I’m sharing this from my ENG 101 course, but it relates to us even more because we’re working in APA, which features a really passive way of bringing details to readers’ attention. (Look at an APA article and you’ll see a lot of name-dropping and study-mentioning without much integration. They assume that sources are credible (poor setup) and also that sumaries and quotes explain themselves (they don’t).
At the college level, putting in the right-sounding quotes in the right-looking spots of a body paragraph is insufficient. Writers are expected to use the quotes as excuses to argue their points. Close reading is a crucial skill which helps the writer make sense of how something makes sense. Composition (and literature) courses largely aim to enhance or bring about readers’ abilities to handle complex, indirect texts that demand multiple responses.
Close reading is an analytical activity where the writer picks parts of larger whole and discusses how they function. This can be done while annotating or deciding what to say about an annotated chunk of text. Because your audience often knows the text and has ideas about how it works, it is up to you to do more than simply point out the existence of an important line, phrase, or word. Within the line, the critic must move from pointing out an idea to arguing how it functions. What effect is created by that phrase? How does this word affect readers? These questions get proved after careful setup and cited quotation work.
Once you have dissected a speech, description, or dialogue, remember that you have committed a fairly aggressive, destructive act. You yanked a part from the whole. Remember to use the late portions of paragraphs to put the pieces back together. (“Pick up your toys when you are done with them!”)