Basics of Communication Introduction Every professional needs domain knowledge and communication skills.

After completing a professional course, the young Engineer will have to interact with his colleagues or over the telephone. He has to read and write e-mails, letters, proposals and reports. The sharing of information is the basis for all these activities. A student in a class does not understand a problem. He approaches the professor for some clarifications. The professor understands the communication of the student and responds by giving an explanation. The student is satisfied with the explanation of the professor and thanks him. The communication comes to an end. This process of sending and receiving ideas, facts or feelings is known as the process of communication. hether it is oral or written communication the process is the same. Today the world is interlinked through communication. Today no process is possible without communication. !ommunication in short is defined as the transmission of information from one person to another. "eople used to involve in various communication activities such as informal conversations, discussion, meetings, presentations, phone calls, teleconferencing, video conferencing, gossiping, net surfing, chatting and so on. !ommunication is the boon to social interaction. ithout communication, social interaction is highly impossible. #t plays a key role in our life by pervading the entire range of social and professional relationship. The word $communication% is derived from the &atin word $communicare%, which means, $to share, to impart or to commune%. &iterally it is defined as giving or sharing information. #t is only this information sharing process that makes communication as a key factor in the society. The process of communication is not specific to any group or individual. !ommunication process is 'uiet common to formal and informal situation, which is used to share information, ideas or knowledge. This symbolic interchange is both dynamic and interactive which results in exchange of meaning and understanding. !ommunication is the process of exchange of meaning and understanding, where meaning is the central process for communication and understanding is the central ob(ective for communication. The process of communication begins when one person transmits the message and the other receive it, assigns the meaning and responds accordingly. !ommunication process is a failure unless the conveyed message is understood and decoded by the receiver and the receiver%s response coincides with the message that was sent by the sender.

!ommunication is any behaviour that results in the exchange of meaning. !ommunication has no limitations. ords are not the only components in communication. The process of using gestures and symbols that are used for the purpose of transmitting a data is also comes under the components of communication. !ommunication is an interactive process. The two communication agents are the sender and the receiver. #n short communication is a multidimensional interactive process of sharing common sets of symbols, and language from one person to another person, which results in a suitable response. To sum up, communication is defined as the exchange of information, ideas and knowledge between the sender and the receiver through the mutually known medium. Stages of Communication !ommunication is a dynamic interactive process. )ource -* message encoded -*transmission-* receiver -* message decoded-* feed back+response

Source The process of communication begins with the source, which is the formation of idea of a message that is to be communicated. #t is , hat- of communication and is concerned with the content of the message, which is to be conveyed. The form of source depends on the factors such as the sender%s knowledge, experiences and abilities along with the purpose of communication and context of the communicative situation. .essages are broadly classified into two kinds of content. They are logical and emotional. &ogical messages are the facts or the information that is to be conveyed. Emotional message consists of feelings and emotions. Encoding Encoding is the next stage in communication. The sender encodes the message and sends it through a channel. The channel here is the selection of the language. The encoding process depends on the purpose of communication and the relationship between the sender and the receiver. )electing the right language is very important for effective encoding. /or example, a person who does not understand /rench cannot decode a message sent in /rench. 0enerally the first language 1mother tongue &23 is used in informal situation and the official language is used

in formal and academic situations. )o it is clear that choosing the right language is the beginning of effective communication. There are three options for sending interpersonal messages, speaking, writing and non-verbal signs. Transmission Transmission refers to the flow of message over the selected channel. The transmission should be free from interference or noise so that the message reaches the decoder without any disturbance. The process of transmission should include the choice of the proper time to communicate, the proper place ant the right way to communicate. Decoding The receiver receives the message, decodes it and acts on it. 4ecoding is the process of converting the received message into thoughts in order to understand. )o the process of decoding involves interpretation, analysis and understanding the message. Effective decoding is essential for successful communication. Any misinterpretation of a message leads to confusion and breakdown. Response/ Feedback 5esponse if the last stage in the communication process. The receiver sends back his reaction or feedback to the sender. The feedback that goes to the sender indicates whether the message is understood properly or not. )o response or feedback is the key to communication as the effectiveness of the communication depends on the receiver%s ability to understand. The feedback may be positive or negative. To sum up, communication takes place in a well-defined environment. There must be cooperation between the encoder and the decoder. The correct choice of the language, proper encoding and decoding and the receipt of the feedback are the various stages of communication. Channels of communication The function of any organi6ation mainly depends on communication. !ommunication helps to achieve organi6ational ob(ective. The channels of communication occurs both in formal and informal way. The flow of communication through formal channels and in an authoritative way is called as formal communication whereas transmit of official news in an unofficial way is called as informal communication. /our different communication channels are used in an organi6ation. They are7 4ownward communication

