introduce students to the Comments function of Word 2000
encourage students to annotate their work using computer-mediated
expose students to hypertext applications on the ://english matters
encourage students to analyze the connections between hard copy annotations,
electronic annotations and hypertext
- Microsoft Word (95 or above)
- Active email account
- Floppy disk
- Poem word-processed into Word file
- Internet access
This is designed as a two to three-day teaching module to
be taught in a computer lab.
Introduce students to ://english matters and guide them to hypertext
applications (EX: Lesley's Smith's work; Hans Bergmann's student work,
etc.). Give students handout with instructions for using the comments
application of Word. Model the application using a sample poem on floppy
Homework: ask students to read a poem from their text that is
annotated with footnotes of some kind. Ask them to word process a particular
poem in Microsoft Word (95 or above), and save to floppy disk.
Students bring poems on floppy disks to class. Teacher models Insert
Comments function. Use the rest of class for students to do the same.
Students post hypertext poems to class listserve so that each student
may download annotated poems to a floppy disk. Students give in-class
oral presentations on hypertext poems (5 minutes per student presentation).
Ask students follow up questions about their annotations:
Compare the print annotations about the poem you read in
your text with your computer mediated annotations and those of your
peers: How are the two processes similar? How are they different? Which
do you prefer and why?
2) Now compare your Word hypertext with the hypertexts you read
on the ://english matters website. Again, how are the two processes
similar? How are they different? What does each application bring to
the reading process? To the writing process?
could allow student to construct an annotated poem notebook as one
choice of an individual project.
you could allow students to collaborate on a ėgroup annotated poetry
notebook with each student contributing an initial poem and commentary
and then adding commentary to their peers' selections.
chose to allow students to use their annotated poems as the basis
for a comparison/contrast essay on poetry (see handout on suggested