This document provides guidance on effective note-taking skills for university students. It discusses why taking notes is important for learning, focusing attention and organizing ideas. The document outlines tips for taking effective notes from lectures and readings, including determining what is important to write down and using visual tools like mind maps. Students are encouraged to review and organize their notes after class or reading. Effective note-taking can help students learn more efficiently and perform better in their courses.
The document provides tips and strategies for effective note-taking from lectures and readings. It discusses choosing important information over copying verbatim, using visual diagrams and organization techniques like outlining. Specific advice includes leaving space for additions, labeling folders, and reviewing notes after class or reading to fill in details.
The document provides guidance on effective note-taking skills for university students. It explains that note-taking is an important study skill that helps students focus, recall information, and organize ideas. The document outlines tips for effective note-taking, including determining what information is important to write down, using abbreviations to write quickly, and using visual elements like different colors and sizes. It also provides specific guidance on taking notes from lectures and readings, such as listening for summaries and using the SQ3R method of survey, question, read, recall, and review. Students are encouraged to take concise notes in their own words and then organize and review their notes after class or reading.
1) Taking effective notes during lectures is important for students to remember information and save time later. Good notes should be well-structured so they can be reviewed multiple times before exams.
2) Students should review their previous notes and preview upcoming material to link ideas and keep information fresh. They should also take notes even when uncertain if information is important, as it is better to write too much.
3) Effective note-taking involves using abbreviations for repetitive words and focusing on main ideas while leaving out unimportant details. Students should also check with instructors to understand their teaching styles and what level of detail is expected in notes.
The document provides tips for effective note-taking during lectures and while reading. It recommends preparing before class, actively listening during lectures, and organizing and reviewing notes after class. Specific note-taking strategies are outlined, including writing main ideas, using abbreviations, and leaving space to add details. The document also discusses marking up texts, taking written notes through various formats like outlining, and mapping methods to visualize information. Finally, it introduces some digital annotation tools.
The document discusses different note-taking techniques for students, including taking notes during lectures, reading, and summarizing. It explains that note-taking involves selecting important ideas and organizing them in condensed form. Some key tips provided include sitting close during lectures, being brief, leaving space in notes, and reviewing notes weekly. The document also covers paraphrasing, text mapping, and the six R principles of note-taking: record, reduce, recite, reflect, review, and recapitulate.
Exam skills (focusing on exams with essay questions)Liz Davies
This document provides tips for preparing for and taking an exam. It discusses reading exam instructions carefully, managing time, deciding question order, reading questions thoroughly by underlining key words and mapping relevant information. It also covers structuring essay answers with introductions outlining arguments, body paragraphs with topic sentences and evidence, and conclusions summarizing the main message. Additionally, it recommends effective revision techniques like active learning, understanding material, using memory aids, and referencing sources.
The document provides tips and techniques for effective note-taking. It recommends being alert in class to take legible and meaningful notes, rather than writing down everything. It suggests using skimming techniques like focusing on bold, italicized and capitalized words to identify key points. The Cornell Note-taking method advises making two columns, with questions and cues in the left column and notes in the right, and summarizing each page after class. Reviewing notes daily and asking teachers to slow down if needed can also improve note-taking.
The document provides tips and strategies for effective note-taking from lectures and readings. It discusses choosing important information over copying verbatim, using visual diagrams and organization techniques like outlining. Specific advice includes leaving space for additions, labeling folders, and reviewing notes after class or reading to fill in details.
The document provides guidance on effective note-taking skills for university students. It explains that note-taking is an important study skill that helps students focus, recall information, and organize ideas. The document outlines tips for effective note-taking, including determining what information is important to write down, using abbreviations to write quickly, and using visual elements like different colors and sizes. It also provides specific guidance on taking notes from lectures and readings, such as listening for summaries and using the SQ3R method of survey, question, read, recall, and review. Students are encouraged to take concise notes in their own words and then organize and review their notes after class or reading.
1) Taking effective notes during lectures is important for students to remember information and save time later. Good notes should be well-structured so they can be reviewed multiple times before exams.
2) Students should review their previous notes and preview upcoming material to link ideas and keep information fresh. They should also take notes even when uncertain if information is important, as it is better to write too much.
3) Effective note-taking involves using abbreviations for repetitive words and focusing on main ideas while leaving out unimportant details. Students should also check with instructors to understand their teaching styles and what level of detail is expected in notes.
The document provides tips for effective note-taking during lectures and while reading. It recommends preparing before class, actively listening during lectures, and organizing and reviewing notes after class. Specific note-taking strategies are outlined, including writing main ideas, using abbreviations, and leaving space to add details. The document also discusses marking up texts, taking written notes through various formats like outlining, and mapping methods to visualize information. Finally, it introduces some digital annotation tools.
The document discusses different note-taking techniques for students, including taking notes during lectures, reading, and summarizing. It explains that note-taking involves selecting important ideas and organizing them in condensed form. Some key tips provided include sitting close during lectures, being brief, leaving space in notes, and reviewing notes weekly. The document also covers paraphrasing, text mapping, and the six R principles of note-taking: record, reduce, recite, reflect, review, and recapitulate.
Exam skills (focusing on exams with essay questions)Liz Davies
This document provides tips for preparing for and taking an exam. It discusses reading exam instructions carefully, managing time, deciding question order, reading questions thoroughly by underlining key words and mapping relevant information. It also covers structuring essay answers with introductions outlining arguments, body paragraphs with topic sentences and evidence, and conclusions summarizing the main message. Additionally, it recommends effective revision techniques like active learning, understanding material, using memory aids, and referencing sources.
The document provides tips and techniques for effective note-taking. It recommends being alert in class to take legible and meaningful notes, rather than writing down everything. It suggests using skimming techniques like focusing on bold, italicized and capitalized words to identify key points. The Cornell Note-taking method advises making two columns, with questions and cues in the left column and notes in the right, and summarizing each page after class. Reviewing notes daily and asking teachers to slow down if needed can also improve note-taking.
