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Annotating, note-taking, or questioning your reading can improve your comprehension.

When we read, it seems that we move from word to word in a linear fashion, left to right (in English), and from the top of the page to the bottom. This is a line by line reading (and, by the way, research shows that even when reading feels linear like this, most readers actually do let their eyes scan forward to see what's coming next and backwards to put what they are seeing now in the context of what came before, so it isn't as linear as you might think!) At some point, you will need to read most of what you read for school in this line-by-line way. Remember: if you have used pre-reading strategies before you try a line-by-line reading, that may also make it seem easier and more efficient than linear reading you've done in the past. Line-by-line reading can be also be more efficient if you read actively.

There are many ways to read actively—whatever helps you stay involved with the reading and keeps your mind working counts as active reading. Keeping a pencil or pen in hand works for some people, simply because it reminds them that active readers are prepared to respond to the text—to write back, to ask questions, to make outlines—all things that require something to write with! You might also want to try these several different strategies and see what seems to work best for you.

Questioning:

Ask questions while you read. Actively searching for answers in the text (What evidence does she provide for this point? Where is the definition of this term?) or in your own mind (What experiences have I had that are similar to this? Isn't this like what I read about in...?) is one of your best strategies for engaging your active mind while you read. "Activity Four: Reading Critically—Questions to Ask" will help you to use this strategy to think critically while you read. For more on critical reading, see the Overview in Capella's Writing Handbook

Annotation:

Read with a pen or pencil in your hand, and use it to annotate—write all over—what you are reading. Margin notes, also called "marginalia," or annotation, are a lot like graffiti. They let you put your own stamp on the reading. You may be uncomfortable writing in a book, because of early training, but if you own the book, the increased comprehension is absolutely worth over-coming that discomfort. "Activity Five: Annotation" will give you some ideas about what you might want to write in your margins, and an opportunity to practice.

Why if I can't write in this book?

If the margins of your reading are too small, or you reading off of a screen (not always a good idea), or you are reading a borrowed book, consider these strategies:

• You can get many of the benefits of annotation by creating notes on a separate piece of paper.
• If you need to read deeply, but you have borrowed the book, consider Xeroxing the sections you want to focus on.
• Use a pencil to very lightly create margin notes, transferring them later, and then erasing the originals very gently.
• Use sticky notes for your annotations, making sure to put the page number of what you are reading on each one, and then keep them all in a folder together, or transfer them into a research log.

Why should I print out my readings?

Reading something from your computer screen is okay if you are pre-reading material, skimming, or reviewing something you have already read, but it may not be such a good idea if you are studying for a test or reading deeply for comprehension, for several reasons:

• It's too easy, when reading off the screen, to feel disconnected to the reading; you may find yourself reading too fast (link), allowing yourself to get bored (link), or allowing yourself to be too passive.
• Reading off the screen does not easily allow for active reading strategies like margin notes.
• It's tempting to cut and paste sections of text when you are reading off the screen, and call them "notes." This is not true note-taking, because it requires almost no active thinking on the reader's part. Note-taking should always be a creative act.