Note-taking Skills

From Wikipedia, the free encyclopedia

President Jimmy Carter’s Notes from his private meeting with Pope John Paul II, October 6,
1979
Note-taking (sometimes written as notetaking or note taking) is the practice of recording
information captured from another source. By taking notes, the writer records the essence of the
information, freeing their mind from having to recall everything. [1] Notes are commonly drawn
from a transient source, such as an oral discussion at a meeting, or a lecture (notes of a meeting
are usually called minutes), in which case the notes may be the only record of the event. Note
taking is a form of self discipline.

History
Note-taking has been an important part of human history and scientific development. The
Ancient Greeks developed hypomnema which were personal records on important subjects. In
the Renaissance and early modern period commonplace books which served a similar function
became popular.[2] Philosopher John Locke developed an indexing system[3] which served as a
model for commonplace books; for example, it inspired another book, Bell’s Common-Place
Book, Formed generally upon the Principles Recommended and Practised by Mr Locke nearly a
century later.[4]

Cognitive psychology
Note-taking is a central aspect of a complex human behavior related to information management
involving a range of underlying mental processes and their interactions with other cognitive
functions.[5] The person taking notes must acquire and filter the incoming sources, organize and
restructure existing knowledge structures, comprehend and write down their interpretation of the
information, and ultimately store and integrate the freshly processed material. The result is a
knowledge representation, and a memory storage.[1]

Systems
Many different formats are used to structure information and make it easier to find and to
understand, later. The format of the initial record may often be informal and/or unstructured. One
common format for such notes is shorthand, which can allow large amounts of information to be

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put on paper very quickly. Note-taking is an important skill forstudents, especially at
the college level. In some contexts, such as college lectures, the main purpose of taking notes
may be to implant the material in the mind; the written notes themselves being of secondary
importance. Historically, note-taking was an analog process, written in notebooks, or other paper
methods like Post-It notes. In the digital age,computers, tablet PCs and personal digital
assistants (PDAs) are common.
Note-taking is a race against time. The note taker typically is under severe time pressure, and
different note-taking styles and techniques try to make the best use of time. The average rate of
speech is 2–3 words per second, but the average handwriting speed as only 0.2–0.3 words per
second.[5]
Regardless of the medium (paper, computer), note-taking can be broadly divided into linear and
nonlinear methods, which can be combined.

Linear note-taking
Outlining
Outlines tend to proceed down a page, using headings and bullets to structure information. A
common system consists of headings that use Roman numerals, letters of thealphabet,
and Arabic numerals at different levels. A typical structure would be:
I. First main topic
A. Subtopic
1. Detail
2. Detail
B. Subtopic
II. Second main topic
A. Subtopic
However, this sort of structure has limitations in written form since it is difficult to go back and
insert more information. Adaptive systems are used for paper-and-pen insertions, such as using
the reverse side of the preceding page in a spiral notebook to make insertions. Or one can simply
leave large spaces in between items, to enable more material to be inserted. The above method is
effective for most people, but you can be creative in making your own method.
However, computerized note-taking, whether with a word processor, an outliner like Workflowy,
or a digital notebook program such as OneNote, EverNote or TiddlyWiki, provides the
opportunity to revise easily and add more entries or rows to the outline.

Non-linear note-taking
There are many types of non-linear note-taking techniques, including: Clustering, [6] Concept
mapping,[7][8] Cornell system,[9] Idea mapping,[10] Instant replays,[11] Ishikawa diagrams,
[12]
 Knowledge maps,[13] Learning maps,[14] Mind mapping,[15] Model maps,[16] Pyramid principle,
[17]
 Semantic networks,[18] and SmartWisdom.[19]

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The following are details about a few.
Charting

