Abstract

Abstract:

This article explores how annotation with digital, social tools can address digital reading challenges while also supporting writing skill development for novices in college literature classrooms. The author analyzes student work and survey responses and shows that social annotation can facilitate closer digital reading and scaffold text-anchored argumentation practices.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 427-453
Launched on MUSE
2021-10-24
Open Access
No
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