I. Note Taking

One of the most important skills you will need in your academic work is good notes for class lectures, books and periodicals you can not keep, and research projects. Generally, note taking and outlining should follow these guidelines:

A. Look for the key ideas, concepts, and main points. Try to express these ideas in your own words.

B. Be brief, but write down enough for adequate recall.

C. Record enough information to explain topic to yourself.

D. Have organization of ideas within your notes.

II. For lectures, these are additional suggestions:

A. Use a large 3 ring binder (not spiral bound) with lots of paper.

1. Section or divide the binder by course.
2. Date each class meeting.
3. It is helpful to correlate notes with assigned readings.

B. Listen effectively-not only with your "ears" but with your mind as well.

1. Requires attention and concentration-listen for special words.

a. listen for special words or emphasis which indicates important material.
b. transitional words, phrases, sentences which mark the ending of an idea and the
beginning of another idea.

2. Is it an active and reactive process? How does it fit into what you already know?

3. Is there an understanding or comprehension of the material?- Relates the notes to
the text.

C. Discrimination in note taking--summarize.

1. Too much note taking splits your attention. (Most professors allow time between
important points.)
2. Listen for main points-see Instructors signals.
3. Watch for signals of importance.

a. whatever the teacher puts on board/overhead.
b. definitions and/or enumerations.
c. repeated points.
d. formulas, sketches, tables.

4. Write in a systematic order.

a. box assignments and suggested books
b. use symbol in margin to mark important material

5. Use spacing, don't crowd, have lots of margin.

a. let ideas and main points stand out.
b. leave slots for notes missed.

6. Go over your notes the same day- as soon as possible after class.

III. Conventions of Outlining and Note Taking

While the following is primarily used in preparing outlines, after the form is understood, learned, and practiced, the organization lends itself well to lecture note taking. The form allows you more freedom to listen with less time used in note taking.

A. Work from a specific, well-organized plan. Begin with a thesis statement which states specifically the material to be included.

1. Label headings and sub-headings with alternating numbers and letters.

a. Roman numerals indicate main topics.
b. Capital letters indicate sub-headings in main topics.
c. Arabic numerals indicate divisions in sub-headings.
d. Small letters indicated details under divisions.

Example:

I. ROMAN-main topic

A. CAPITAL-sub headings
B.

1. ARABIC-divisions in sub-headings
2.

a. SMALL-details under divisions
b.

2. Indent each division equally, so that a straight line may be drawn through the periods after all Roman numerals, after all capital letters, and so fourth. If any item runs over into a second line, indent the second line under the first line of the division.

3. Make the headings in each series of equal importance. In other words, headings I, II, and III should be equal divisions of the whole paper; headings A, B, and C should be equal sub-divisions of the main headings and so forth.

4. Divide each heading into sub-headings or into none, since nothing can be divided into less than two parts. A single sub-heading can usually be combined with the main heading.

5. Capitalize the first word of each division.

6. Phrase parallel parts of the outline in parallel grammatical structure.

7. Make every entry as specific as possible. Vagueness leads to flaws in organization.

8. Do not combine sentences and topic outlines.

B. Tests for Outlines

1. Is the topic sentence specific?

2. Is the relationship clear between the parts of the outline? Each heading should refer back to the thesis, each sub-heading to its heading, and so forth.

3. Is the outline sufficiently detailed? The outline should contain enough information for it to serve as a complete study guide or writing outline, without requiring additional notes.

4. Can each division in the outline be developed in detail? Generally do not include anything in the outline which will not or can not be developed into a full paragraph.

Instuctor Signals

Instructors do not send up a rocket when they state an important new idea or give an example, but there are signals to telegraph what they are doing. Every good speaker does it. For example, the instructor may introduce an example with "for example," as we just did. Other common signals are:

"There are three reasons why..." (here they come)
"First...Second...Third..." (there they are)
"And most important..."
"A major development..." (a main idea)

The signal indicating support material may be:

"On the other hand..." "Similarly..."
"On the contrary..." "In contrast..."
"As an example..." "Also..."
"Further..." "Furthermore..."
"For example..." "For instance..."

The signal for conclusion or summary may be:

"Therefore..." "Finally..."
"Inconclusion..." "In summary..."
"As a result..." "From this we see..."

A very loud signal may be used:

"Now this is important..."
"Remember..."
"The important idea is..."
"The basic concept here is..."

Signals are usually ignored by those who do not know how to listen effectively. Expect signals and be alert when you receive them.

Symbols

Listed below are common symbols which help students take notes more quickly. WARNING! Do not over-use symbols. It will convert notes into "hieroglyphics"!

+ = and \	.'. = because
w/ = with	> = greater than
w/o = without	< = less than
eg = for example	= = equal
ex = example	/= does not equal
def = definition	n.b. = this is important
\ = therefore	fr = from
ind = individual	cf = compare
info = information	vs. = against
i.e. = that is	re. = in reference to
soc = sociology	sc = science
psy = psychology	etc. = and so forth
1.2.3. = one, two, three, etc.	ref = reference

Cornell Note Taking System

Step One: Before the Lecture

Before you go to class, make a 2 1/2"column on the left side of your paper. The column you have created is called the "recall" column and will be used after the lecture for organizing and consolidating your thoughts.

Recall Column

2 1/2"

Class Notes Recorded Here

Step Two: During the Lecture

As you write:

1. Listen for main ideas. Do not attempt to write down every word the lecturer says.
2. Record your information in main idea blocks that resemble paragraphs.
3. Skip lines between ideas.
4. Write as legibly as possible.
5. Use meaningful abbreviations.
6. Do not use shorthand extensively.
7. Do not use a taperecorder instead of taking notes.

How to Get the Important Information:

1. Anticipate

a. read the chapters to be discussed.
b. formulate questions from the chapter headings and syllabus.

 

 

2. Listen for audio clues

a. repetition
b. change of tone
c. "This is important..."
d. enumeration

3. Visual clues

a. handouts
b. writing on the board

Step Three: After the Lecture

Reduce your notes for the recall column as soon as possible. This means, ideally, the same day. Look over each main idea block and decide on a good summary to be written in the recall column. This clue should describe the main idea bunch without giving away the details. The clue could take the form of a question.

What are 2 sources of strain in culture?       How can subculture be defined?       What's an example of a subculture?

VII. Sources of Strain on Culture A. Conflict between real and ideal culture. B. Groups that do not participate. subculture-shares overall views and values of society, but also has own distinctive values, norms and life- styles. Ex: drug culture

Why the Recall Column?

1. Space for Review
2. Ebbinghaus' Conclusion on Forgetting
3. Organized Review for Test; Test Question Prediction