MATERIAL BY

GENERAL STUDIES UNIT, FEDERAL UNIVERSITY OF

TECHNOLOGY, AKURE

PROF. FUNMI OLUBODE-SAWE

NOTE TAKING

How to get the most out of lectures:

BEFORE:
 Get a feel for the subject. Read (or flick) through a book on the subject of the
lecture. Look for themes, issues, topics and headings. Look up any technical
words you don’t understand.
 Write down questions that you want answered during the lecture. Leave
space to fill in the answers either during or after a lecture
 Glance through your notes from the previous lecture to look for links.
 Prepare all your writing materials: paper, pens of different colours and
highlighters.

DURING:
 To focus attention, listen for clues as to the way the lecture is going. For
example: ‘there are 5 main categories of…’
 ‘Now I want to look at’, ‘Why did this happen?’
 Good lecturers will tell you at the beginning what they will cover and in what
order
 Avoid writing details that you can later get from a textbook. Keep your
attention on listening.
In your head, keep asking questions as the lecturer goes along: this will help
to focus your attention. Ask: ‘Is this always the case?’ ‘How representative
is this?’ ‘Why is this?’ and ‘Do I agree?’
 Indicate new questions raised in different colours.

AFTER:
 Label and file your lecture notes and any handouts
 Read through your notes. Fill in details from your reading or research.
 Discuss the lecture with others. Compare your notes and fill in any gaps.

What is the importance of notes?

Notes are useful in many ways. These include:

 Being a useful record of important points and events that have occurred
 Helping planning of work and helping ideas to flow
 Helping understanding of the main points and helping think through
problems
 Helping to sum up main ideas
 Helping revision through organisation
Importance of Notes

1. Prevents forgetting:
Our memory fades quickly. For most students, forgetting occurs very rapidly after
listening to a lecture, or reading over informational material even if the material is
engaging and interesting. After lectures, for example, research shows that we forget
50% of what we hear within an hour and more than 70% within two days.

2. Encourages concentration:
Taking effective notes requires a student to be mentally active during a lecture or
while reading. One has to pay attention, interact with information, make decisions
about what to record, and write. Given that the mind is occupied with a demanding
task, there is less opportunity for the mind to wander.

3. Records testable material:

Instructors generally expect students to remember and apply facts and ideas
presented in lecture or in texts. Tests are based on key ideas teachers emphasize in
their lectures and/or written material that supports key concepts or themes, in other
words, the testable material.

Methods of note taking:

i. Linear format
The most common is the linear format, in which lines run one after another, like in
this paragraph on note-taking techniques. No special use is made of the layout of the
page, and a writer tends to write as much as possible, rather than as much as is
necessary. There is a tendency to concentrate on writing, rather than on listening and
comprehension. Gaps may be left, and the notes may read like gibberish in sections.
ii. Spidergram
Description: The spidergram is a non-linear way of organising notes. They are a
diagrammatic way of presenting notes. There is a potential for a substantial amount
of information to be presented in a small area. They typically feature key words and
phrases.

How to use: The central topic is placed in the centre of the page and the main ideas
relating to it are placed on branches that directly connect to the central topic. You
can add further information on main ideas and you can add colour and doodles to
accent your work. You can also link between different sections using arrows or
asterisks.

Types

Pressures primary

FOREST
RESOURCES
 Uses

Safeguard d
environmt
secondary

iii. Other Graphic methods

Graphic or diagrammatic methods involve annotating diagrams of well known
objects.

How to use: Draw the graphic representation of the topic being taught, and take the
notes on the diagram, which may be a map, a plant cell. During class, take notes in
the area on the right, unless the diagram is centrally placed and you have enough
space on both sides. If using a diagram of an object, when a new point is made, draw
an arrow to the part of the diagram being described and label it with the information
given by the speaker. the map below could be used to take notes on Nigerian
vegetation

gvcghfkhgkhgkuh
 contains rod-shaped structures
from which the centrioles develop
in cell division

For processes, flow charts may be used, and tree diagrams for classifications.

iv. Cornell
Description: The Cornell system is a way of providing a systematic format for
condensing and organising notes easily.

How to use:
1) Prepare your notepaper by creating a two-column table. The left hand column
should take up about 1/3 of your writing space, leaving the remaining 2/3 for
recording information. Use only one side of each sheet of notepaper.
2) Summarize and paraphrase (restate in your own words) the facts and ideas
presented. Record definitions as stated or written.
3) Indicate changes in topic with headings or by leaving a space between topics
4) Number, indent, or bullet key ideas presented with each topic.
5) Aim for telegraphic (brief) sentences, abbreviations, and symbols. This will
increase your note taking speed.
6) Write legibly so your notes make sense to you later.
7) Edit as soon as possible.