This document discusses different note taking strategies and methods. It outlines the pros and cons of various approaches like linear notes, mind mapping, Cornell method and outlining. Mind mapping is emphasized as it uses both sides of the brain and allows information to be condensed in a very visual way. The document provides tips for effective note taking in lectures and from readings. It encourages actively listening and reviewing material to aid comprehension.
This document discusses effective note-taking strategies for students. It notes that taking notes can be difficult, as it is challenging to determine what information is important to write down. The document then provides guidance on how to structure notes to make them easy to study from later. It suggests taking notes in a way that highlights key ideas, pertinent information, and questions. It also recommends labeling sections, leaving space for additional notes, and reviewing notes frequently to increase retention of the material.
Effective note-taking is an essential skill for university study. It allows students to have a permanent record for revision and helps distinguish personal ideas from source information to reduce plagiarism risk. Good note-taking requires recognizing main ideas, relevant information, and developing a systematic format. Notes should be selective, identify the text purpose and organization, include thoughts and diagrams when possible. Listening notes also benefit from preparation, identifying cues, and using abbreviations and symbols to capture information during lectures.
This document provides guidance on effective note taking techniques for university students. It discusses 8 key aspects of note taking: 1) what note taking is, 2) why it's important, 3) the note taking process, 4) what to do before, during and after lectures, 5) common techniques like outlining and patterns, 6) what information to include, 7) using symbols and abbreviations, and 8) evaluating notes. The document recommends preparing before lectures, focusing on writing down important concepts and details in an organized way like outlining, and reviewing notes after class.
This document provides strategies for active reading and note-taking, including annotation, dialectical journals, Cornell notes, rhetorical precises, reading guides, identifying major ideas, SOAPStone, and identifying influences. It emphasizes the importance of actively engaging with texts through questioning and making connections rather than being a passive reader. Different methods are presented and students are encouraged to experiment to find what works best for them.
The document discusses effective note-making strategies. It defines note-making as an active process of reading, questioning, evaluating, summarizing and paraphrasing information from written sources and lectures. The key reasons for note-making are to organize information for revision, act as memory hooks for retention, and aid in understanding complex ideas. Effective note-making involves surveying materials in advance, posing questions, actively listening and writing down key points and summaries in your own words during lectures and readings. Notes should be reviewed shortly after to reinforce learning and address any gaps.
Note taking is an effective study tool that promotes active reading. Taking notes requires students to organize information, use higher-level cognitive skills to summarize material, and engage with the text. Note taking also condenses material in a way that saves students time and helps them organize and review information for exams. Students may take notes when first reading a chapter, during lectures, after lectures to edit and condense notes, at the end of the week to review, or before an exam to prepare. There are various methods for taking notes, including writing in margins, summarizing, using note cards, outlining, and mapping information. The most important thing is that students take notes, not the specific note taking method used.
The document discusses different note taking and note making strategies for students, including preparing for lectures, taking notes from single sources, reviewing notes, assembling information from multiple sources, and constructing summaries. It notes that while note taking involves recording others' knowledge, note making is a more active process that helps with personal understanding as students learn about topics. Effective note taking and making requires several stages including preparation, recording information, review, and synthesis.
This document provides guidance on different types of reading and note-taking. It discusses reading for different purposes such as for specific information, understanding, or pleasure. It outlines different reading approaches such as skimming, scanning, and in-depth reading and when each is most appropriate. The document also discusses various note-taking methods like brief notes, visual layouts, annotating sources, and using bullet points. It emphasizes selecting the note-taking style best suited for the individual and type of information. Overall, the document aims to help readers identify the most effective reading and note-taking strategies for different situations.
The document provides tips for students on how to take effective notes during lessons. It recommends focusing on writing down important information like main ideas, details, and vocabulary. Comparing notes with other students is suggested. Good notes are described as tidy, readable, and including the key points, rather than just copying what is on the board. Different note taking techniques like outlining, patterns and linear are described.
The document discusses effective note-taking strategies. It recommends taking notes for the purposes of remembering, examining, preparing, organizing, and reviewing material to think critically. The "5 C's of note-taking" are outlined as taking charge of lectures, concentrating, listening critically, connecting ideas, and capturing key points. Various note-taking styles like outlining, Cornell method, paragraph method, and fishbone diagrams are presented. The document emphasizes choosing a style that works best for the individual and provides other tips for effective note-taking.
Students who take good lecture notes tend to do better on tests and achieve higher grades. The document provides several tips for effective note-taking, including arriving to class on time, sitting in the front, being prepared with materials, writing down key points in your own words, and regularly reviewing notes. It also describes the "split-page" note-taking method of writing notes on one side and questions on the other to aid self-testing and review. Following these note-taking strategies can help students better understand and remember the material.
This document discusses effective note-taking strategies for students. It outlines five key reasons to take notes, such as helping to remember information and concentrate. Guidelines are provided for note-taking, such as concentrating, writing legibly, and not worrying about spelling. Tips are given for identifying important points in lectures, such as when the speaker pauses or writes on a board. Different forms of note-taking are also described, like outlining, clustering, and the Cornell note-taking method. Students are assigned to try the Cornell method for a week.
Learning Skills 3 Note Making And Note Taking Skills SlidesRuzita Ramly
This document discusses different note-taking methods like annotation, outlines, columns, mind maps and summaries. It emphasizes the importance of taking clear and organized notes from classroom discussions and printed materials to save time and effort later. Specific tips are provided for preparing for tutorials, listening during class, and reviewing notes after a tutorial. The overall purpose is to help students develop effective note-taking skills.
This document discusses effective note-taking strategies for students. It recommends focusing notes on relevant analysis rather than details, and understanding how examples relate to the overall course. The Question-Justify-Conclude method is suggested for non-technical courses to force thinking about topics differently. For technical courses, the key is getting practice problems and annotating important steps. Several specific note-taking methods are outlined, including the Cornell method, outline method, mind mapping method, and T-method, along with their pros and cons.
