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What to annotate—and what to leave alone
Choose marks according to your purpose. Reading to understand an argument calls for different notes than reading to study for a test, gather evidence for a paper, or enjoy a novel. Cornell’s Learning Strategies Center recommends using learning objectives to decide what you need to know and how deeply to read (Cornell: Learning from Digital Materials).
Mark a key word or short passage, then explain the mark. A brief paraphrase, question, connection, or reaction is more useful than a page of highlighting with no record of your thinking. Kellogg Community College recommends keeping underlines short, summarizing next to them, and bracketing longer passages (Kellogg: How to Annotate).
- For understanding: Note the main point and how the author develops it.
- For study: Mark key concepts and turn them into questions you can answer later.
- For research: Record useful evidence and how it relates to your question.
- For leisure reading: Capture a striking line, a character change, a recurring image, or a question about a scene.
Do not mark a passage simply because it looks important. If you cannot say why you marked it, pause and reread before adding more ink.
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A simple method for annotating as you read
- Preview the text. Look at its title, headings, questions, and learning goals. Decide what you want to get from the reading.
- Read a manageable passage. Focus on a paragraph or section rather than trying to annotate every sentence.
- Mark only the useful part. Underline a short phrase, highlight a key term, or bracket a longer passage you want to revisit.
- Add a note in your own words. Write the main idea, a question, an example, a connection, a disagreement, or a reminder to check something.
- Connect related ideas. Draw an arrow between passages and label the relationship—for example, “example of,” “contrasts with,” or “causes.”
- Pause at the end of a section. Summarize its point briefly and note what remains unclear.
- Review actively if you are studying. Turn key ideas into questions or cue words, cover your notes, and try to explain the answers aloud before checking them.
For help generating questions, Excelsior OWL suggests clarifying prompts such as who, what, why, when, where, and how, as well as evaluative questions about whether a claim is convincing (Excelsior OWL: Creating an Annotation System). Cornell’s note-taking system adds question, recitation, reflection, and review; Stanford describes adapting the layout to notes taken while reading, with key concepts added afterward (Cornell: The Cornell Note-taking System; Stanford: The Cornell Method of Taking Notes).
Use a small, consistent mark key
A short key can help you scan your notes without making annotation a second task. This is a practical suggestion, not a formally validated symbol system; the sources support marking ideas, asking questions, paraphrasing, and linking related points, but do not establish one set of symbols as uniquely effective.
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| Mark | Use it for |
|---|---|
| * | A central idea |
| ? | A question or point of confusion |
| ! | A surprising point |
| ↔ | A connection between ideas |
| DEF | A term to define |
Keep the key short and use it consistently. Add a word or phrase beside a symbol whenever the symbol alone will not remind you why the passage mattered.
Adapt your notes to the kind of reading
Textbooks and informational writing
Track the main claim, key terms, evidence, examples, cause and effect, and questions. Check headings, figures, and captions as well as the main text. Cornell advises readers of digital material to check their understanding of these elements and focus especially on less familiar material (Cornell: Learning from Digital Materials).
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Essays and arguments
Label the claim, supporting evidence, assumptions, and counterarguments. Mark where the reasoning is unclear and ask whether the evidence actually supports the claim. These notes help distinguish what the author asserts from how well the author supports it.
Fiction
Note character changes, recurring images or themes, shifts in tone, striking language, and questions about a scene. Excelsior OWL’s annotation overview links to a dedicated fiction lesson, alongside lessons for other kinds of reading (Excelsior OWL: Annotation Tips).
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Digital reading
Use the text’s built-in notes or annotation tools if they are comfortable, or keep a separate file that identifies the page, section, or passage. E-book interfaces can take time to learn; Cornell recommends active note-taking rather than inattentive markup. If a digital text is difficult to annotate, pen and paper can work too (Cornell: Learning from Digital Materials).
Shared reading
Social annotation lets readers highlight, comment, and discuss interpretations in a shared text. Cornell’s Center for Teaching Innovation describes classroom uses and its own support for Perusall; it also notes that some publisher texts may require a student-paid license. That information reflects Cornell’s institutional context, so check current access and terms for your course or group before relying on a particular platform (Cornell CTI: Social Annotation).
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Choose a format you can revisit
The best format depends on whether you can mark the text, how quickly you can make notes without losing focus, and how easily you will find them later. Cornell-style notes are structured for review and self-testing; margin notes stay beside the passage; sticky notes and a separate notebook keep borrowed or resellable books clean; digital markup can be convenient once you know the interface; shared annotation supports discussion.
- Your own book: Write short notes in the margins or use restrained highlighting.
- A borrowed or resellable book: Put comments on sticky notes or page flags, or keep a notebook with page references.
- A text across several formats: Use a separate notebook or document and identify each note’s page, section, or passage.
- A digital text: Use built-in annotations when practical, or pair the text with a separate note file.
You do not need specialized equipment. A pen or pencil, a restrained highlighter, page flags, or a basic notebook are enough for many readers (Kellogg: How to Annotate; Cornell: Learning from Digital Materials).
Does highlighting help you learn?
Highlighting alone is not proof of understanding, and the evidence on highlighting and annotation is mixed. A UK Department for Education review reports that highlighted information may be recalled more often, but excessive marking can impair performance; highlighting appears more consistently helpful for lower-level recall than for deeper comprehension. The review also describes variation across age groups and reading media, so it does not establish that one medium is always superior for annotation (GOV.UK: Making Sense of Mode Effects).
The practical response is not to avoid highlighting, but to pair it with active thought. After marking a passage, explain its meaning in a few words or turn it into a question you can answer later. Cornell likewise cautions against marking without attention to what you are reading and why (Cornell: Learning from Digital Materials).
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