Minding the Gap: Annotation as preparation for discussion

Jose Feito, Patricia Donahue

Research output: Contribution to journalArticlepeer-review


This research project examines classroom discussion in its relationship to reading as made visible through the practice of textual annotation. In order to develop a rich description of student reading/discussion processes, we targeted multiple undergraduate seminars at a liberal arts college as they encountered the first two Acts of Shakespeare’s King Lear . We collected triangulated data from these class sessions including targeted reading surveys, student reading annotations, natural- istic observation of real-time seminar discussion behavior, and student reflections. Our analysis of the students’ annotations relies upon reading theorist Wolfgang Iser’s conceptions of interpretive gap, consistency building, and individual reper- toire. Our discussion considers the theoretical implications of this local, in-depth data for the broader analysis of student reading and discussion practices.

Original languageAmerican English
JournalArts and Humanities in Higher Education
StatePublished - Jan 1 2009


  • annotation
  • difficulty
  • discussion
  • pedagogy
  • reading
  • student readers


  • Arts and Humanities

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