This page will provide links to our annotation site, helpful and interesting discussions of academic writing, and materials that will help you understand course readings better.
Here is how to login to Hypothes.is, which we will be using for all marginalia and annotations.
- log on to hypothes.is (https://hypothes.is/groups/9PJYovKk/summer-2024-eng-3015) https://hypothes.is/groups/9PJYovKk/summer-2024-eng-3015
- log on to the blog and visit the pdf page
- click on the first item on the list and copy its url to your clipboard
- In another tab, open https://via.hypothes.is/ and paste in the link of the page you want to annotate. That opens hypothesis.
- Click on the cursor icon to make the full sidebar appear. Or click on a word that you want to annotate.
Please see the archive of notes page for a fuller discussion of the sorts of comments we will be posting.
Food for thought:
When I consider what I want you to remember from this class in five years, my answer was very close to the argument of this article! “Thinking Like an Epidemiologist” Evidence is the cornerstone of inquiry. Always update your priors!
LEARNING AIDS:
A useful book about academic writing and engaging with sources is They Say, I Say: The Moves That Matter in Academic Writing, by Gerald Graff and Cathy Berkenstein. I include here a link to the full book but also post chapter 5 here: Chapter-5_-Distinguishing-You-from-T
HELP WITH READING:
Here’s a great website that offers advice as to how to perform a close reading:
https://www.york.ac.uk/english/writing-at-york/writing-resources/close-reading/
helpful for reading, annotations, and essay writing:
closer reading, evidence, and thesis guidelines
This short overview about reading a scholarly article may be helpful as you prepare for your oral presentation.
Having spent a few semesters with Chat GPT, I feel like I’ve learned its (bland, predictable) voice. Here’s some interesting research that talks about where that voice comes from:
I recommend you read on paper and will have printable or hard copies available for everything I assign. Here are some recent articles discussing the fact that, while people reading on screens are able to comprehend at similar levels to those reading on paper, metacognition, the sort of deeper-level thinking required for literary analysis, might be compromised. That said, I read these articles on a computer!
As we will discuss in class, Scots is a distinct language (or dialect, depending on your definition and politics) with vocabulary, pronunciations, and grammatical constructions that are different from English. This dictionary is pretty comprehensive: http://www.dsl.ac.uk/