Informal reading response:https://docs.google.com/document/d/1arLJF8F1iMNZTU0PXvBGvE9q1Tr_xUuzRhbQySPR3RM/edit

Annotations above.

Above is my annotations to “Reporting Live from Tomorrow” by Daniel Gilbert. Throughout the semester I have approached annotating by marking important selections with a highlighter that I could potentially use as ideas or sources for an informal reading response later on, as well and in possibly assigned essays. In terms of annotating through writing in the margins, I define terms that I do not know the definition to. I also ask questions of the text to be used during classroom discussion and to look up later if it is a difficult concept to grasp. When I come across an idea that I deem necessary to remember, I summarize the concept in order to commit it to memory. I also summarize ideas that are complex because it organizes the ideas better in my mind, as well as puts them in good order. Concepts that take longer to describe are always harder for me to remember, so I put in extra work to commit them to memory. I decide what to mark or discuss by marking ideas or concepts that are related to the section we are working on in class. For example, during the “Happiness” section of class, I would highlight information related to happiness so that I could easily reference those ideas when I needed them for my essay. My ability to “interrogate” texts is adequate because I engage the text through marking the thesis of each reading, as I did in this text. I highlighted the thesis on page 186 of the text. I also engaged the text through Gilroy’s principles through making connections from the text to my own life and experiences. I tend to give my opinion of the text, writing comments such as “relatable” or connections such as “I have a friend like this”. The class as a collective unit practices active, critical reading through discussing the answers to their informal reading responses in class. It serves as a conversation starter and medium for discussion between the authors ideas and ideas from those in class. For example in my informal reading response, I wrote about how Gilberts idea contradicts an idea from Brooks. I brought that point up from my response during class and it sparked a discussion about the text and what ideas could be used in our happiness essay.