8pward communication Hori6ontal communication 4iagonal communication 4ownward communication is the formal method of communication. Here the information

Downward Communication flows from the higher level in the managerial hierarchy to the subordinate one. #t is in the form of advice, memo, instruction, clarification, face-to-face interaction, e-mail and telephone conversation. 4ownward communication involves the transfer of key inputs to the members of the subordinate staff. )taff working in a company knows about the new guidelines, latest policies and decisions. pward Communication /eedback from subordinate staff to superiors in an organi6ation is one form of upward communication. 9ther examples of upward communication are the report from the branch manager to the top brass of the company, sales report from the sales manager, business proposals, report of the staff grievance committee, exit interview and others. 8pward communication involves the transfer of information, re'uest and feedback from the lower level staff to the top level staff+ it promotes better working condition and gives an opportunity to the employees to involve in the organi6ational work. However in any office, there should be a proper balance between downward and upward communication channels. !ori"ontal Communication This communication takes place among the professionals or staff working at a particular level or in a same department. Hori6ontal communication is less formal and is carried out in the lifts, canteens, through telephone calls, video conferencing, staff meetings, company gossips and so on. Diagonal Communication 4iagonal communication means the flow of information in all directions. #t does not follow any fixed norm. This is due to the e'uality and friendship in the corporate sector. #t is a response to market needs and is very fast and efficient. T#pes of Communication Human communication takes place at various levels. $%E&tra 'ersonal Communication

Transfer of communication between human beings and animals is called extra personal communication. #n this form of communication, orders and commands are obeyed by the animals. The physical compliance of the animals is the feedback to the human beings. /or example an elephant obeys and carries out the task assigned to it by its handler. A pet dog obeys the instruction of its master. "erfect coordination and understanding are the 'ualities of extra personal communication. (%Intra 'ersonal Communication This type of communication takes place within the individual. /or a human being the brain is the nerve centre. #t receives and sends electro chemical impulses to all parts of the body. )imilarly the brain also involves in analysis, planning, processing of information. )elf motivation, self development and other feelings are controlled by the brain. )%Inter 'ersonal Communication #nter personal communication means communication with other members of the society. This communication can be formal or informal. The communication that goes inside the family is called informal. The interaction between officials in an organi6ation is formal. The #nter personal communication depends on the roles of the sender and the receiver. The environment, the situation and the cultural context of the communication also modify interpersonal communication. *%+rgani"ational Communication !ommunication in an organi6ation takes place at different levels. networking system, communication can be grouped into different types. a3 #nternal- all communication that occurs within an organi6ation is called internal b3 External- the communication that takes place with an external agency or people is called external. c3 "ersonal- all communication without business connection in an organi6ation is called personal communication. Barriers to Communication #n the communication field there are many barriers which interfere with the flow of effective communication. These barriers occur due to the sender+receiver or the context of the communication. These barriers should be avoided because they complicate the communication process and in some cases lead to misunderstandind, confusion or complete breakdown. ith a proper

