1) While the questions in Ede's book were useful as a starting point for inexperienced readers and students, we decided that the majority of the prompts came second nature in our own processes. We already understand how to internally articulate audience and purpose; it no longer needs to be defined prior to reading. However, we do recognize that this is a developed skill--many group members recalled their own "close reading" experiences through high school AP literature courses--they learned by example.
The primary difference in our experience boils down to time. We have our students for 2-3 days a week, for brief intervals. This requires us, as teachers, to accelerate that process, as we don't have time to read multiple texts and reflect in class. The annotated process becomes a series of tasks that can help a student through the process, eventually allowing the student to fashion his/her own methods.
2) There was a general consensus that these questions would be employed with an in-class reading, either post-reading or during. Students should preview the questions prior to reading, then actively engage them with the text.
3) For summary, we discovered that most of our group members focused on a summary, paraphrase, and quoting unit instead of an individual unit on summary. We found that this larger unit addressed the task of using sources, but did little to promote reading comprehension. Thus, the focus on summary while teaching how to annotate seemed like it would be beneficial, if our class goals were such.
4) For other guidelines regarding summary, we concluded that summary should highlight the main points, foregoing detail in favor of message.
5) We concluded that the guidelines for summary should include using text objectively, asking students to employ memory as a source (for in-class practice), and adjusting for audience by requiring students to summarize for a variety of individuals. For example, one might ask students to summarize for a fifth grader, or perhaps a fellow classmate.
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