The document provides guidance on taking effective notes from sources for academic purposes. It outlines four types of notes: direct quotation, summarization, paraphrasing, and a combination. It also provides examples of each type of note taken from sample texts. The document stresses the importance of properly citing sources by including author name, publication details, and date of access for online materials.
The document provides tips for effective study skills and note-taking. It discusses creating a quiet study environment with good time management. For note-taking, it emphasizes listening for main points and writing brief summaries in your own words rather than verbatim. Notes should be well-organized with clear headings and use of abbreviations, font sizes, and colors to distinguish important information.
The document provides information on strategies and approaches to enhance student learning. It discusses successful test taking strategies for objective and essay tests. It also discusses how teachers can help students manage resources to prepare for tests. The document then describes various study skills and strategies like understanding learning styles, time management, organizing assignments, effective note taking, reviewing material, and assessing progress. Specific tips are provided for visual and linguistic learners. The conclusion emphasizes the importance of developing good study habits through daily review rather than last minute cramming.
This document provides guidance on effective note taking. It discusses why students take notes, including to aid memory, understanding, organization, and revision. It notes key differences between note taking and other forms of writing, such as notes being more personal and flexible. The document then evaluates common note taking challenges and provides suggestions for improvement, such as leaving space, being selective, using headings and abbreviations, and spreading note taking tasks across multiple students.
This document discusses different note taking strategies and methods. It outlines the pros and cons of various approaches like linear notes, mind mapping, Cornell method and outlining. Mind mapping is emphasized as it uses both sides of the brain and allows information to be condensed in a very visual way. The document provides tips for effective note taking in lectures and from readings. It encourages actively listening and reviewing material to aid comprehension.
This document discusses effective note-taking strategies for students. It notes that taking notes can be difficult, as it is challenging to determine what information is important to write down. The document then provides guidance on how to structure notes to make them easy to study from later. It suggests taking notes in a way that highlights key ideas, pertinent information, and questions. It also recommends labeling sections, leaving space for additional notes, and reviewing notes frequently to increase retention of the material.
Effective note-taking is an essential skill for university study. It allows students to have a permanent record for revision and helps distinguish personal ideas from source information to reduce plagiarism risk. Good note-taking requires recognizing main ideas, relevant information, and developing a systematic format. Notes should be selective, identify the text purpose and organization, include thoughts and diagrams when possible. Listening notes also benefit from preparation, identifying cues, and using abbreviations and symbols to capture information during lectures.
This document provides guidance on effective note taking techniques for university students. It discusses 8 key aspects of note taking: 1) what note taking is, 2) why it's important, 3) the note taking process, 4) what to do before, during and after lectures, 5) common techniques like outlining and patterns, 6) what information to include, 7) using symbols and abbreviations, and 8) evaluating notes. The document recommends preparing before lectures, focusing on writing down important concepts and details in an organized way like outlining, and reviewing notes after class.
This document provides strategies for active reading and note-taking, including annotation, dialectical journals, Cornell notes, rhetorical precises, reading guides, identifying major ideas, SOAPStone, and identifying influences. It emphasizes the importance of actively engaging with texts through questioning and making connections rather than being a passive reader. Different methods are presented and students are encouraged to experiment to find what works best for them.
The document discusses effective note-making strategies. It defines note-making as an active process of reading, questioning, evaluating, summarizing and paraphrasing information from written sources and lectures. The key reasons for note-making are to organize information for revision, act as memory hooks for retention, and aid in understanding complex ideas. Effective note-making involves surveying materials in advance, posing questions, actively listening and writing down key points and summaries in your own words during lectures and readings. Notes should be reviewed shortly after to reinforce learning and address any gaps.
Note taking is an effective study tool that promotes active reading. Taking notes requires students to organize information, use higher-level cognitive skills to summarize material, and engage with the text. Note taking also condenses material in a way that saves students time and helps them organize and review information for exams. Students may take notes when first reading a chapter, during lectures, after lectures to edit and condense notes, at the end of the week to review, or before an exam to prepare. There are various methods for taking notes, including writing in margins, summarizing, using note cards, outlining, and mapping information. The most important thing is that students take notes, not the specific note taking method used.
The document discusses different note taking and note making strategies for students, including preparing for lectures, taking notes from single sources, reviewing notes, assembling information from multiple sources, and constructing summaries. It notes that while note taking involves recording others' knowledge, note making is a more active process that helps with personal understanding as students learn about topics. Effective note taking and making requires several stages including preparation, recording information, review, and synthesis.
This document provides guidance on different types of reading and note-taking. It discusses reading for different purposes such as for specific information, understanding, or pleasure. It outlines different reading approaches such as skimming, scanning, and in-depth reading and when each is most appropriate. The document also discusses various note-taking methods like brief notes, visual layouts, annotating sources, and using bullet points. It emphasizes selecting the note-taking style best suited for the individual and type of information. Overall, the document aims to help readers identify the most effective reading and note-taking strategies for different situations.
The document provides tips for students on how to take effective notes during lessons. It recommends focusing on writing down important information like main ideas, details, and vocabulary. Comparing notes with other students is suggested. Good notes are described as tidy, readable, and including the key points, rather than just copying what is on the board. Different note taking techniques like outlining, patterns and linear are described.
The document discusses effective note-taking strategies. It recommends taking notes for the purposes of remembering, examining, preparing, organizing, and reviewing material to think critically. The "5 C's of note-taking" are outlined as taking charge of lectures, concentrating, listening critically, connecting ideas, and capturing key points. Various note-taking styles like outlining, Cornell method, paragraph method, and fishbone diagrams are presented. The document emphasizes choosing a style that works best for the individual and provides other tips for effective note-taking.
Students who take good lecture notes tend to do better on tests and achieve higher grades. The document provides several tips for effective note-taking, including arriving to class on time, sitting in the front, being prepared with materials, writing down key points in your own words, and regularly reviewing notes. It also describes the "split-page" note-taking method of writing notes on one side and questions on the other to aid self-testing and review. Following these note-taking strategies can help students better understand and remember the material.