$%Improper Encoding The encoder should understand the communicative competence of the decoder. #f the decoder is not able to understand the language used in the communication, a breakdown will occur. #ncorrect medium of communication or improper selection of lingiustic form also leads to communication breakdown. (%B#passing The term :ypassing refers to wrong understanding of the words in the message. The use of abstract words and phrases means one thing to the sender and another thing to the receiver. 4ue to age, education and culture, a person may miss the meaning of the words in a message. The best way to avoid bypassing is to use familiar words with correct meanings so that no ambiguity is involved. Example7 2;; sleepers were washed away in the flood waters of 0anges. The word ,)leepers- means sleeping persons to the sender and the concrete sleepers used by the 5ailways as the meaning to the receiver. )% Frame of Reference The sender should understand that every individual is entitled to his own point of view. There is common point of view between two individuals. The frame of refernce is the reuslt of one%s experience, education, personality and #.<. )o in order to avoid communiation breakdown, the sender should view himself from the receiver%s point of view. *%'h#sical Distraction,s A person who is physically uncomfortable in a given situation cannot take part in the process of communication. /or exapmle7 hen the professor is giving an oral presentation, the room temperature is very hot due to electricity failure. This physical distraction of heat and sweat will easily disrupt the process of communication. Too much of noise and variation of lighting can also cause physical distractions. )o these barriers should be eliminated for a smooth communication process. -%'s#chological and Emotional Disturbance /eelings of sadness, fear, anger or happiness influence the sender as well as the receiver%s abitilies. The psychological and emotional interference lead to lack of interest and concentration. e have to remember that a person should not be emotionally charged up during a communicative process. #t is necessary for a sender or the receiver to concentrate on the

communication instead of being diverted by psychological and emotional turbulance. !ommunication is a logical activity tha tshould not be interfered by unneccessary emotions or feelings. .%Intercultural Differences A word may mean one thing in the East and it may not be intellegible to the people in the est. This interpretation of meaning according to one%s background culture can create confusion in intercultural communications. Therefore it is neccessary that the sender should be sensitive to the cultural differences among the various countries while communicating with them. +rganisation in Communication All communication messages and presentations are having one common aim- they should be purposeful, organised and logically structured. 9rganisation in communication means the process of arranging the information logically. Technical report, oral presentation, email or participation in a professional discussion re'uires organising the information in a systematic way. There are seven patterns of organising the information in communication. $%Spacial +rganisation Thuis refers to organisation by place. This type of organisation involves the process of dividing a topic based on how it is arranged in space. This is used in writing and in speech. This pattern is easy to use and simplifies a difficult sub(ect. #t presents a clear and logical picture of the sub(ect. There are some disadvantages in using this method. #t creates momotony in presentation and it does not give proper emphasis. (%Chronological +rganisation This organisation refers to the narration of events in the order in which they occur in time. ,!hronos- is the 0reek word for time. This method may be essential in the writing or a speech which involves a chain of events. #t is very easy to use chronolgical order as it provides coherence and clarity. This method also osmetimes turns into boring exercise. #t gives importance to the order of occurence and not based on the importance of the material. :ut the advantage is the readers are not confused and it is easy to review mistakes. )%Deducti/e 0ogical +rder This is also known as general to specific organisation. This pattern first gives the general information and then moves to specific details. The advantage of this method is the ability of the listeners to understand the details. This method is a direct approach to the topic. There is little for

the readers or listeners to use the interpretating skills because the writer or the speaker makes clear in the beginning itself. This deductive logical order if used continously may result in audience%s loss of interest. *%Inducti/e 0ogical +rder This method is also known as specific to general organisation. )o it is the opposite of general to specific pattern. #n this method, specific details and illustrations are given first. They are followed by a general statement. )cientist have been using this ob(ective and logical techni'ue for many years. This method is more convincing. :ut the only disadvantage is getting the attention of the audience in the beginning of the speech. -%+rder of Increasing Importance Technical articles, reports, thesis and dissertations are written in this pattern. This method is easy to follow and retains the attention of the audience. :ut the disadvantages are time consuming method and the need for extra effort to wait patiently for the important data. .% +rder of Decreasing Importance This method is (ust the opposite of the earlier method. #n this type of organisation, the important material is placed first. &ess important and unimportant details follow. This logical order is more convenient for busy executives as they need not wait for the entire discussion. The disadvantage of this method is the audience will loose the interest gradually. 1%Emphatic +rganisation This is a modified version of increasing order of importance. An abstract or a short summary is given in the beginning of the document. This helps the readers to understand the matter better. This organisation is now 'uiet popular among technical and business people, as it has integrated the advantages of both increasing and decreasing methods. However the abstract should be prepared carefully because the success of this method depends on the effectiveness of the abstract. 'rinciples of Communication $%Clarit# of thought The communication cycle begins with the formation of an idea in the mind of the sender. !larity is re'uired at this stage because it will change the entire communication process. The encoder should know the ob(ective of communication, the message to be communicated and the

