 STUDY SKILLS: HOW TO TAKE NOTES • Program Summary Lisa is a little nervous about her first assignment for the school newspaper—an interview with the school’s star basketball player, Andy. She begins the interview after practice one day, until Andy has to leave for work. She says that she’ll write up the information he’s just given her and makes an appointment to meet him the next day at the newspaper office. When they meet the next day, Andy is not pleased with what Lisa has written. She wasn’t familiar with the subject, she got some of the facts wrong and she hadn’t taken notes. She thought she had listened carefully. But, it was not enough. Ned, the editor of the paper, points out to them both that taking notes is an essential aid to memory. He also states that taking notes improves both attention and comprehension—it helps a person listen better. Ned then offers to give Lisa some quick lessons on note taking before she continues with her interview. Andy confides that the advice would help him too. Lisa and Andy learn that the first step in successful note taking is being prepared. Ned then shows them the system of note taking he uses: writing only on the right-hand side of each sheet, leaving a large margin at the left side, labeling the first page with the subject and the teacher, and dating and numbering all the pages to keep them in order. The key to successful note taking, Ned tells them, is to write down the important information—the main points and the essential details. A complete transcript is impossible and a few key words probably won’t suffice when reviewed later. He says that sometimes you need to listen carefully for “clue words” to understand the specific patterns of organization the speaker is using. Knowing these patterns helps you comprehend and follow the speaker’s line of thought. One common pattern of organization is chronology, and it uses clue words such as “first,” “second,” “then,” and “finally.” Another common pattern is cause-and-effect. Clue words to listen for include “reason for,” “as a result,” and “why.” A third pattern is compare-and-contrast. Its clue words include “similar,” “different,” “on the one hand,” and “on the other hand.” Ned offers one hint for classroom note taking. If the teacher writes something on the board, copy it. Chances are that it’s important. Ned shows them a sample of his own notes, which include many symbols and abbreviations that can be used to save time. And after taking notes, he puts a few key words in the unused left margin. Later, when he is reviewing, he can test himself by covering up the notes and seeing how much of their content he can recall by simply looking at the key words. Andy finds that taking notes really helps him with biology. His older brother, Mike, tells him that taking notes is an important skill, not only in school, but also in later life. And Lisa finishes and publishes her interview. This time all the facts are right. She knows—she wrote them down. Post-Test 1. Which of the following methods of note taking would you recommend to a friend? a) Use a tape recorder during the lecture and transcribe notes later. b) Work with a partner with each of you getting down as much of the lecture as possible and later comparing notes and filling in gaps. c) Practice taking notes on television news programs until you can copy down word for word what is being said. Then use this system at lectures. d) Write down only main points and significant details during a lecture, using your own words to paraphrase what is said. e) Find a student who has taken the course earlier and who received good grade. Borrow that student’s notes and study them carefully. Post-Test Answers 1. Method “d” is the most likely to be effective. 2. Two essential items to have at a lecture are a loose-leaf notebook and a working pen or sharpened pencil. 3. Three common patterns of organization are chronology, cause-and-effect, and compare-and-contrast. 4. The clue words for the chronology pattern are: “first,” “second,” “then,” and “final.” The clue words for the cause-and-effect pattern are: “reason for,” “as a result,” and “why.” The clue words for the compare-and-contrast pattern are: “similar,” “different,” “on the one hand,” and “on the other hand.” • Activities 1. Read each of the following introductions to a lecture. Anticipate which pattern of organization the speaker or writer is likely to use. a) The first step in achieving success is overcoming apathy. (Answer: chronology) b) The inland cruise is for those who wish magnificent scenery and a leisurely trip to their destination. But for those who wish speed and the unbroken horizons of ocean, the outer route is the best choice. (Answer: compare-and-contrast) c) When Johnson takes office as class president, the activities the class undertakes will reflect his interests. (Answer: cause-and-effect) 2. Have students practice speedwriting. That is, advise them to make rapid but full-size characters, rather than compressed and neat ones. They should abbreviate proper names, and develop a system of symbols for common words and expressions. A suggested list follows. without w/o greater than > less than < versus vs. that is i.e. compare to C2 for example, for instance e.g. because bc. Encourage students to add to this list some personal symbols of their own. 3. Learning how to classify is an important skill in taking notes. Have students practice by visually classifying the objects in the classroom. Have them classify the presidents by parties, centuries, wars, etc. 4. Have students make up a comparison/contrast chart for two people, objects, or events. A sample follows: Truman and Roosevelt Similarities Differences Democrats Speaking styles Wartime presidents Backgrounds Supported labor Terms in office 5. Practice the chronology pattern by having students do the following exercise: Write a description of something that has happened to you. Record the events in the order in which they occurred. |
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