This document discusses effective note-taking strategies for students. It outlines five key reasons to take notes, such as helping to remember information and concentrate. Guidelines are provided for note-taking, such as concentrating, writing legibly, and not worrying about spelling. Tips are given for identifying important points in lectures, such as when the speaker pauses or writes on a board. Different forms of note-taking are also described, like outlining, clustering, and the Cornell note-taking method. Students are assigned to try the Cornell method for a week.
Learning Skills 3 Note Making And Note Taking Skills SlidesRuzita Ramly
This document discusses different note-taking methods like annotation, outlines, columns, mind maps and summaries. It emphasizes the importance of taking clear and organized notes from classroom discussions and printed materials to save time and effort later. Specific tips are provided for preparing for tutorials, listening during class, and reviewing notes after a tutorial. The overall purpose is to help students develop effective note-taking skills.
This document discusses effective note-taking strategies for students. It recommends focusing notes on relevant analysis rather than details, and understanding how examples relate to the overall course. The Question-Justify-Conclude method is suggested for non-technical courses to force thinking about topics differently. For technical courses, the key is getting practice problems and annotating important steps. Several specific note-taking methods are outlined, including the Cornell method, outline method, mind mapping method, and T-method, along with their pros and cons.
The document provides guidance on taking effective notes from sources for academic purposes. It outlines four types of notes: direct quotation, summarization, paraphrasing, and a combination. It also provides examples of each type of note taken from sample texts. The document stresses the importance of properly citing sources by including author name, publication details, and date of access for online materials.
The document provides tips for effective study skills and note-taking. It discusses creating a quiet study environment with good time management. For note-taking, it emphasizes listening for main points and writing brief summaries in your own words rather than verbatim. Notes should be well-organized with clear headings and use of abbreviations, font sizes, and colors to distinguish important information.
The document provides information on strategies and approaches to enhance student learning. It discusses successful test taking strategies for objective and essay tests. It also discusses how teachers can help students manage resources to prepare for tests. The document then describes various study skills and strategies like understanding learning styles, time management, organizing assignments, effective note taking, reviewing material, and assessing progress. Specific tips are provided for visual and linguistic learners. The conclusion emphasizes the importance of developing good study habits through daily review rather than last minute cramming.
This document provides guidance on effective note taking. It discusses why students take notes, including to aid memory, understanding, organization, and revision. It notes key differences between note taking and other forms of writing, such as notes being more personal and flexible. The document then evaluates common note taking challenges and provides suggestions for improvement, such as leaving space, being selective, using headings and abbreviations, and spreading note taking tasks across multiple students.
The activity of note taking can be considered part of Writing across the Curriculum, Good note-taking can play a huge role in your academic success but not everyone has the note-taking skill necessary to make use of this beneficial practice. The activity of note taking is very crucial; however you can improve your note-taking skills and grades, while learning more with less effort.
Here you will find; What is Reading skill? What is the Purpose of reading? Obstacles (barriers) of effective reading. Techniques of effective reading. Strategies of reading. Methods of reading. Types of reading.
Speaking, Writing, and Listening skills, it is one among the four primary language learning skills. So, it is looking at a collection of written symbols and deriving meaning from them. When we read, our brains translate the written symbols/letters, punctuation, and spaces that our eyes see into words, sentences, and paragraphs that make sense to us. We can read aloud or silently (in our heads).
The document provides information on effective note-taking strategies for learning. It recommends dividing notes into left and right sections for key points and details (Cornell method). Outlining and summarizing are also described. Visual methods like concept maps and fishbone diagrams can help organize information. Mastering note-taking involves identifying topics, reducing to key ideas, recording from all sources, reviewing notes, and evaluating strategies.
Thirteen hints for taking effective classroom notescarolbillingcwi
The document provides 13 hints for taking effective classroom notes. It advises students to keep a written record of lectures, sit where they can see and be seen by the teacher, do some advance reading to better understand lectures, and record notes systematically in a notebook with dated entries on one side of the page only. It also recommends using an outline format, being alert for signals about important information, writing down examples, details, and questions. Students are advised to review notes soon after class while the material is still clear in their mind.
This document provides strategies for effective reading, note-taking, and becoming a critical reader at the university level. It recommends skimming texts first to get an overview before reading selectively. When taking notes, use bullet points and abbreviations rather than full sentences. Be a critical reader by questioning claims and looking for biases or disagreeing viewpoints. Read introductions and conclusions first to understand the main argument and thesis. Take notes on topic sentences to grasp each paragraph's essential point.
Read actively by stopping periodically to summarize the main ideas in your own words in a few bullet points rather than highlighting or copying text. Question the content and consider different perspectives. Maintain a reading grid to critically analyze and compare multiple sources. Record your reflections to prepare for assignments and develop your understanding beyond description to critical analysis.
The document discusses various reading strategies that can help students increase their reading abilities. It explains that strategies are activities used to make reading more understandable for struggling readers. Some key strategies discussed include taking notes, using concept maps or graphic organizers to understand connections between ideas, identifying the main ideas and rhetorical patterns, reading in detail, and summarizing or paraphrasing the text in your own words. The document encourages readers to choose and mix strategies that work best for their reading purpose and to think actively about what they are reading.
This document discusses various techniques for effectively summarizing and comprehending written texts, including précis, SQ3R, PQ4R, and the preview-question-read-summary-test method. It explains that summaries should retain the key points and tone of the original text without subjective interpretation. Comprehension techniques provide structured processes for actively engaging with texts through questioning, reciting, and reviewing content. The goal is to enhance understanding and retention of important information for assessments.
The document discusses different types of reading and strategies for effective reading. It outlines various reading techniques including reading for enjoyment, overview reading, revision reading, search reading, and critical reading. It also describes the SQ3R method which involves surveying material, generating questions, reading actively, recalling information, and reviewing content. Flexibility in reading approach and adapting speed based on material is emphasized. Developing efficient reading skills is important for university students with limited time.