medium to be used. )o the clarity of thought will determine the 'ualit of the communication process. (%Clarit# of E&pression The encoder tramsmits the idea through the coded message in a familiar language to the decoder. The encoder should use simple words instead of pompous and high sounding words. He should avoid long phrases and use only single words. E&ample2 &ong "hrases 8ntil such time as )ubse'uent to At all times /or the purpose of 4espite the fact that )ingle 8ntil After Always for though ords

The encoder should learn to use verbs in place of nouns to bring simplicity and clarity to the message. The encoder should avoid double entry in the communication. 4ouble Entry Actual fact 2;a.m. in the morning Absolutely complete End result 5evert back .y personal opinion "revious experience )imple words fact 2;a.m complete result revert my opinion experience

The encoder should avoid words which are vague and general. #nstead concrete and effective words should be used. )imilarly Active =oice sentances should be used because they are elegant and easy to understand. Ambiguity should be avoided at any cost. Ambuigity if used will lead to confusion and breakdown of communication as it can give more than one meaning. Always use short and simple sentences to improve clarity of expression. &ong winding sentences are complicated and do not convey the right meaning. )%Completeness

#n business communication complete details should be given. #ncomplete communication leaves the reader confused and irritated. Ao laways organise your message in such a manner that the receiver has no doubts about anything contained in the message. the five , - 'uestions*%Conciseness #n :usiness !ommuncation brevity attracts the attention of the reader. Always include only relevant facts and avoid repetition. 5epeition induces monotony and irritates the reader. #t is important to use only simple and short words instead of repeatedly using cliches. =erbosity should not not find a place in business communication. -%Courtes# #n :usiness !ommunication the sender must respect the receiver%s sensibilities. The opposite point of view should also be taken into consideration. 0ender bias should be avoided in business communication. )o precautions should be taken to avoid affending the sensibilities of women in particular. #t is desirable to avoid negative words and dominating stance. #nstead positive and pleasant facts should find the places in business communication. This positive approach will win the goodwill of the customers. >owadays gender neutral language is generally used in business communication. 5acist language should be avoided in business communication as it hurts people. 9ne should be very particular while referring to a group of people living in another country. A professional has to exhibit an attitude that does not hurt his listeners+customers. ho, hat, here, hen and 'uestions, the there is no room for ambiguity or confusion. hen writing a letter check hy. #f the writer answers all the five

The 0istening 'rocess &istening is an important crucial communicative process. &istening is a process of receiving and interpreting the spoken word. #t involves understanding the matter, analysing the main and ancillary points. Effective listening involves not only recognising the important points but also vomiting the unimportant points. &istening begins with the actual hearing of the message and decoding it. &istening is different from hearing in a casual manner. )ensing is the first step of the listening process. 9nce the listener is able to recognise the sound patterns, he can decode and interpret the message. This stage completes the understanging of the spoken word.

