REAP (Read, Encode, Annotate, Ponder)

Read-Encode-Annotate-Ponder (REAP) is a teaching method developed by M.G. Eanet & A.V. Manzo at University of Missouri- Kansas City. It is a strategy developed for students to use to improve writing, thinking, and reading. As a teaching method, it is intended to teach students a variety of ways to respond to any text. The responses are brief and poignant ways to critique or annotate what they have read. There are different types of annotations which range from simple summary (reconstructive) to highly challenging critical-creative responses (constructive). Value of Annotating In writing annotations the readers discriminate and synthesize ideas presented by the author, then translate it into their own language. Writing and annotations enrich reflective thinking and reading. The readers analyze the author's purpose and explore their own feelings about the written material. Students who write about what they have learned gain from the reading process. Consequently, writing should be an integral part (a vital component) in the classroom setting. Writing serves as a catalyst in improving one's reading, thinking and comprehension abilities. Learning the routine to write after reading ignites ACTIVE THINKING before, during and after a reading selection. Annotations ensure meaningful reading and encourage clear and concise thinking and writing. Annotatio ns enhance reader's knowledge base as well as improve thinking and writing skills. Why is Annotation helpful? Writing should be daily rather than a sporadic/infrequent activity. Writing should be purposeful and have a known audience. Teachers need to provide ample time for creative thoughts plus time for correcting mechanical efforts. Peerguided/reviewed/supported writings are most effective in becoming better writers (Pearce, 1983). Steps in REAP: R: Read to discern the writer's message. E: Encode the message by translating it into your own words. A: Annotate by cogently writing the message in notes for yourself, or in a thought

book or on an electronic response system. P: Ponder, or further reflect on what you have read and written, through disc ussion and by reviewing others' response to the same materials and/or your own annotation. Using REAP as a Rubric REAP may be used as a way to monitor a student's progress toward Higher Order Literacy. By using examples of the various types of annotations, a teacher may compare and appraise the characteristic way in which the student responds to text. The annotation types listed above are roughly in order of difficulty. Lower numbers indicate more concrete thinking (or literalness) and higher numbers more personal and abstract patterns of response.

Hjh. Norizan Hj. Ahmad 14 Mac 2000