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Having discussions within the text to get students used to providing citations and/or text-based evidence to their statements
E.g. “As you can see in this passage, Malvolio believes that. . .”
E.g. “Choose a quote you think is important. If you wanted to include it in your paper, how would you introduce it and cite it?”
Leaving instructor comments and guidance in context to the readings
E.g. “Look at how the author uses a water metaphor here.”
E.g. “When reading this section, consider how the Doppler effect helps explain what is happening.”
Having layered discussions about a text where some comments are viewed by team members, others by the class, and still others by the global public
Highlighting instances where the current text was influenced by a previously studied text
E.g. “Highlight all the allusions to Shakespeare on this page.”
E.g. “Highlight the parts of this text that remind you of what Friedman wrote about.”
Highlighting allusions to another text
Providing definitions in the text at the point of need
Directing students to connect a certain passage to:
Another part of the same text
Ideas from a previously-studied text
Historical context
Their own experience
Identifying instances of concepts/principles/strategies (e.g. ethos, pathos, & logos)
E.g. “Highlight a place in this speech where the author uses either ethos, pathos, or logos.”
A follow-up could be, “Do you think this is an effective use of the technique?”
Sharing thoughts on materials curated for a research project
References:
How to integrate Hypothesis into Canvas
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Teresa knew there were two things she wanted to change about her course: ease the financial burden on the students and getting her students to cite evidence from the readings.
Explanation and directions for a specific hypothes.is activity (link to a Google Doc)
Other enhancements
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