Then follows evaluation of the decoded message. Appropriate conclusion are drawn and the correct facts are seperated from unimportant data. The aim of the speaker is also analysed and stored in the brain simultaneously. The listener should not mix his own pre(udices and notions while evaluating the message. The last stage of listening is called 5esponse. This stage is the action or reaction of the listener in response to the message. #f the message is decoded properly and evaluated correctly, teh response will be appropriate. The response completes the listening process. !earing and 0istening There are differences between listening and hearing. hile listening is voluntary, the hearing is involuntary. &istening is an interactive process that includes the speaker and the listener. :ut hearing is a one -way passive process. #t happens automatically. T#pes of 0istening There are many types of listening in different contexts. )uperficial listening shows the careless attitude of the listener. There is lack of concentration in this process. Appreciative listening is to get pleasure as in the case of listening to the music concept or the dialogue in a drama. )ometimes story telling and (okes also lead to appreciative listening. A music lover may sing along with the singer while listening to a radio programme. The listener sometimes exclaims or claps his hands in appreciative listening. #n focused listening, specific information is gathered while re(ecting all other informations. This type of listening occurs in non formal oral communicative context. /or example a 5ailway passenger will listen to the announcement related to his travel alone while ignoring other announcements about the arrival and departure of various trains. Evaluvative listening means interpreting explicit and implicit meanings in the listening process. The listener evaluates the message and draws his own conclusion. Attentive listening is basically active and intelligent listening. All informations are decoded. There is no selective dismissal of information. &istening to administrative instructions, (ob interviews, group discussions and important phone calls belong to attentive listening. Empathetic listening means not only listening but also understanding the body language of the speaker and response to the signals of the speaker. 0istening Barriers #n the listening process, we have mentioned different types of listening. :ut the main aim of the listening process is the purpose behind listening. There is a differnce between effective

and ineffective listening. As listening is a difficult process, it is important to understand the barriers to listening. #n oral communicative process, the barriers may originate from the speaker, the listener or the context. "hysical, psychological, linguistic and cultural barriers can lead to breakdown of listening process. $%'h#sical Barriers to 0istening "hysical distractions and physical discomfort can disrupt the listening process. >oise is also a physical barrier to the listening process. )ometimes distance is also a barrier to the listening process. #f there is no amplifier system in teh hall, it is better to sit near the speaker. &ack of electricity, high room temperature, improper seating arrangements ana noisy audience are also examples of physical barriers to listening. (%'s#chological Barriersto 0istening &istening is a purposeful activity. The listener should be in a peaceful mental state to get the benefit of listening. #f the listener is disturbed due to anger, frustration, sadness or fear, the listening process is disturbed. )o one must ensure that he shoul be tension free to take part in the listening activity. )%0inguistic Barriers The listener should be comfortable in the medium of the spoken language. #f the listener is not able to understand the linguistiv code, the communication breakdown happens. )o the listener must ensure that he takes part in a listening process with which he is comfortable. #n a known linguistic context, the listener may not be able to understand ambiguous words. He should clarify his doubts then and there to avoid communication breakdown. *%Cultural Barriers #n oral communication, the listener and the speaker should have the same cultural background for a smooth communication process. #f the speaker and the listener belong to different cultural backgrounds, listening will become a difficult process. The cultural values of the speaker should be understood by the listener. The listener should not evaluate the speaker from his own point of view. He has to broaden his mental attitude and should be sensititve to the other person%s position. !ultural barriers should be eliminated for a smooth intercultural communication process. Tips for Effecti/e 0istening

Though there are different types of listening, the purpose of listening is very important. )ome people listen for getting important informations or they may listen for entertainment. A person amy adopt different types of listening in different situations. Effective listening should be differentiated from ineffective listening. #n effective listening, the listener understands the language of the speaker, listens to specific informations, clarifies his doubts and uses the background information. He also interprets and analyses while he listens. :ut in ineffective listening, the listener has no clear purpose and he does not understand the language or its contents. He does not 'uestion the speaker or does not interpret as he listenes. The most important thing in listening process is the 'uality of the message understood by the listener. &istening effectively depends on efficient method of listening. .any students who do not have the knowledge of systematic listening face difficulties in understanding a lecture, a seminar or a discussion. )pecific strategies should be adopted for student teacher interaction, studentnegotiation, group discussion, seminars etc. The basic rules for good listening are given below. 2. 4o not talk while listening. This will disturb the speaker and the listener. ?. 4o not allow your mind to wander. The mind of the listener should focus on the listening activity alone. There should be focussed listening. 4istractions both physical and mental should be avoided. @. 4o not pre (udge the speaker. The speaker should not be (udged by his appearance or by the gadgets employed by him. A. :e patient and (udge the speaker according to the 'uality of the speech. #t should be remembered that patience is the key to good listening. The listener should put the speaker at ease. 9nly then, the listener can benefit. B. )ympathise with the speaker. The listener should appreciate the speaker%s point of view and put him in the speaker%s position. Every speaker comes to teh meeting well prepared. )o the listener should not treat the speaker casually. C. The listener should take down the important points given by the speaker. This notes will help the listener at a later stage. Effective listening involves active process of listening. An active listener will use non verbal signals to the speaker. Attentive listening consists of paying atttention to the content as well as method of presentation. At the end of the listening activity, the listener can ask 'uestions to clarify any doubts. #t should be remembered that open ended 'uestions will give an