A mind map connects ideas together visually

Mapping
Here, ideas are written in a tree structure, with lines connecting them together. Mind maps, also
referred to as brain-storming are commonly drawn from a central point, purpose or goal in the
center of the page and then branching outward to identify all the ideas connected to that goal.
Colors, small graphics and symbols are often used to help to visualize the information more
easily. This note-taking method is most common among visual learners and is a core practice of
many accelerated learning techniques. It is also used for planning and writing essays.
Sentence method
Every new thought is written as a new line. Speed is the most desirable attribute of this method,
because not much thought about formatting is needed to form the layout and create enough space
for more notes. When taking these notes, you can number them or bullet them. This method can
allow the reader to tell where a new thought ends and begins. This strategy is short and helpful,
especially when a professor or teacher may need to read the notes.
SQ3R
SQ3R is a method of taking notes from written material, though it might be better classed as a
method of reading and gaining understanding. Material is skimmed to produce a list of headings,
that are then converted into questions. These questions are then considered whilst the text is read
to provide motivation for what is being covered. Notes are written under sections headed by the
questions as each of the material's sections is read. One then makes a summary from memory,
and reviews the notes. (SQ3R—Survey, Question, Read, Recite, Review.)
Guided notes
Sometimes lecturers may provide handouts of guided notes, which provide a "map" of the lecture
content with key points or ideas missing. Students then fill in missing items as the lecture
progresses. Guided notes may assist students in following lectures and identifying the most
important ideas from a lecture. This format provides students with a framework, yet requires

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active listening (as opposed to providing copies of PowerPoint slides in their entirety). Research
has shown that guided notes improve students' recording of critical points in lecture as well as
their quiz scores on related content.

Electronic note-taking methods

The growing ubiquity of laptops in universities and colleges has led to a rise in electronic note-
taking. Many students write their notes in word processors or prepare digital hand-written notes
using a graphics tablet or tablet computer and styli or digital pens, with the aid of note-
taking software. Online applications are receiving growing attention from students who can
forward notes using email, or otherwise make use of collaborative features in these applications
and can also download the texts as a file (txt, rtf...) in a local computer. It has also become
common for lecturers to deliver lectures using these and similar technologies,
including electronic whiteboards, especially at institutes of technology.
Online note-taking has created problems for teachers who must balance educational freedom
with copyright and intellectual property concerns regarding course content. [citation needed]

Professional services
Professional note-takers provide access to information for people who cannot take their own
notes, in particular the deaf and hearing impaired. Professional Note-takers most frequently work
in colleges and universities, but are also used in workplace meetings, appointments, conferences,
and training sessions. They are usually educated to degree level. In the UK they are increasingly
expected to have a professional note-taking qualification, such as that offered by the Council for
the Advancement of Communication with Deaf People (CACDP).

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1 Note-Taking Skills
Effective notetaking from lectures and readings is an essential skill for university study. Good
notetaking allows a permanent record for revision and a register of relevant points that you can
integrate with your own writing and speaking. Good notetaking reduces the risk of plagiarism. It
also helps you distinguish where your ideas came from and how you think about those ideas.
Effective notetaking requires:
 recognising the main ideas
 identifying what information is relevant to your task
 having a system of note taking that works for you
 reducing the information to note and diagram format
 where possible, putting the information in your own words
 recording the source of the information

Reading and note-taking strategies

1. Be selective and systematic

As you take notes from a written source, keep in mind that not all of a text may be relevant to
your needs. Think about your purpose for reading.
 Are you reading for a general understanding of a topic or concept?
 Are you reading for some specific information that may relate to the topic of an
assignment?
Before you start to take notes, skim the text. Then highlight or mark the main points and any
relevant information you may need to take notes from. Finally - keeping in mind your purpose
for reading - read the relevant sections of the text carefully and take separate notes as you read.

A few tips about format

Set out your notebooks so that you have a similar format each time you take notes.
 Columns that distinguish the source information and your thoughts can be helpful.
 Headings that include bibliographic reference details of the sources of information are
also important.
 The use of colour to highlight major sections, main points and diagrams makes notes easy
to access.
2. Identify the purpose and function of a text
Whether you need to make notes on a whole text or just part of it, identifying the main purpose
and function of a text is invaluable for clarifying your note-taking purposes and saving time.
 Read the title and the abstract or preface (if there is one)
 Read the introduction or first paragraph
 Skim the text to read topic headings and notice how the text is organised
 Read graphic material and predict its purpose in the text

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Your aim is to identify potentially useful information by getting an initial overview of the text
(chapter, article, pages) that you have selected to read. Ask yourself: will this text give me the
information I require and where might it be located in the text? 

