you can adopt or adapt. They recommend starting small, setting clear expectations, varying your assignment requirements if you\u2019re using Hypothes.is a lot, and some tips on how to let students know their contributions matter.\u00a0<\/span><\/p>\n\u00a0<\/p>\n
Here\u2019s how to make an assignment using Hypothes.is:<\/b><\/p>\n
Create an assignment in Canvas. As you\u2019re setting up the assignment, scroll down to the Submission Type box. In the drop down menu, choose \u201cExternal Tool.\u201d A search box will appear; click \u201cFind\u201d button next to the box, and you\u2019ll see Hypothesis in the dropdown menu. Click on it, and a dialog box will appear asking you to select content for your assignment. Make a choice and you\u2019ll be prompted to upload or link to your choice. You can upload a document\u2013shortish (3-6 pages) tends to work better than a longer document, so students\u2019 comments don\u2019t get too lost. But you can also enter a URL to create a copy of a website that students can then annotate. You can also annotate Youtube videos.<\/span><\/p>\nThen choose continue, and then Select to finalize. From there, continue setting up your assignment and publish it. The document, website or video will appear with Hypothes.is ready to go.<\/span><\/p>\n\u00a0<\/p>\n
Below are two cool sets of instructions<\/b> Evergreen faculty Kathleen Eamon has used in different programs. Obviously, you\u2019ll want to adjust the kinds of tags you\u2019re using for your subject matter and specific assignment goals, but this gives you an idea of the kinds of things you might prompt students to annotate using Hypothes.is. You can ask students to tag their annotations so you\u2019ll be able to sort out comments by each category.<\/span><\/p>\n\u00a0<\/b><\/p>\n
HOW TO HYPOTHES.IS in just four easy moves:<\/b><\/p>\n\n- Vocabulary Fun<\/span><\/li>\n
- Key Terms<\/span><\/li>\n
- Critical Passage Identification<\/span><\/li>\n
- Micro-Essay (print and bring to class!)<\/span><\/li>\n<\/ol>\n
\u00a0<\/span><\/p>\n\n- Vocabulary Fun, or Mucking About in the Symbolic\u00a0<\/span><\/li>\n<\/ol>\n
\n- Highlight unfamiliar words<\/span><\/li>\n
- Provide a concise paraphrase or definition<\/span><\/li>\n
- Cite the source of your definition (e.g., dictionary name, website)<\/span><\/li>\n<\/ul>\n
\u00a0<\/span><\/p>\n\n- Key Terms, or Our Master Signifiers<\/span><\/li>\n<\/ol>\n
\n- Identify 2-3 crucial terms in the text<\/span><\/li>\n
- For each term, infer its meaning using contextual clues<\/span><\/li>\n
- Briefly explain why you believe these terms are central to the text<\/span><\/li>\n<\/ul>\n
\u00a0<\/span><\/p>\n\n- Critical Passage, or at least It Feels Important to Me\u00a0<\/span><\/li>\n<\/ol>\n
\n- Select a brief, significant passage for potential class discussion<\/span><\/li>\n
- Summarize the main idea in simple, accessible language<\/span><\/li>\n
- Explain the passage’s importance to the overall text or argument<\/span><\/li>\n<\/ul>\n
\u00a0<\/span><\/p>\n\n- Micro-Essay, or This-Us-Me it Up<\/span><\/li>\n<\/ol>\n
A Micro-essay contains the following three components:<\/span><\/p>\n(1) summarize the passage<\/span><\/p>\n(2) relate it to another program element<\/span><\/p>\n(3) relate it to your own life or popular culture.<\/span><\/p>\n(75 words min, 200 word max) print and bring to class!<\/span><\/p>\n\u00a0<\/span><\/p>\n\u00a0<\/span><\/i><\/p>\nOver the summer usage\u2026 Students read the week\u2019s assigned texts in different orders depending on their emphasis (called a \u2018strand\u2019).<\/span><\/i><\/p>\n\u00a0HOW TO HYPOPTHES.IS in Six Standard Moves:<\/b><\/p>\n\n- Vocabulary Exploration<\/span><\/li>\n
- Essential Key Terms<\/span><\/li>\n
- Critical Passage Analysis<\/span><\/li>\n
- Strand-Specific Engagement<\/span><\/li>\n
- Power of the Negative Connection<\/span><\/li>\n
- Free-style<\/span><\/li>\n<\/ol>\n
\u00a0<\/span><\/p>\n1.Vocabulary Exploration<\/span><\/p>\n\n- \n
\n- Highlight unfamiliar words<\/span><\/li>\n
- Provide a concise paraphrase or definition<\/span><\/li>\n
- Cite the source of your definition (e.g., dictionary name, website)<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
2. Essential Key Terms<\/span><\/p>\n\n- \n
\n- Identify 2-3 crucial terms in the text<\/span><\/li>\n
- For each term, infer its meaning using contextual clues<\/span><\/li>\n
- Briefly explain why you believe these terms are central to the text<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
\u00a03.<\/span>Critical Passage Analysis<\/span><\/p>\n\n- \n
\n- Select a brief, significant passage for potential class discussion<\/span><\/li>\n
- Summarize the main idea in simple, accessible language<\/span><\/li>\n
- Explain the passage’s importance to the overall text or argument<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
\u00a04.<\/span>Strand-Specific Engagement<\/span><\/p>\n\n- \n
\n- For your primary strand (philosophy, psychoanalysis, or literature):<\/span>\n
\n- Identify a relevant phrase or passage<\/span><\/li>\n
- Formulate a substantial, text-based seminar question<\/span><\/li>\n<\/ul>\n<\/li>\n
- For your secondary strands:<\/span>\n
\n- Engage with existing questions by:<\/span>\n
\n- Clarifying or refining the question<\/span><\/li>\n
- Discussing potential approaches to answering in class<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
5.Power of the Negative<\/span><\/p>\n\n- \n
\n- Identify a connection between the text and one of the program themes: negativity, the unconscious, sublimity, the death drive, death, mortality, or zombies<\/span><\/li>\n
- Explain how the text relates to or illuminates this theme<\/span><\/li>\n
- You may refer to a specific passage or discuss the text’s overall approach to the theme<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
6.Free-style<\/span><\/p>\n\n- \n
\n- Make at least one other comment in your own voice, about anything you like<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
\u00a0<\/p>\n","protected":false},"excerpt":{"rendered":"
Are you wondering how to keep your students\u2019 discussions grounded in the texts you\u2019re working with? Do you need a...<\/p>\n","protected":false},"author":10237,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_mi_skip_tracking":false,"_s2mail":"no"},"categories":[1,111],"tags":[],"_links":{"self":[{"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/posts\/6370"}],"collection":[{"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/users\/10237"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/comments?post=6370"}],"version-history":[{"count":3,"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/posts\/6370\/revisions"}],"predecessor-version":[{"id":6374,"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/posts\/6370\/revisions\/6374"}],"wp:attachment":[{"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/media?parent=6370"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/categories?post=6370"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.evergreen.edu\/ltc\/wp-json\/wp\/v2\/tags?post=6370"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}