During your revision period (no later than 24 hours after your lecture
Formulate test questions based on the information recorded in notes and write them
in the recall clues column on the left-hand side of notes. Questions should focus on
specific definitions and “big ideas”. To revise cover up the right hand sides and say
the recall clue out loud. Recall as much of the information on the right as possible. If
you can remember what is on the right you know it. This system is a quick and easy
way of getting good notes first time round.

v. Outlining
How to use: Information starts on the left with each different group of facts indented
with spaces. Relationships between parts may be shown by indentation or
numbering. Where indenting is used, no letters, numbers or roman numerals are
needed. Place major points farthest to the left with other parts indented to the right.
Where numbering is used, the listener makes a list of key points, each point starting
on a new line and indicated by an asterisk, a bullet, letter of the alphabet, or Arabic
or Roman numeral. Minor points are similarly listed, but with a different style. For
example, if the key points are numbered in Arabic style, the minor points may be
‘numbered’ with small letters.
TITLE TITLE
1) MAJOR POINT  MAJOR POINT
a) Minor point  Minor point
i) detail  detail
ii) detail  detail
b) Minor point  Minor point
2) MAJOR POINT  MAJOR POINT
a) Minor point  Minor point
b) Minor point  Minor point
i) detail  detail
ii) detail  detail
3) MAJOR POINT  MAJOR POINT
a) Minor point  Minor point
b) Minor point  Minor point

vi. Charting
How to use: Useful when the lecture is distinct. You can set up your paper by
drawing columns and labelling appropriate headings in a table. Set up your paper in
distinct columns, record information (words, phrases, main ideas) into the
appropriate category

For example, in history:

 Events Period Important Significance
people
Bring back our girls April Obiageli coordination of national &
campaign 2014 to Ezekwesili international action to free
date kidnapped Chibok girls

Charts may also be used to highlight comparison and contrasts.

For example, in biology:

Characteristic Plant cell Animal cell

definite shape yes no
chloroplasts present yes no
cell wall present yes no
cell membrane yes yes
food storage as starch as glycogen

Short cuts/tips

i. Use Abbreviations:

Also specific abbreviations may be available for words you encounter on your course
and personal abbreviations if understood can greatly enhance learning. In using
graphic or diagrammatic modes of note-taking, it is necessary to omit all
unnecessary language for speed. The space of the page should be used to lay the
notes out clearly. Numbers and letters should be used to identify and distinguish
different key points, secondary points, examples, etc. The use of clear lay-out,
numbers and letters assists fact and accurate interpretation of the notes when the
student needs to make use of them. Systematic use of abbreviations and symbols
ensures rapid and accurate recall of the meaning of the notes.

ii. Colour

Other tips include using different colours in your notes. Colour can aid learning, as it
will make things more memorable.

Organising notes

Options include:
 Loose-leaf folder – easy to subdivide, reorganise and add to
 Ringer binder – as above but more secure
 Filling cards – good for headings, very useful in revision
 Notebook – secure and easy to carry, but not very flexible in use
 Computer – very useful to keep backup items
Signaling
How can get to know which are the main points and which are the minor ones?
How do you know what is important enough to record in your notebook? The
speaker might indicate this overtly and use a signpost word like: ‘the next major
point is...’ Other signpost words and transitional phrases indicate important points
in the lecture.

Signpost words show the direction of the speaker’s thought, show relationships
perceived by the speaker and may signal a chain of events. The two tables below
list two kinds of signpost words which can help a listener interpret what is going on
in the lecture and when to take notes.

Signals of sequence
Function Signpost Word
summarising in brief, to sum up, in short, to summarise
re-expressing that is, that is to say, put in another way, in other words, or rather
exemplifying to illustrate this, thus, for example, for instance
Focussing I shall begin by, let us consider, in today’s lecture we shall, to
begin with, at this point
Listing first of all, secondly, finally, in conclusion

Signals of point of view

Function Signpost Word
Adding and, in addition
giving further evidence moreover, furthermore, incidentally, in passing
comparing two points likewise, similarly
denying expectation but, yet
admitting the unexpected though, although, however, as a matter of fact
contrasting instead, rather, on the contrary, on the other hand,
at the same time
showing cause because, so, hence, for, therefore
showing reason consequently, for this reason, on account of this
showing result because, as a result, arising from this, so...that
showing purpose with this in mind, so that
stipulating condition in that case, in which case, unless, otherwise