The document discusses the importance of taking good notes while reading academic texts. It provides several strategies for effective note-taking, including writing notes from memory after reading short sections, using the Cornell note-taking system, annotating texts, creating graphic organizers, generating questions, and using note-taking apps. The key is finding active note-taking methods that work for different types of texts and focus on comprehending main ideas rather than copying text verbatim.
This document provides strategies and concepts to help students succeed in college. It discusses the importance of taking effective notes, such as writing down key points and listening carefully. It also offers tips for better reading comprehension, writing papers, dealing with learning disabilities, and delivering public speeches with less anxiety. The overall message is that applying the right study skills and learning process can help students achieve their educational and career goals.
This document provides guidance on effective note-taking strategies for students. It discusses the importance of note-taking for learning course material and preparing for exams. Some key tips include actively listening in class and writing down important concepts in your own words, using headings and abbreviations to organize notes, leaving space to add details later, and numbering pages to keep notes organized. The document emphasizes focusing on main ideas rather than verbatim details and clarifying unclear points with instructors.
The document discusses strategies for improving reading skills. It defines reading as a complex process involving comprehension. Some key strategies discussed include identifying reading purposes, finding helpful materials, using suitable reading styles like skimming and scanning, following instructions carefully, and increasing reading speed. The document emphasizes practicing extensive reading from a variety of sources to develop vocabulary and background knowledge for better reading comprehension.
This document provides tips and techniques for effective listening and notetaking in lectures. It discusses the importance of listening since most knowledge is gained that way. Specific recommendations are given for listening, such as being prepared and recognizing important points. Notetaking techniques are also outlined, including taking concise notes using abbreviations and leaving space. Mapping is presented as an alternative to linear notetaking that shows relationships between ideas. The document concludes by addressing common notetaking problems and improving handwriting.
This document provides tips and techniques for effective listening and notetaking in lectures. It discusses the importance of listening since most knowledge is gained that way. Specific recommendations are given for listening, such as being prepared and recognizing important points. Notetaking techniques are also outlined, including taking concise notes using abbreviations and leaving space. Mapping is presented as an alternative to linear notetaking that shows relationships between ideas. The document concludes by addressing common notetaking problems and improving handwriting.
This document provides an overview of course content for several introductory courses related to agriculture and natural resource management. Specifically, it outlines:
1) An introductory forest economics course that covers the basics of economics, consumption theory, demand, supply, market structures, and distribution theories.
2) A fundamentals of geology and soil science course that introduces components of the earth's crust, soil formation processes, physical and chemical soil properties, soil classification, and lab techniques.
3) An agricultural meteorology course covering factors and elements of weather/climate, their effects on crop growth, agroclimatic zones, and weather forecasting techniques.
4) A principles of cytology and genetics course
This document outlines the syllabus for a B.Sc. in Forestry degree program from 2007-2008 onwards. It details the course distribution across 5 departments: Silviculture and Agroforestry, Forest Biology and Tree Improvement, Forest Products and Utilization, Natural Resource Management, and Basic Sciences and Humanities.
Over the 4-year program, students will complete 160 credits including courses in areas like silviculture, forest mensuration, tree physiology, forest ecology, wood science, soil science, forest economics, and more. The syllabus also schedules the courses across 8 semesters, providing the semester-wise course breakdown and credit allocation. Non-credit compulsory courses like NCC, NSS
This document provides guidance on effective note-taking skills. It explains that note-taking is an important study skill that helps students focus, remember information, and organize ideas. The document outlines tips for effective note-taking, including determining what information is important to note, writing summaries rather than verbatim text, using abbreviations and formatting to enhance notes, and being critical of the source material. It also provides specific guidance on taking notes from lectures and readings, such as identifying the main premise in readings and focusing on facts rather than examples. The overall goal of the tips is to help students develop a note-taking process and structure that saves time and supports effective learning.
This document outlines roles for students in literature circles. It lists six roles: discussion director, illustrator, connector, el lector, word watcher, and summarizer. Each role has a brief description of its task, such as generating discussion questions for the discussion director or defining vocabulary words for the word watcher. The document provides space under each role for students to complete the task and reflect on the assigned reading.
This document provides guidance on how to take interactive notes while reading informational or literary texts. It outlines a three-part process for reading: before, during, and after. The before stage involves preparing questions and predictions. The during stage has the reader asking questions, making comments and connections. The after stage prompts summarizing and synthesizing the information by reflecting on important ideas, themes, and what was learned. Sample notes from students are provided as examples. The document concludes by asking readers to identify three important events from their reading and explain their significance to the story.
This document appears to be a template for planning a project, with sections for the project idea, date, and page number. It was created by Jim Burke in 2000 and provides a way to organize one's thoughts on a project.
- There are different styles of note-taking, including linear notes, visual or pattern notes, and voice notes. Note-taking involves summarizing key points, while note-making adds reviewing, organizing, and connecting ideas.
- Effective note-making involves both taking notes initially and then revisiting notes through activities like summarizing, questioning, and discussing ideas with others. This deeper engagement helps with recall and understanding.
- Research shows that writing notes can aid recall if the notes are reviewed later, though the style of notes matters less than actively engaging with the material in multiple ways. Discussing notes with others also strengthens learning.
- There are different styles of note-taking, including linear notes, visual or pattern notes, and voice notes. Note-taking involves summarizing key points, while note-making adds reviewing, organizing, and connecting ideas.
- Effective note-making involves both taking notes initially and then revisiting notes through activities like summarizing, questioning, and discussing ideas with others. This deeper engagement helps with recall and understanding.
- Research shows that writing notes can aid recall if the notes are reviewed later, though the style of notes matters less than actively engaging with the material in multiple ways over time. Discussing notes with others also strengthens learning.
This document provides an introduction to the Cornell Notes method for taking effective class notes. It explains that Cornell Notes involves dividing a page into three sections - a narrow left column for writing notes, a broader right column for writing questions and connections, and a summary section at the bottom. It recommends writing only important information in the notes, using abbreviations and symbols, and leaving space in the connections column to add review questions later when studying.
