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Reading strategies and social annotation in the composition course Open Access

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This session examines reading in the composition classroom building from a qualitative analysis of student annotations. Participants will explore social annotation tools that facilitate collaborative, strategic reading among students and instructor feedback on students’ reading strategies. Participants are encouraged to bring an electronic device to participate in this demonstration.

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     Last modified: 06/16/2017

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Permanent link to this page: https://scholar.uc.edu/show/bc388858z