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Have you ever given students highlighters to annotate the text and mark the important information, and afterwards realize that they marked nothing or they painted everything? This is a typical problem when first teaching students how to annotate a text: Nothing seems more important or everything seems equally important. That is why setting a reading purpose before students annotate the text is essential for powerful note-taking. To demonstrate the point Im trying to make, lets use a very well-known passage by Cris Tovani from her book, I Read It But Dont Get It. The focus of annotation is always driven by the reading purpose. In other words, what question am I attempting to answer while reading this passage? Or, more specifically, what details am I looking for? Whats the reason youre having us read this passage? All of that information told to me before I read sets my reading purpose. Now, lets rewind and pretend that before having read that passage, I had asked you to mark or a