Learning Outcome III

Here are examples from a scientific journal that we read for class, and annotated for our second project of the year:

Framing Statement: Susan Gilroy, which is a professor from Harvard talks about “your reading thinking-intensive from start to finish”, and annotating puts a reader actively and immediately into an authors idea within the text. I believe that I have done this within my annotations and understanding exactly what the writer is talking about. I try to pick out different parts of the text that stands out to me and that way I can expand on them. Looking at my annotations from above you can see that I have used concepts that were learned in class, such as relating and understanding the text. I made sure I understood the material by rereading and annotating different parts that I might have not been sure about and brought them up in class. I had highlighted different parts of what I thought it meant, and kept going to further understand the text that was at hand. I had found a connection within Cuddy to Gee’s “meta knowledge” in her third example. Although looking back at the text I could have done a better job of immersing myself into the text and took a more time into reading it rather than just getting it done. When Susan Gilroy talks about “Take the information apart, look at its parts, and then try to put it back together again in language that is meaningful to you” again I believe that I have accomplished this to a sense. I believe that I have related back to some texts but not in depth for me to really retain the information for the better. I understand now that I have to focus more and take more time to understand the academic texts. There is no option to just read the text and hope you do well on the assignment. A person must look past the words and dive themselves into the text on academic writing.