3. Identify how information is organized

Most texts use a range of organizing principles to develop ideas. While most good writing will
have a logical order, not all writers will use an organizing principle. Organizing principles tend
to sequence information into a logical hierarchy, some of which are:
 Past ideas to present ideas
 The steps or stages of a process or event
 Most important point to least important point
 Well known ideas to least known ideas
 Simple ideas to complex ideas
 General ideas to specific ideas
 The largest parts to the smallest parts of something
 Problems and solutions
 Causes and results
An example: Look at the text on underwater cameras below and then look at how the text is
presented in note form. The most important words to include in notes are the information words.
These are usually nouns, adjectives and verbs .

4. Include your thoughts

When taking notes for an assignment it is also helpful to record your thoughts at the time. Record
your thoughts in a separate column or margin and in a different colour to the notes you took from
the text. 

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 What ideas did you have about your assignment when you read that information?
 How do you think you could use this information in your assignment?

2 Listening and Note-Taking Strategies

Many of the strategies for reading note taking also apply to listening note taking. However,
unlike reading, you can't stop a lecture and review as you listen (unless you listen to a taped
lecture). Therefore preparation prior to listening can greatly improve comprehension.
 Have a clear purpose
 Recognise main ideas
 Select what is relevant; you do not need to write down everything that is said
 Have a system for recording information that works for you  

Lecture survival tips

Strategies to increase comprehension and improve note-taking

Before the lecture

 revise the previous lecture or tutorial
 pre-read about the topic
 check the pronunciation of any new words or discipline-specific language in the pre-
readings.
 rule up pages according to your note-taking system. This saves time in the lecture.

During the lecture

 be on time and sit near the front
 distinguish between main points, elaboration, examples, repetition, 'waffle', restatements
and new points by:
 Listening for structural cues (signpost/transition words, introduction, body and
summary stages)
 Looking for non verbal cues (facial expression, hand and body signals)
 Looking for visual cues (copy the content of any visual aids used (e.g. OHTs),
note references to names and sources)
 Listening for phonological cues ( voice change in volume, speed, emotion).
Generally with more important information the speaker will speak slower, louder and they
will direct their attention to the audience.

After the lecture

 revise lecture notes within 24 hours. Tidy up your handwriting and fill in any missing
bits. Reviewing makes remembering lectures much easier.
 write a short summary of the lecture (1 paragraph) in your own words
 attach any handouts to your lecture notes. 

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1. Use symbols and abbreviations
The use of symbols and abbreviations is useful for lectures, when speed is essential. You also
need to be familiar with symbols frequently used in your courses.
 Develop a system of symbols and abbreviations; some personal, some from your courses
 Be consistent when using symbols and abbreviations

Symbols for notetaking

equals/is equal to/is the same as

is not equal to/is not the same as

is equivalent to

therefore, thus, so

because

and, more, plus

more than, greater than

less than

less, minus

gives, causes, produces, leads to, results in, is given by, is produced by, results from,
comes from

rises, increases by

falls, decreases by

proportional to

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 not proportional to

Abbreviations
These can be classified into three categories:

1. Common abbreviations
Many are derived from Latin.
c.f. (confer) = compare 
i.e. (id est) = that is
e.g (exempla grate) = for example
NB (nota benne) =note well
no. (numero) = number 
etc. (et cetera)= and so on 

2. Discipline-specific abbreviations
In chemistry:
Au for gold
Mg for magnesium
In the case of quantities and concepts, these are represented by Greek letters in many fields.
A or a (alpha) B or b (beta)

3. Personal abbreviations
Here you can shorten any word that is commonly used in your lectures.
diff =different
Gov = government
NEC = necessary
Some abbreviations are so well known and widely used that they have become an Acronym - an
abbreviation pronounced as a word.
For example, the word 'laser' was originally an abbreviation for 'Light Amplification by
Stimulation Emission of Radiation'. It now is a noun in its own right!

