please read the attachments and watch this video   https://www.youtube.com/watch?v=4mRpavdlAeg

assignment one
 1. Watch this video https://www.youtube.com/watch?v=4mRpavdlAeg&feature=emb_title
 2. Write a journal of no fewer than 250 words describing the difference between summary and analysis. Think about one of your favorite TV shows. First summarize one episode of that show. Then analyze something that happened in the show. What message was being sent by that event? Include the word count. 

assignment two
1. Review the Mark it Up! PowerPoint 
2. Read through a Guide to Annotation 
3. Read through Using the Commenting Feature in Word
4. Open “The Parable of the Old Man and Young.” Annotate the document using the commenting feature in Word.   Don’t forget to use as many methods as possible from the Guide to Annotation document. Thus, you must do more than just make comments in the margins. Think about using symbols, underlining, highlighting etc. Dig deeply! Are there any hidden meanings of the text? 
5. Attach your document that you have commented on. 

assignment three
After completing Assignment 1, annotating a poem, please write a journal about your experience. Answer the following questions in the text box provided (type directly into the box):
1. When you first read “The Parable of the Old Man and the Young,” what was your initial response? Was it difficult? Confusing? Easy? 
2. At first glance, what did the poem seem to be about?
3. After annotating, what new meanings did you find behind the poem?
4. What other things did annotating help you learn?
DON’T FORGET TO INCLUDE THE WORD COUNT AT THE BOTTOM OF YOUR ENTRY. YOU WILL HAVE TO MANUALLY TYPE THAT IN.
The Parable of the Old Man and the Young
Wilfred Owen (1918)
So Abram rose, and clave the wood, and went,
And took the fire with him, and a knife.
And as they sojourned both of them together,
Isaac the first-born spake and said, My Father,
Behold the preparations, fire and iron,
But where the lamb for this burnt-offering?
Then Abram bound the youth with belts and straps,
and builded parapets and trenches there,
And stretchèd forth the knife to slay his son.
When lo! An angel called him out of heaven,
Saying, Lay not thy hand upon the lad,
Neither do anything to him. Behold,
A ram, caught in a thicket by its horns;
Offer the Ram of Pride instead of him.

But the old man would not so, but slew his son,
And half the seed of Europe, one by one.

The Parable of the Old Man and the Young

Wilfred Owen (1918)

So Abram rose, and clave the wood, and went,

And took the fire with him, and a knife.

And as they sojourned both of them together,

Isaac the first-born spake and said, My Father,

Behold the preparations, fire and iron,

But where the lamb for this burnt-offering?

Then Abram bound the youth with belts and straps,

and builded parapets and trenches there,

And stretchèd forth the knife to slay his son.

When lo! An angel called him out of heaven,

Saying, Lay not thy hand upon the lad,

Neither do anything to him. Behold,

A ram, caught in a thicket by its horns;

Offer the Ram of Pride instead of him.

But the old man would not so, but slew his son,

And half the seed of Europe, one by one.

A Reader’s Guide to Annotation

Marking and highlighting a text is like having a conversation with a book – it allows you to ask
questions, comment on meaning, and mark events and passages you want to revisit. Annotating is
a permanent record of your intellectual conversation with the text.
Laying the foundation: A Resource and Planning Guide for Pre-AP English

As you work with your text, think about all the ways that you can connect with what you are
reading. What follows are some suggestions that will help with annotating.

~Plan on reading most passages, if not everything, twice. The first time, read for overall
meaning and impressions. The second time, read more carefully. Mark ideas, new vocabulary, etc.

~Begin to annotate. Use a pen, pencil, post-it notes, or a highlighter (although use it sparingly!).

*Summarize important ideas in your own words.

*Add examples from real life, other books, TV, movies, and so forth.

*Define words that are new to you.

*Mark passages that you find confusing with a ???

*Write questions that you might have for later discussion in class.

*Comment on the actions or development of characters.

*Comment on things that intrigue, impress, surprise, disturb, etc.

*Note how the author uses language. A list of possible literary devices is attached.

*Feel free to draw picture when a visual connection is appropriate

*Explain the historical context or traditions/social customs used in the passage.

~Suggested methods for marking a text:

*If you are a person who does not like to write in a book, you may want to invest in a
supply of post it notes.

*If you feel really creative, or are just super organized, you can even color code your
annotations by using different color post-its, highlighters, or pens.

*Brackets: If several lines seem important, just draw a line down the margin and
underline/highlight only the key phrases.

*Asterisks: Place and asterisk next to an important passage; use two if it is really
important.

*Marginal Notes: Use the space in the margins to make comments, define words, ask
questions, etc.

*Underline/highlight: Caution! Do not underline or highlight too much! You want to
concentrate on the important elements, not entire pages (use brackets for that).

*Use circles, boxes, triangles, squiggly lines, stars, etc.

~Literary Term Definitions:

*Alliteration – the practice of beginning several consecutive or neighboring words with the
same sound: e.g., “The twisting trout twinkled below.”

* Allusion – a reference to a mythological, literary, or historical person, place, or thing:
e.g., “He met his Waterloo.”

* Flashback – a scene that interrupts the action of a work to show a previous event.

*Foreshadowing – the use of hints or clues in a narrative to suggest future action

*Hyperbole – a deliberate, extravagant, and often outrageous exaggeration; it may be used
for either serious or comic effect: e.g., “The shot heard ‘round the world.”

*Idiom – an accepted phrase or expression having a meaning different from the literal:
e.g., to drive someone up the wall.

*Imagery – the words or phrases a writer uses that appeal to the senses.

*Irony – there are three types;

-verbal irony – when a speaker or narrator says one thing while meaning the
opposite; sarcasm is a form or verbal irony: e.g., “It is easy to stop smoking. I’ve
done it many times.”

