2.3: Annotating to Paraphrase
- Page ID
- 304746
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)As we’ve learned, to annotate means to take notes. Annotation is an essential step in reading actively and understanding and remembering what you read.
When tasked with paraphrasing a passage, it’s important to try to break down complex ideas so that you can explain them accurately in your own words. Below are steps to follow to annotate a passage you wish to paraphrase.
STEP 1
Read the passage more than once. Focus on getting the general idea. Ask these questions:
- What is the topic?
- What is the author saying about the topic?
- Is the author’s attitude toward the topic positive, negative, or neutral?
Now, of course, there are all kinds of red flags that go up when you start talking about artificially intelligent robots playing a bigger role in teaching. Data privacy is a big one, with huge fears that kids would share personal information with an artificially intelligent robot they trust, and that information could get in the hands of people who should not see it. Plus, if the information that is input into the robots to allow them to learn is biased or skewed, that would make the judgments of the robot flawed. Source: Teachers, the Robots Are Coming. But That’s Not a Bad Thing. (Kevin Bushweller, Education Week, 7 January 2020, link)
Looking at the passage above, identify the topic. Can you tell how the author views the topic? What are 3-4 words or phrases that help you to determine the author’s attitude?
STEP 2.
Mark and look up any unfamiliar words.
Look at the passage again. Highlight any words that you’re unfamiliar with, and add a brief definition in the margin.
Now, of course, there are all kinds of red flags that go up when you start talking about artificially intelligent robots playing a bigger role in teaching. Data privacy is a big one, with huge fears that kids would share personal information with an artificially intelligent robot they trust, and that information could get in the hands of people who should not see it. Plus, if the information that is input into the robots to allow them to learn is biased or skewed, that would make the judgments of the robot flawed. Source: Teachers, the Robots Are Coming. But That’s Not a Bad Thing. (Kevin Bushweller, Education Week, 7 January 2020, link)
STEP 3
Break down complex sentences into smaller chunks.
Now, of course, there are all kinds of red flags that go up when you start talking about artificially intelligent robots playing a bigger role in teaching. Data privacy is a big one, with huge fears that kids would share personal information with an artificially intelligent robot they trust, and that information could get in the hands of people who should not see it. Plus, if the information that is input into the robots to allow them to learn is biased or skewed, that would make the judgments of the robot flawed. Source: Teachers, the Robots Are Coming. But That’s Not a Bad Thing. (Kevin Bushweller, Education Week, 7 January 2020, link)
The first sentence has been broken down into two smaller chunks. Where would you logically split the other two sentences in the passage? Mark the chunks.
STEP 4
Use your knowledge of grammar to identify the main idea or focus of each sentence as well as supporting details or ideas that provide extra information.
Take a look at the chunks you identified in Step 3. Examine each sentence individually. Which chunk represents the main idea of the sentence? Which chunk provides details or extra information? If both chunks present main ideas, do you think they are equal in importance? What key words suggest whether they are or aren’t?
STEP 5
Identify pronouns and other pointing words, and the words or ideas they are referring to.
Now, of course, there \(\rightarrow f\) red flags that go up when you start talking about artificial intelligent robots playing a bigger role in teaching. Data privacy is a big one, with huge fears that kids would share personal information with an artificially intelligent robot they trust, and that information could get in the hands of people who should not see it. Plus, if the information that is input into the robots to allow them to learn is biased or skewed, that would make the judgments of the robot flawed. Source: Teachers, the Robots Are Coming. But That’s Not a Bad Thing. (Kevin Bushweller, Education Week, 7 January 2020, link)
Circle 4-5 other pronouns or pointing words or phrases in the passage. Underline the word or phrase each refers to, and draw an arrow from the pronoun to its referent (the word or phrase it refers to).
KEY: they \(\rightarrow\) kids, that information \(\rightarrow\) (kids’) personal information, it \(\rightarrow\) personal
information, them \(\rightarrow\) robots, that \(\rightarrow\) biased or skewed information
STEP 6
Read the passage again to be sure you understand how the ideas fit together. Pay attention to the connecting words (both at the beginning of sentences and within sentences) and the prepositions.
Now, of course, there are all kinds of red flags that go up when you start talking about artificially intelligent robots playing a bigger role in teaching. Data privacy is a big one, with huge fears that kids would share personal information with an artificially intelligent robot they trust, and that information could get in the hands of people who should not see it. Plus, if the information that is input into the robots to allow them to learn is biased or skewed, that would make the judgments of the robot flawed.
-Source: Teachers, the Robots Are Coming. But That’s Not a Bad Thing. (Kevin Bushweller, Education Week, 7 January 2020, link)
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- Answer
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Add texts here. Do not delete this text first.
Look at each of the highlighted connectors and prepositions in the paragraph above. What is the purpose of each? Fill in the chart.
LINE & WORD &
1 & Now &
| Could mean "at the present time as opposed to the past" or could be |
| used for emphasis. Check previous paragraph for more context. |
1 & when &
| The clause that follows describes the red flags or issues - they are |
| focused on the use of robots in education. |
2 & in & This prep. phrase narrows the use of robots specifically to teaching.
| 3 | with | |
|---|---|---|
| 4 | with | |
| 4 | and | |
| 5 | in | |
| 5 | who | |
| 5 | Plus | |
| 6 | if | |
| 6 | into | |
| 7 | of |