A study (the first of two studies) examined the effects that training in annotation writing had on college students' comprehension and summary writing abilities as compared with students who received a more traditional type of instruction. One half of the 144 university students enrolled in a college reading and study skills course received a treatment which consisted of training in annotation writing. The other half received a more traditional type of college reading instruction. Students completed pretests and posttests measuring comprehension and measuring summary writing. Results indicated that: (1) students in the annotation training group had scores which were statistically significantly greater for length, combined indexes, and efficiency ratios, but not for time, key ideas, comprehension, and peer evaluations. Findings of the first study suggest that students who received annotation training were able to produce succinct summaries. The second study determined the effects that training in annotation writing had on college students' critical and evaluative thinking. The subjects were 100 university students enrolled in a college reading and study skills course. Three of six classes received instruction in annotation writing. The three remaining classes received a more traditional type of college reading and study skills instruction. A critical judgments test was used as a pretest and posttest. Results indicated no statistically significant differences between the experimental and control groups. Findings suggest that annotation training did not appear to improve critical and evaluative thinking skills. (Two figures and one table of data are included.) (RS)