2. Use concept maps and diagrams

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You can set down information in a concept map or diagram. This presents the information in a
visual form and is unlike the traditional linear form of note taking. Information can be added to
the concept map in any sequence.
Concept maps can easily become cluttered, so we recommend you use both facing pages of an
open A4 note book. This will give you an A3 size page to set out your concept map and allow
plenty of space for adding ideas and symbols.
 Begin in the middle of the page and add ideas on branches that radiate from the central
idea or from previous branches.
 Arrows and words can be used to show links between parts of the concept map.
 Colour and symbols are important parts of concept maps, helping illustrate ideas and
triggering your own thoughts.

Examples

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3 The Five Rs of Note-Taking

Here is an easy way to remember the most important points of note-taking:

1. Record: During the lecture, write all meaningful information legibly.

2. Reduce: After the lecture, write a summary of the ideas and facts using key words as cue
words. Summarizing as you study helps to:
o Clarify meanings and relationships of ideas
o Reinforce continuity
o Strengthen memory retention
o Prepare for exams in advance
3. Recite: To study properly, you must recite all the information in your own words without
looking at our notes or the text.
4. Reflect: Think about your own opinions and ideas as you read over your notes. Raise
questions, then try to answer them creatively. Record original ideas in your notebook and
review them regularly. Use your creative ideas when answering exam questions, in
classroom discussions, and when writing papers.
5. Review: Before reading or studying new material, take ten minutes to quickly review
your older notes. Skim over the main ideas and details. Review enhances your retention
of old material while adding new material to your memory.

 - Pauk, W. (1989). How to Study in College (4th Ed.). Boston, MA: Houghton
Mifflin.

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4 Note-taking and Note-making

We distinguish between note-taking and note-making. Note-taking is a passive process which is

done at lectures whereas note-making is more active and focused activity where you assimilate
all information and make sense of it for yourself.

Note-taking
Taking notes is an important process. It allows you to have a written record of the lecture which
may not be in your textbook. It also ensures that you become an active and involved listener and
learner

A more important reason for taking notes is that there is a direct relationship between what
happens in lectures and what comes up in the exam. If the lecturer does not personally set the
exam, it is likely that he/she will still submit a number of questions.

When thinking about note-taking it is important to consider the lecturing style adopted by
different lecturers. Some will prefer dictating, others will provide printed notes. If you are a Wits
student you will also have the lecture slides posted on SAKAI.

The following areas are covered below:

 Setting the stage

 Listening actively
 Formatting and structuring notes
 General note-taking tips
 If the lecturer talks too fast
 Note-taking abbreviations
 The note-making process

 Setting the stage

 Complete outside assignments: Lecturers assume that students have completed

assignments or done the recommended reading and will construct their lecture
accordingly. The more familiar you are with the topic, the better your note-taking will be
and the more active the process will be. It is also a good idea to reiew your
assignments/readings just before the lecture.
 Bring the right materials:
o Always have an adequate supply of A4 note paper /exam pads, pens, pencils and
highlighters.

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 o Use paper that can be filed easily. It is probably a good idea to only use one side
of a sheet of paper - this allows you to review your notes by spreading them side
to side - usually the benefit outweighs the cost of the paper.
o Keep a spare pen don t use pencil to write as this tends to fade with time.
o Use colour for emphasis; to highlight and to separate different sections or ideas.
o Sit front and centre - sit in a position where you can hear and see clearly without
straining.

Listening actively

This involves actively concentrating and paying attention to what is being said and how it is
being said. Listen beyond words to the lecturers body language.

1. Listening for repetition: When a lecturer repeats a phrase or idea, this is a signal that it
is important and you should take note of it.
2. Watch the board or overhead projector: If the lecturer takes time to write something
down, consider that as another sign that the material is important.
3. Listen for introductory, concluding and transition words and phrases. For example:

o "The following three factors"

o "In conclusion"
o "The most important consideration"
o "In addition to"
b. Highlight obvious clues: Often your lecturer will blatantly point out what information is
likely to appear in the exam - make a note of this - don't rely on memory.
c. Notice the lecturer's interest level: When the lecturer seems excited about something,
make a note as it is more likely to appear in the exam.
d. Use pictures and diagrams - This makes the notes more visual and assists in recall.
What you need to do is try to find a note-taking format and system that works for you.

