4th HONORS American Lit./Comp.
CLASSWORK ASSIGNMENT FOR TUES. 3/18 and **DUE COMPLETED** WED. 3/19:
Using the NYTimes Upfront news article
"China's Cram Schools" pp. 12-15 (WRITING section of your binder) that we've just read/discussed:
- FIRST, using the ANNOTATIONS: A USER'S GUIDE sheet we highlighted/went over today (*WRITING SECTION), read and look CAREFULLY back over the TEXT/ARTICLE ANNOTATIONS you started and worked on in class today, Tuesday 3/18, as we read/started annotating together
- THEN, in class tomorrow, you'll be given 15-20 MORE MINUTES (*that's it!) to COMPLETE ANNOTATIONS for the rest of the article (in other words: FINISH ANNOTATING THE TEXT)
- ALSO! As you read/finish up this task FOR A GRADE, ASK YOURSELF:
- Have I used the ANNOTATION RESOURCE/GUIDE SHEETS Mrs. Krieger gave us today/went over w/SUGGESTIONS to get the MOST out of my completing this task/annotating?
- Are the HIGHLIGHTS I MADE DONE WITH MEANING and CLEAR what I'm showing, not just randomly-colored lines OR TOO MUCH HIGHLIGHTED?
- Did I use a pen/pencil and ASK QU's or DEFINE TERMS on/in the text
- DID I CITE KEY QUOTES/MAIN IDEAS via HIGHLIGHTS and LABELED, POST-ITS, and/or CIRCLED/STARRED and LABELED?
- DID I tie the article's points to VISUALS/PICTURES/MAPS within the text
- Have I used comments and underlines/arrows/brackets/stars WITH MEANING/PURPOSE and NOT just randomly that mean nothing??
- **AND NOTE: Here's also a LINK to an annotated FICTION text to use as a 'guide' if you'd like (although your text is NONFICTION, the end-result is similar):
IMAGE of an ANNOTATED FICTION TEXT
**CONSIDERING THE QU'S ABOVE and whatever works best for you, MAKE SURE YOU have some substantial observations/ANNOTATIONS to bring to discussion to show me tomorrow WED. 3/19!
**THE KEY: GIVE YOUR BEST EFFORT. MAKE YOUR WORK COUNT.
**THIS ANNOTATING TASK FOR THIS "China's Cram Schools" article IS FOR A GRADE.**
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