This document provides an introduction to the Cornell Notes method for taking effective class notes. It explains that Cornell Notes involves dividing a page into three sections - a narrow left column for writing notes, a broader right column for writing questions and connections, and a summary section at the bottom. It recommends writing only important information in the notes, using abbreviations and symbols, and leaving space in the connections column to add review questions later when studying.
The document contains no text, only a title with the words "NAME" and "PERIOD" listed without further context or information. There is no content to summarize.
The document contains no text, only a title with the words "NAME" and "PERIOD" listed without further context or information. There is no content to summarize.
The descriptive paragraph describes a toy clown gift on the dresser, noting its colorful costume and smile. The second paragraph introduces Gregory, the narrator's beautiful gray Persian cat, describing his pride, finickiness with food and visitors, and habit of humiliating the narrator by staining clothes. The third paragraph is a narrative describing learning to ride a bike without training wheels.
The letter confirms that the writer will be taking a one week leave of absence starting January 3rd due to an upcoming minor surgery. They have handed over responsibilities for two major projects to their colleague Sarah Parker. After the initial recovery period, the writer will be available by phone and plans to return to work on January 9th as agreed.
The letter informs the customer that their company has been late paying invoices for the past 3 months and that a 2% discount will now be given for paying within 10 days of receiving the invoice in order to encourage timely payments. It hopes everything is going well for the customer and their business, states they are a big customer, and to contact them if there are any questions.
The document discusses reading skills and comprehension. It states that reading and listening are passive skills of comprehension, while speaking and writing are active skills of expression. It also discusses that reading comprehension requires understanding what is read as well as expressing it clearly. While reading is passive, good readers are active in comprehending, guessing, imagining, and reproducing what they read. The document provides tips for improving reading speed, comprehension, vocabulary, and pronunciation. It describes techniques for locating specific information and understanding word meanings, phrases, sentences and the logical relationship between sentences in a text.
The document discusses reading skills and comprehension. It states that reading and listening are passive skills of comprehension, while speaking and writing are active skills of expression. It also discusses that reading comprehension requires understanding what is read as well as expressing it clearly. While reading is passive, good readers are active in comprehending, guessing, imagining, and reproducing what they read. The document provides tips for improving reading speed, comprehension, vocabulary, and pronunciation. It describes techniques for locating specific information and understanding word meanings, phrases, sentences and the logical relationship between sentences in a text.
This document discusses different types of letters used in personal, professional, and business correspondence. It outlines the formats and purposes of informal letters between friends and family, formal letters to officials or authorities, and business letters between companies and customers. Informal letters are more casual in tone while formal and business letters follow specific formats. The document provides examples of letter components like salutations, bodies, closings, and enclosures for each letter type.
This document discusses different types of letters used in personal, professional, and business correspondence. It outlines the key differences between informal letters, formal letters, and business letters. Informal letters are more casual in format and style and are intended to maintain personal relationships. Formal letters have a more structured format and are addressed to officials or authorities. Business letters follow specific formats and are used to communicate with customers, suppliers, and other professional contacts regarding commercial matters.
This document discusses different types of paragraphs including descriptive, narrative, expository (division and classification, illustration, cause and effect, comparison, contrast, and definition). It provides examples of each type of paragraph to illustrate their key characteristics and components. Descriptive paragraphs paint a vivid picture using sensory details. Narrative paragraphs tell a story through a sequence of events. Expository paragraphs aim to inform or explain a topic through different organizational structures.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Department of Lifelong Learning: Study Skills Series
Note taking skills - from lectures and readings
Introduction
When you are at university, the sheer amount of information that is delivered to you
can be daunting and confusing. You may even think that you have to copy down
everything you hear or read. When you are at a face-to-face lecture it is sometimes
difficult to tell what is important and what is not. Distance learning students might feel
the need to copy out fact after fact from readings and textbooks. When preparing for
an exam or assignment, it is tempting to produce extensive notes on page after page of
A4 paper. These methods of note taking are generally time consuming and ineffective
and there is an easier way!
Effective note taking should have a purpose, should be well organised, and can be a time saving skill. This
information sheet outlines the basic lecture and written source note taking skills. Firstly, we will try to understand
why notes are an important part of studying. Then we will learn how to take, organise and store notes. At the
end of this information sheet you will find an activity that can be used to test yourself. Your tutor or the Student
Support Officer can provide feedback on this activity.
When you’ve finished this study skills package, you should be able to:
l List the reasons why students should take notes
l Evaluate which information is useful and important and which is not
l Organise lecture or reading notes using a mind-mapping tool
l Demonstrate good note taking practice in the context of your subject area
l Understand how to effectively store and review your notes
Notes as a study tool
While most students anticipate that they will have to take notes at university, not many students take the time to
discover how to take effective notes. In fact, some students even try to avoid taking notes by using tape
recorders or by sharing notes with other students. Initially, these strategies may seem like a good idea, but in an
academic context note taking is as important as assignment writing in that you are taking in information and then
writing it back out again as a learning process (Rowntree, 1976: 112). Tape recorders and ‘buddy’ note -taking
arrangements should only ever be used in addition to your original notes, and never as a substitute.*
The following list provides a few reasons why note taking is an important activity:
l Taking notes will help you to extend your attention span (Rowntree, 1976: 112). When reading or
listening, your mind may tend to wander off. You might be inclined to think about work, money, or
relationships. It is quite easy for other aspects of your life to pop into your head while you are listening to
a lecture or while you are reading. Taking notes helps keep you focussed on your subject area and to the
task at hand (Kesselman-Turkel and Peterson, 1982: 2).
l Taking notes will help you to remember what you have heard or read (Kesselman-Turkel and Peterson,
1982: 3). We learn more effectively when we use multiple senses and multiple activities. When note-
taking we are using listening and writing skills and we are using our brain and muscles. Also, by writing
down notes, you are paraphrasing the lecture or reading material into your own words and into a format
that you are more likely to understand when you review the notes. And as an adult learner you are more
likely to remember what you have heard or read if you take an active part in your learning. Rather than
being a passive listener or reader, note taking makes you an active learner. The notes you produce are
your own work and are a visible reminder of the effort you have put into the course. This in itself can be a
motivational factor for your study!
l Note taking helps you to organise the ideas you are learning about (Kesselman-Turkel and Peterson,
1982: 3 -6). Good notes should arrange topics into easy-to-review chunks of information that are clear and
well referenced. This is important if you’re using your notes to review for an examination or for as a
starting point in an assignment (Rowntree, 1976: 112).