-situational irony — when a situation turns out differently from what one would
normally expect; often the twist is oddly appropriate: e.g., a deep sea diver
drowning in a bathtub is ironic.

-dramatic irony – when a character or speaker says or does something that has
different meaning from what he or she thinks it means, though the audience and

other characters understand the full implications: e.g., Anne Frank looks forward to
growing up, but we, as readers, know that it will never be.

*Metaphor – a comparison of two unlike things not using “like” or “as”: e.g., “Time is
money.”

*Mood – the atmosphere or predominant emotion in a literary work.

*Oxymoron – a form of paradox that combines a pair of opposite terms into a single
unusual expression: e.g., “sweet sorrow” or “cold fire.”

*Paradox – occurs when the elements of a statement contradict each other. Although the
statement may appear illogical, impossible, or absurd, it turns out to have a
coherent meaning that reveals a hidden truth: e.g., “Much madness id divinest
sense.”

*Personification – a kind of metaphor that gives inanimate objects or abstract ideas human
characteristics: e.g., “The wind cried in the dark.”

*Rhetoric – the art of using words to persuade in writing or speaking.

*Simile – a comparison of two different things or ideas using words such as “like” or “as”:
e.g., “The warrior fought like a lion.”

*Suspense – a quality that makes the reader or audience uncertain or tense about the
outcome of events.

*Symbol – any object, person, place, or action that has both a meaning in itself and that
stands for something larger than itself, such as a quality, attitude, belief, or value:
e.g., a tortoise represents slow but steady progress.

*Theme – the central message of a literary work. It is expressed as a sentence or general
statement about life or human nature. A literary work can have more than one
theme, and most themes are not directly stated but are implied: e.g., pride often
precedes a fall.

*Tone – the writer’s or speaker’s attitude toward a subject, character, or audience; it is
conveyed through the author’s choice of words (diction) and details. Tone can be
serious, humorous, sarcastic, indignant, etc.

*Understatement (meiosis, litotes) – the opposite of hyperbole. It is a kind of irony that
deliberately represents something as being much less than it really is: e.g., “I could
probably manage to survive on a salary of two million dollars per year.”

Definitions from: Laying the Foundation: A resource and Planning Guide for Pre-AP English

Mark it Up!
Annotating Textbooks
in sls1510
TCC
The Learning Commons

1

What is meant by “annotating”?

What is meant by “annotating”?

To annotate means
to add notes or comments.

In this class, annotating means
marking and writing comments
in the margins of your book.

A schedule design for optional periods of time/objectives.
3

It looks like this ~

So, how do you annotate?
Mark the text!
Underline or highlight key words
Circle unfamiliar words or phrases
Use lines or arrows to connect ideas

Write in the Margins
State the main idea
Define unfamiliar words
Number each paragraph

Introductory notes.
10

Why should you annotate?

Helps you stay focused
Deepens understanding
Record of thinking
Easier to review for tests
Bones for an essay!

Objectives for instruction and expected results and/or skills developed from learning.
11

“But…”

“What! Annotating takes too long! And what about selling my book back?”

I wouldn’t write in other people’s book, of course; I write notes only in mine. I write comments with pencils and markers, jot down definitions, translations. . . . The books can be quite messy after I’m done with them. . . .
Why do I write my ideas in books? . . . Books are tools for me, books are interactive when I take notes, books are conversational when I argue with their content, books feed my mind and … my soul. When I’m done with a book, it
doesn’t look too good, but it saves me a lot of time
later on when I refer to the book once again. . . .
Some people told me they don’t have time to
write their thoughts. I think that we have a tendency
to find time for the things that we really enjoy;
we just have to see the value of doing it.
One day, perhaps you’ll be happy to look back
at your notes and rediscover what you were
thinking 1, 5, 10, or [even] 25 years earlier.
 
Stephen Lafond on Dirty Books

Discuss writing in books with the audience. Why write in books? What does Lafond say about writing in books?
13

You can use these symbols:
!!!

???
# & ***

unknown words

Let’s practice!
You will need:

Pens
Markers
Pencils
Sticky notes
A ruler
Your thinking cap!

The Parable of the Old Man and the Young
Wilfred Owen – 1918
So Abram rose, and clave the wood, and went,
And took the fire with him, and a knife.
And as they sojourned both of them together,
Isaac the first-born spake and said, My Father,
Behold the preparations, fire and iron,
But where the lamb for this burnt-offering?
Then Abram bound the youth with belts and straps,
and builded parapets and trenches there,
And stretchèd forth the knife to slay his son.
When lo! An angel called him out of heaven,
Saying, Lay not thy hand upon the lad,
Neither do anything to him. Behold,
A ram, caught in a thicket by its horns;
Offer the Ram of Pride instead of him.

But the old man would not so, but slew his son,
And half the seed of Europe, one by one.

The Parable of the Old Man and the Young
Wilfred Owen – 1918
So Abram rose, and clave the wood, and went,
And took the fire with him, and a knife.
And as they sojourned both of them together,
Isaac the first-born spake and said, My Father,
Behold the preparations, fire and iron,
But where the lamb for this burnt-offering?
Then Abram bound the youth with belts and straps,
and builded parapets and trenches there,
And stretchèd forth the knife to slay his son.
When lo! An angel called him out of heaven,
Saying, Lay not thy hand upon the lad,
Neither do anything to him. Behold,
A ram, caught in a thicket by its horns;
Offer the Ram of Pride instead of him.

But the old man would not so, but slew his son,
And half the seed of Europe, one by one.

What if …
Abraham did sacrifice Isaac?

Behold the preparations: Fire and Iron

Abram bound the youth with:
Belts and straps

And builded: Parapets and trenches

A ram, caught in a thicket by its horns

But the old man … slew his son, and half the seed of Europe …