opportunity to the speaker to elaborate a point. !losed 'uestions do not encourage elaborate discussions. !oncentration, involvement and responsibility are the corner stones of effective listening.
7.4 LISTENING A KEY INGREDIENT OF EFFECTIVE COMMUNICATION The most basic of all human needs is the need to understand and be understood. The best way to understand people is to listen to them Ralph Nichols It is said that communication begins with listening. Lack of listening ability at all levels is a major source of work-related problems. ommunication cannot be effective unless! the receiver $articipative listening is an essential listen with due attention or "participation#. It further shows that communication is a joint responsibility of both the sender and the receiver. condition of effective communication. %ne cannot be an effective speaker unless one is a good listener - one cannot speak unless on listens. It must! first of all be made clear that listening is a deliberate effort. It is not the same as hearing. &hen we hear we do not have to make any effort. 'ut for listening we have to train our ears and ask ourselves why we wan to listen to something or somebody. &hile listening we must discriminate! evaluate! appreciate and react. Listening heads the list of essential managerial skills( it provides most managers with the bulk of the information they need to do their jobs. What Happen !hen !e "# ten$ Listening is a process involving five related activities! which are as follows) %. Sen #n&' $hysically hearing the message and taking note of it. Reception can be blocked by interfering noises! impaired hearing or inattention. %ne must tune out distractions and focus on registering the message. (. Inte)p)et#n&' *ecoding and absorbing what one hears. +he speaker#s frame of reference may be different from that of the listener! so one must try to determine what the speaker means. $aying attention to nonverbal cues often increases the accuracy of interpretation! *. E+a",at#n&' ,orming an opinion about the message and sorting through the speaker#s ideas. 4. Re-e-.e)#n&' -toring a message for future reference. +o retain what one hears! we can take notes or make a mental outline of the speaker#s key points. /. Re p0n1#n&' .cknowledging the message by reacting to the speaker in some fashion.

+hus! listening re/uires a mi0 of physical and mental activities! and it is subject to a mi0 physical and mental barriers. TI2S FOR EFFECIVE LISTENING

&hen listening to an 1uninteresting2 subject matter! look for benefits and opportunities by asking. 1&hat#s in it for me32 4udge content 5 not the appearance or delivery of a speaker. .void making a judgement until the message is complete.

Avoid listening only for facts by listening for central theme and ideas,
depending on the speaker.

'e fle0ible when taking notes( take fewer notes and use different systems of note taking %vercome the temptation to fake attention by working hard to listen and assuming an active listening stance 6for e0ample! lean forward! make eye contact with speaker7. Resist distractions by fighting or avoiding them( learn how to concentrate. -eek out difficult material rather than avoiding it. 8eep an open mind when confronted with an emotional word with which you are uncomfortable. apitali9e on the fact that thought is faster than speech. :se the thinking-speaking time differential to summarise mentally! weigh evidence! and listen 1between the lines2. +he biggest block to personal communication is man#s inability to listen intelligently! understandingly and skillfully to another person.

