Written Communication Apr 2002

Marginal Pedagogy: How Annotated Texts Affect a Writing-From-Sources Task

Joanna Wolfe University of Louisville Hospital

Abstract

Historically, annotations have provided a means for discussing texts and teaching students about reading practices. This study argues that giving students annotated readings can influence their perceptions of the social context of a writing-from-sources task. Over 120 students read variously annotated letters to the editor, wrote response essays, and answered recall and attitude questionnaires. Evaluative annotations influenced students'perceptions of the text: Passages annotated with positive evaluations were rated as more persuasive than identical passages without annotations; passages annotated with negative evaluations were perceived as less persuasive. Students' global attitudes to the issue were unaffected. Evaluative annotations seemed to decrease student writers' reliance on summary and encourage advanced engagement with source materials. However, some annotations appeared to have negative impacts on essays, causing students to include irrelevant information. Ahypothesis that the perceived position of the annotator shapes students'conceptions of the rhetorical task is advanced and lent limited support.

Journal
Written Communication
Published
2002-04-01
DOI
10.1177/074108830201900203
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Open Access
Closed
Topics
rhetorical criticism writing pedagogy teacher development editorial matter
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Citation Context

Cited by in this index (4)

  1. Sievers (2021)
    Writing between the Lines
    Pedagogy
  2. O’Dell (2020)
    Modern Marginalia: Using Digital Annotation in the Composition Classroom
    Computers and Composition
  3. Kaufer et al. (2011)
    Bringing Social Media to the Writing Classroom: Classroom Salon
    Journal of Business and Technical Communication
  4. Jones (2008)
    Patterns of Revision in Online Writing: A Study of Wikipedia's Featured Articles
    Written Communication

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CrossRef global citation count: 17 View in citation network → Build reading path →

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