As you are learning, there are many ways to get and give feedback to writers in our classrooms. If we were in a face-to-face classroom, we would meet as a class and I would ask for volunteers to let me edit their annotation using a doc cam. This is one way to help an entire class all at once. It requires you build a good deal of trust in a class because students are very vulnerable.
In our online and abbreviated class, it makes more sense to not do just one annotation but for all of you to post one annotation and for me to give each of you feedback. This way, you all learn from seeing what my comments are on everyone's annotations.
WHAT YOU SHOULD POST: Take one of your annotations--just one--and post it to the discussion board. I will copy and paste it in a response with my editing. I will try to narrate for you why I made the decisions I made. And I will ask questions when I have them. I suggest that folks read not just your own comments but everyone's comments so that folks can get a more balanced sense of what a strong annotation looks like. This kind of community workshopping can be a very effective teaching tool in a classroom--one that Kittle talks about in her chapter on teaching grammar.