RULES OF EFFECTIVE LISTENING ; ; ; ; ; ; ; Listen for ideas! not facts ask yourself what they mean 4udge content! not delivery! i.e.! what they say! not how they say it Listen optimistically don#t lose interest straight away *o not jump to conclusions 'e fle0ible! adjust your not-taking to the speaker oncentrate don#t start dreaming and keep eye contact *o not think ahead of the speaker you will lose track

; ; ;

&ork at listening be alert and alive 8eep emotions under control when listening %pen your mind practice accepting new information.

$3%( 4+TE T56I47 Definition 4otetaking is practice of writing pieces of information, often in an informal or unstructured manner. 9ne .a(or specific type of note taking is the practice of writing in shorthand, which can allow large amounts of information to be put on paper very 'uickly. >otes are fre'uently written in notebooks, though any available piece of paper can suffice in many circumstances D some people are especially fond of post- #t notes, for instance. >ote taking is an important skill for students, especially at the college level. .any different forms are used to structure information and make it easier to find later . !omputers, particularly tablet "!s and personal digital assistants 1"4As3 are beginning to see wide use as note taking devices. The !ornell note-taking system is a wide widely-used note taking system devised in the 2EB;s by alter "auk, an education professor at !ornell 8niversity. "auk advocated its use in his best selling How to )tudy in !ollege, but its use has spread most rapidly in the past decade. Contents F9verview of method 89h# take notes: 8Fi/e Rs of 4ote Taking Overview of Method The student divided the paper into two columns7 the note-talking column 1usually on the right 3 twice the si6e of the key word column 1on the left3. The student should leave five to six lines or about two inches, at the bottom of the page. >otes from a lecture or teaching are written n the note-taking column G notes usually consist of the main ideas of the text or lecture, and long ideas are paraphrased. &ong sentence are avoidedG symbols or abbreviation are used instead. 5elevant 'uestion should be recorded as soon as possible so that the lecture and 'uestion will be

fresh in the student%s mind, or key words are written in the key word column. The student also writes a short summary on the last four lines. The student then covers up the note-taking column to answer to the 'uestions+keyword in the key word or cue column. The student is encouraged to reflect on the material and review the notes regularly. The !ornell method provides a systematic format for condensing and organi6ing notes. After the notes have been taken, the student writes a brief summary at the bottom of the pages, This helps to increase understanding of the topic. hen studying for either a test or 'ui6, the student has a concise but detailed and relevant record of previous classes. Why take notes? 2. Summar# D helps you to see an overview of an entire topic by the end of it. ?. ;emor# D aids retention of the information. #f you have to double process something, ie not only listen or read but listen+read and record, you are more likely to remember. @. Re/ision D gives you the material to pin your revision on or to guide further reading. A. Concentration D means you have to concentrate on what is being said or read, and you are being active rather than passive. #f you are not actively engaged, you can easily be distracted. These four elements together constitute 5cti/e learning% Five Rs of Note Taking $% Record% 4uring the lecture, as many meaningful facts as possible are recorded. (% Reduce% As soon after class as possible, ideas and facts are concisely summari6ed in the 5ecall !olumn. )ummari6ing clarifies meaning and relationships, reinforces continuity, and strengthens memory. )% Recite% .ost of the pages are covered and the student tries to recall as much of the lecture as possible, using only what has been written in the 5ecall !olumn. This procedure helps to transfer the facts and ideas to long term memory. *% Reflect% The student%s own opinion is distilled in the notes. This also has the effect of training the mind to find and categori6e vital informations, leading to more efficient memori6ation.

-% Re/iew% The student reviews the notes briefly but regularly. :ecause of the highly condensed nature of the notes, the student remembers significant amount of materials. +utline St#le :elow you will find skeleton of an outline as well as a sample7 Title/Date2 The ma<or topic or sub<ect% 5% ;a<or di/ision or categor# within the topic% &ist important statements. 2. History, facts, experiments, first researcher ?. second researcher, other experiments. a. b. c. @. B% Second ma<or di/ision in the topic area% 2. facts, new perspectives, research ?. Sample = +utline Form #f your notes are neat and as close to outlined as possible, you%ll have a much better chance of turning them into a good set of 'uestions. These notes were taken at an introductory psychology lecture. The topic was learning. )upporting facts and details