Use the
questions below to focus your thoughts. You should be able to answer a majority of these questions
every time you have completed a close reading.
SPEAKER: Remember that the speaker is not always the author.
- What are their values?
- What kind of person do they seem to be?
- What is their education or experience?
o Identify textual proof for all questions above
OCCASION:
- What caused this text to be written?
o What specific even or issues forced the writer to write?
AUDIENCE:
- What type of person does the text reach? Be specific.
- How can the audience be described specifically?
o Think: age, socioeconomic status, education, experience, etc.
PURPOSE:
- What is the ultimate goal of the author?
- What “change” do they want to accomplish?
o This should be a complex statement of purpose. An answer like “change
immigration” might be right, but it’s still too broad. Better define the
goal.
 Example: Motivate changes in immigration policy.
 Example: Improve healthcare opportunities for immigrants.
SUBJECT:
- What is the topic of this text?
o Think: Under what category would this text be filed?
 Example: Environmentalism
Climate Change
TONE:
- What is the author’s attitude?
- What emotions do they rely upon within their argument?
o Identify specific textual evidence as proof.