Framing Statement:

When I attack a reading sample I have to annotate with my active, critical reading skills I always keep in the back of my mind what the author’s point and the main claim is. When I start reading a passage, I like to pull out the main points from each section or paragraph. This helps to provide evidence for what the main claim is. I’ll usually write in the margins summing up what the paragraph covered briefly. Then, while I’m reading the passage, I’ll bracket lists the author makes and underline the idea they’re going under. For example, Hallward introduces subjects we don’t want to talk about, and then lists two different sets of subjects we don’t want to talk about. As shown below, I’ll underline subjects we don’t want to talk about and then bracket the lists. I also circle words I think are important and underline and draw arrows to words or phrases I think to connect. While annotating I also think about other readings and main ideas from class as well and try to find the connections between the two. As Gilroy, Harvard professor, says, “[Setting] course readings against each other …[determines] their relationships.”

With my blog post, I followed what Gilroy said by getting into the habit of asking questions while reading like “what does this mean?” While I didn’t ask questions in my blog post I did ask myself these questions while reading the transcript for Hallward’s Ted talk. This led me to easily find the claim and supporting evidence for it throughout the excerpt and then go on to discuss it in my blog post. I’m proud of my blog post because I mentioned a text to text connection between Hallward and Angela Davis’ excerpt. I found evidence from both and connected the two using quotes in MLA from both excerpts.

Blog Post I’m Proud of:

https://sburbridge.uneportfolio.org/2019/01/28/hallwards-ted-talk-resonating-claim/