AVID Critical Reading

Marking the Text

“Marking the Text” is an active reading strategy that asks students to think critically about their

reading. It helps students determine the essential information in a reading passage, isolating it visually

from the rest of the surrounding text. While reading the text, students analyze ideas, evaluate ideas, and

circle and underline essential information relevant to one’s reading purpose. With pencil in hand,

students focus on what is being said in the text, leading to increases in comprehension and retention of

textual material. Marking the Text can be used with textbook readings, articles, primary source

materials, or classroom Cornell Notes.

There are three basic marks you should use when using the “Marking the

Text” reading strategy. The first is to number (#) the paragraphs.

Numbering the paragraphs (or, if it is a very long text, numbering chunks of

text) allows a reader to refer quickly to specific areas of the text during class

discussions. You should then complete a “clean read,” or one in which your

pencil is down and you are reading to build familiarity with the structure and

ideas of the text.

Then, you should reread all or parts of the text, marking essential

information as you reread. Specifically, you should circle key terms/phrases

and underline information relevant to the stated reading purpose. In other

words, the information you mark will be determined by the purpose of the

reading. Depending on the type of text being read, key terms might include

key concepts, content-based vocabulary, lesson-based vocabulary, names of

people/places/dates, formulas, repeated words, literary devises, or other

terms related to the reading purpose. Examples of the types of information

you will underline includes author’s claims, evidence, facts about a person,

place, thing, or idea, descriptions, cause-and-effect relationships…….it just

depends on the reading purpose.

Since “Marking the Text” is a fundamental skill, it ought to be used

whenever you are asked to read. When you are reading copies of articles,

newspapers, source documents, or other consumables, you should

automatically mark the text. Numbering paragraphs, circling words and

phrases, underlining key information…this should become second nature to

you as you practice and get into the habit. But what about when you are

reading textbooks or other materials that you should not write directly on?

Do you just not mark those types of texts? Of course you should; you just

need to get a little creative. Suggestions for marking texts you are not

allowed to write on include using sticky notes, overhead transparencies laid

on top of the text, or a t-chart in your Cornell Notes where you keep track of

circled key terms and underlined information (this last one is my personal

favorite).

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AVID Critical Reading

Students need to focus on the texts they read and they need tools to help

them understand the complex ideas on the page, not to mention a way to

stay engaged and focused while they read (Have you ever read a page of

text, gotten all the way to the bottom, and realized that you zoned out the

entire time and didn’t remember anything you just read?). Marking the

Text gives students a way to isolate essential information that can be

referenced (or found) easily during a writing task or class discussion.

Students might also use their markings

• to assist in summary writing,

• to connect sections of the text,

• to investigate claims or evidence,

• to engage in other types of analysis

• to interact with their Cornell Notes because numbering

paragraphs/chunks/main ideas, circling key terms, and underlining

essential information is an important part of Note-making (or step

R—Review and Revise Your Notes)

Numbering paragraphs is also essential for class discussions. Once

paragraphs are numbered, students can easily direct others to those places

where they have found relevant information. Marking the Text is a

fundamental strategy that students must learn to do well.

Ultimately, Critical Reading strategies are meant to help you become a

better reader, helping you to increase your level of college readiness so you

can do well now and also prepare for life in the University after high school.

This is not just busy work….Marking the Text is one type of strategy good

readers turn into a habit so that they can construct meaning from the texts

they read. Someday you won’t be reading “like” a college student….you

will be reading “as” a college student.

Ask the following questions to help you reflect on the use of Marking the

Text:

• How did this strategy improve your understanding of the text?

• What stood out to you that you would have missed otherwise?

• What did using Marking the Text do to your level of interest,

engagement, and/or understanding while you read?

• Why would readers want to use this strategy?

• When would you want to use a strategy like Marking the Text? How

would you mark a text in your other classes?

• What types of texts would it be useful on? What types would you

want to steer-clear of using it on?

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Discussing Your Markings

Questions

What did you circle and underline? What claims does the author make?Where does the author use key terms?How are the key terms related to the argument?

Sentence Starters

• The author argues in paragraph ___ that...• I found ___ key terms in paragraph ___• I noticed the author uses...• I circled ___ because...• The author makes his/her first claim in

paragraph ___

When Reading Argument

?Ask these types of questions when discussing what you marked in an argument.

Use the questions below to guide your discussions about what you marked in a text. Then, use the sentence starters to help you talk about the text.

Questions

What did you circle and underline? What did you underline as the main idea?What words are related to the main idea?Where does the author define an idea?

Sentence Starters

• The author’s main idea is in paragraph ___ • I found a central idea in paragraph ___• I noticed the author uses...• I circled ___ because...

When Reading Informational Text

?Ask these types of questions when discussing what you

marked in an informational text.

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