It may be tempting not to take notes and to just sit back and listen to an interesting lecture
or to become engrossed in an interesting reading. The disadvantage of these strategies
is that at the end of the lecture or reading you may only have a vague recollection of the
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2. important and sometimes assessable issues. The lecture will be over with no chance to
revisit the material, or the reading may have to be re-read, which is time consuming and
sometimes tedious. The taking of effective notes during the lecture or while you are
reading is an important academic activity that helps you to concentrate, stimulates your
ability to recall, and helps you to be organised.
* Please note: Students with dyslexia and other learning disabilities may find the use of a
tape recorder beneficial to learning. However, please contact the Student Support Officer
for advice on how to best use a tape recorder in addition to note -taking.
Taking notes
Now that you understand the reason for taking notes, let’s learn how your note taking can become effective. This
section will be broken into three parts; the first section will cover a range of general note taking tips, the next will
deal with taking effective notes from reading material, and the last will deal with taking effective notes from
lectures.
General tips
It is important to determine which pieces of information in a lecture or reading are important and which pieces are
not. The best way to do this is to be critical when you read or listen. Ask yourself if the information you’re
hearing is IMPORTANT, RELEVANT, and CREDIBLE. In other words, does the information demonstrate a major
point, does it relate to the subject matter, and is it believable or supported?
When writing down notes, try to distinguish between facts, opinions, and examples. It is important to write down
relevant facts. Facts are ‘true’ statements that should be supported by research or evidence. It is also important
to write down important, relevant, educated opinions. For example, if the lecturer is giving a lecture that
compares the ideas of different theorists, it would be important to write down a summary of each theorist’s
opinion in your notes. Lecturers and authors use examples to help explain difficult concepts and to maintain your
interest. While you might find the example interesting, it is not important to write down all the examples. You
may like to write a reference to an example that was particularly interesting or as a means of reminding you to do
more research in a particular area. Rather than relying on the examples that the lecturer or author provides,
when reviewing your notes, try to think of your own examples.
When reading or listening, don’t write out notes word for word. Notes should not be an exact copy of the lecture
or reading. They should be a summary of the main ideas and should be used to help jog your memory.
Use shortcuts that you will understand and that will make the writing process quicker. Abbreviations (‘eg’ instead
of ‘for example’), symbols (= instead of ‘equals’), and drawings can sometimes help you take notes more quickly.
Use font, colour and size to draw attention to important points. For example, you might like to use a different
colour pen to write down facts, opinions, and examples. You might use different writing sizes to indicate main
points as being separate from supporting evidence.
When making notes, print clearly where possible. If your writing is poor, use a word
processor when reviewing your notes, leaving spaces for handwritten diagrams and
mind maps.
Be critical of the material you are listening to or that you are reading. How does the
material compare with what you have heard or read previously? Does the argument
follow a logical pattern and is it clear of false argument? Do you understand all of the
points and if not, where are the gaps? What questions are still unanswered for you?
Why weren’t these answered in the lecture/reading?
Tips for taking notes from readings
Understand what you are looking for in the reading. Are you looking to gain a general understanding or are you
searching for specific information or support for an argument?
A well structured reading, should begin by outlining the main premise, argument or ideas in the first few
sentences, and certainly in the first paragraph. Pick out the main premise and write it down (see activity 1). Each
paragraph after that should contain evidence that the author uses to support the main premise.
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3. If you understand the premise, don’t read the examples given to support it. Never include examples in your
notes. Only include the facts, avoid experiences and anecdotes where possible.
Rowntree (1976: 40-64) outlines what he calls the ‘SQ3R’ approach to reading and note taking from text. He
suggests that students should use the following activities in order to get the most from a reading in the most
efficient way.
1. Survey – flip through the chapter or book and note the layout, first and last chapters or paragraphs, look at
the headings used, familiarise yourself with the reading.
2. Question – Ask questions about the way the reading is structured and think about the questions you will
need to keep in mind while reading. Think about whether or not you think the book is relevant or if it’s
current and if it suits the purpose of your study.
3. Read – read actively but quickly, looking for the main points of the reading – don’t take any notes – you
might want to read through twice quickly.
4. Recall – Write down the main points of the reading and any really important facts, and opinions that help
support the main points. Also record the bibliographic details.
5. Review – repeat the first three steps over and make sure you haven’t missed anything. At this point you
might like to finalise your notes and reread your notes or write down how the material you’ve just covered
relates to your question or task.
Tips for taking notes from lectures
It is important that you understand why you are attending the lecture. Prepare for a lecture and think about what
you are hoping to achieve. Think about the lecture topic in relation to your other methods of study and
information input and think about what you would like to learn or have explained more clearly.
Remember that you cannot revisit lecture material, so you might consider using a tape recorder or buddy system
to supplement your own notes. Always revisit your notes as soon as possible after taking them and never rely
solely on someone else’s notes.
The lecturer should summarise his or her main points at regular points during the lecture. Look out for help
during the introduction where the lecturer may give a linear-type list of the topics to be covered. Also listen for
breaks between topics where the lecturer might summarise the most important points they have just covered. At
the end of the lecture, another summary should be provided that may help you review your notes and determine if
you have missed any important information. If this is the case, be sure to approach the lecturer for clarification on
any points that you did not fully understand or to help you complete your notes.
Using visual note taking tools
At the ‘review’ stage of the SQ3R approach, you may
find mind mapping to be a useful technique. Also, this
technique may be useful when taking notes in lectures.
Essentially, you are creating a visual diagram that
represents all of the ideas from a reading or lecture.
Most importantly, you are showing how the ideas are
interrelated and you are creating accessible, interesting
notes. This technique is particularly useful for students
with dyslexia, as it allows you to avoid re-reading notes
through the creation of visual diagrams.
Notes can take on two main forms: linear and spray-type
diagrams. There are many different techniques and you
will find one that is best for you. Have a look at Appendix A and Appendix B to see an example of each.
Organising and storing your notes
As soon as it is possible, outside the lecture or away from the reading, reread your notes and re-write them if
necessary into a clearer format. Here are some more tips on organising and storing your notes.
l Write your notes on large pieces of paper. A4 size is best and be sure to leave a wide margin down one
side for future notes or to add comments or references to other notes or reading materials.
l Organise and file your notes in well-labelled manilla folders or in a similar system. You might like to file
An example of a mind map
See Appendix B for full sized version
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4. your notes according to the week, topic, or assignment.
Conclusion
Note taking is an important academic task that helps you to remember what you have
learnt and helps you to review materials for re-use in revision and assignments. It is
important that you are critical when note taking and that you only write or draw what you
will need later on, and that you record the information in a format that is easy to
understand. You should look out for clues about what is important. The lecturer or author
will organise his or her material in a logical way so try to utilise their organisational skills
when note taking. When taking notes you might like to try different study techniques such
as the SQ3R approach or you might like to use a more visual approach such as a spray
diagram. And most importantly, after taking effective notes, it is important to organise and
store your notes effectively. Effective note taking should reduce your study time, should
increase your retention of knowledge, and should provide you with a summarised list of
resources for your future projects.
If you need any further help with this topic, please contact your tutor or the Student Support Officer, or you may
wish to consult the ‘Note taking reading list’.
(Samantha Dhann 2001)
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5. Note taking activities
Activity One
Use the following form to help you work through any reading, picking out the important points. You might like to
photocopy this form and use it as a study tool. If you’re using the SQ3R technique, use this form at the ‘recall’
step.
Once you understand the main point that the author is trying to make and you understand what evidence and
argument the author uses to prove that point, you will then understand the significance of the author’s work. You
will understand how the reading fits in with your own learning because you will be able to compare the author’s
ideas with those you have learnt from your tutor and the course materials. You will also be able to compare the
author’s work with the writing of others. This will help you to gauge if the author agrees or disagrees with other
experts in the field. If you are completing an assignment, you will understand how the author’s ideas support or
conflict with your hypothesis.
Step One: For future reference, record the bibliographic details of your reading in the boxes below.
Name of reading Author’s name Year and place of publication
Journal details (if any) Page numbers read Other bibliographic notes
Step Two: Surface read the reading and complete
the following tasks.
In your own words, briefly describe the main point or
argument the author/s of the reading is trying to
make.
List three minor arguments that the author uses to
support his or her main point or argument.
1.
2.
3.
Step Three: Read the reading more
comprehensively and find quotes or ideas from
the text that supports each argument and point
that you’ve listed in step two.
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6. Activity Two
Once you have completed the form in activity one, use the information on the form to create a set of linear or
spray notes. There is space below for you to do this. If you’re using the SQ3R technique, use this activity at the
‘review’ step.
Using the form in activity one and the mind mapping technique from activity two, you should now have a thorough
understanding of the argument that the author is making. These tools are also useful for future reference, for
example, if you want to use the reading for an assignment or for revision purposes, but you don’t want to reread
the entire chapter or reading over again.
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7. Activity Three
In the space below, use the notes you have taken to write a summary of the chapter or reading you have just
studied. Try to ensure that your summary is no more than 100 words long. A good summary should be around
50 words long. This activity could be used as a substitute for activity two in the ‘recall’ step of the SQ3R
technique.
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8. Note taking reading list
The Kesselman-Turkel/Peterson book is available in the University of Exeter Streatham campus library. The
book is guaranteed to be in the library as it is a reference book for in-library use only. The Rowntree book is
available for loan from the St Luke’s campus library and for in-library use only at Streatham. If you do not have
Internet access, please contact your tutor for further assistance with the Internet sites.
Kesselman-Turkel, J. and Peterson, F. (1982) Note-taking made easy, Lincolnwood (IL): Contemporary Books.
Rowntree, Derek. (1976) Learn how to study, 2nd
edition, London: Macdonald and Co.
http://www.lc.unsw.edu.au/onlib/note1.html
This web page belongs to the University of New South Wales and has two sections of useful note-taking tips for
higher education students.
http://www.byu.edu/ccc/learning/note-tak.shtml
This web page belongs to the Brigham Young University in Utah. It clearly outlines the ‘Cornell note-taking
technique’ and offers helpful advice for students.
http://www.cant.ac.uk/cware/LIST/organise/or_s5.htm
This web page belongs to Canterbury Christ Church University College and is extremely useful.
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9. Note taking skills - Appendix A
An example of linear notes
These linear notes are a summarised version of this study skills session.
General tips
l Read & listen critically
¡ Is it important?
¡ Is it relevant?
¡ Is it credible?
l Facts/Opinions/Examples
¡ Note facts & opinions
¡ Avoid ‘their ’ examples
l Summarise lecture/reading – not word for word
l Use shortcuts when writing
l Change font/colour/size for important parts
l Write clearly
l Be critical
¡ Compare with other knowledge
¡ Look for logical flow
¡ Look for gaps in argument
¡ What is missing in argument or understanding
Notes as a study tool – why they help
l Part of learning process
l Extends attention span
l Remember what you have learnt
l Helps organise ideas
Use visual tools
l Linear notes
l Spray-type diagrams
Store and organise
l Use large pieces of paper with margins
l Organise – folders and filing system
Taking notes from lectures
l Prepare for the lecture
l Use tape/buddy + good note taking
l Look for organisation clues from lecturer
Taking notes from readings
l Know what you want from the reading
l Look for organisation clues from headings, sections, paragraphs
l Don’t write down examples
l SQ3R Approach
¡ Survey – flip through & layout
¡ Question – structure and relevance
¡ Read – twice through quickly
¡ Recall – main points, facts & biblio. Details
¡ Review – repeat steps & relate to task
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