 HOME TRUTHS ABOUT LECTURERS:

 Establish lecturer's interests:  Try to establish what topics of research or advanced

study your lecturers are part of, especially if these also relate to your syllabus. Also be
aware of any articles or books written by your lecturers and their areas of specialisation.
 ATTEND ALL LECTURES:  Try to attend all lectures - apart from the obvious
academic advantage, it also creates an impression of you as a dilligent student which may
be to your advantage at some point in the course.

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  THE LAST LECTURE:  Make a special effort not to miss the last lecture of every
course - information about the format of the exam is usually covered and the lecturer may
also provide information about sections of the syllabus that need special attention or
sections that can be excluded. 

 FORMATTING AND STRUCTURING NOTES:

Some methods will work better for some individuals than others.  See what works best for you.

1.  General note-taking tips

1. Give yourself plenty of space.

2. Label, number and date all your notes.
3. Develop your own system of shorthand and abbreviations
4. Use colour, pictures or diagrams to make notes more visual.
5. Keep your own thoughts separate - this ensures that you don t mistake your own idea for
that of the lecturer's.
6. Use a lost signal - when you find yourself lost in a lecture, make a note of it using a
specific symbol and leave space to fill in this later.
7. Write legibly: Many people feel that they have no control over their handwriting and
resign themselves to writing illegibly for the rest of their lives. However, if you put your
mind to it and make it a point to write more legibly, your handwriting will improve. This
has implications not only for note-taking but for writing exams as well.

2. Mind-Maps

This can be used in conjunction with the Cornell system of note-taking or you might want to use
mind maps exclusively.

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Advantages: Visual; contains lists and sequences and shows causes, is often easier to recall;
uses both left and right brain functioning; helps one think from general to specific and puts
subjects in perspective.

Click to explore more about Mind Maps

 3. The Outline System

You can use a standard Roman numeral outline or free-form, indented outline to organise the
information from a lecture. The outline form illustrates major points and supporting ideas. It has
the major advantage of being an active process of organising incoming information.

 Click for more information on the Outline System

 4. The Cornell Format

On each page of your notes, draw a vertical line, top to bottom, 5cm from the left side of the
paper. Write your notes on the right of this line and leave the area to the left of the line for key
word clues and sample questions.

Click for more information on the Cornell Format

 If the lecturer talks too fast

1. Try to be extra prepared for the lecture before class: Familiarity with the subject makes it
easier to pick out key points.
2. Exchange notes with classmates
3. Leave large empty spaces in your notes - for filling in information you missed.
4. See the lecturer after the lecture and show the lecturer what you missed.
5. Consider using a voice/sound recorder.
6. Go to the lecture again - if it is offered at a different time.
7. Use your shorthand.
8. Ask questions.
9. Ask the lecturer to slow down.
10. Remember, you don t have to take down everything the lecturer says verbatim.

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Note-taking abbreviations

Thus / Therefore                                                ∴              Between                                                  betw  

Because                                                            ∵  
Equals/same as                                                 =  
Does not equal / not the same as                        ≠  
Greater than / more than                                   >  
Less than                                                          <  
And                                                                   &  
Important / importance of                                 NB  
Example / for example                                      eg  
However                                                         but  
Compare/contrast with                                       cf  
Without                                                     w/o  
-ion  (e.g. proposition becomes roposit'n)           'n  
Usually                                                       usu  
or                                                                   /
Definition                                                     def
Conclusion                                                 conc
Regarding / with regard to                             re
As against / contrast with                              vs
Before                                                          B4
Especially                                                    esp
Namely / that is to say                                    ie
-ment (e.g. agreement becomes agreem't)  
m't
It is/ that is                                                    ie
Transfer                                                      t/f
 
     

THE NOTE-MAKING PROCESS

Once you have taken down notes in lectures, the learning process is not complete. The next step
is the note-making process.

Reviewing lecture notes:

Your lecture notes form the basis of your final consolidated notes and your entire examination
preparation is based on these. The following should be done on a daily basis:
1. Read through your lecture notes.
2. Underline headings and subheadings.
3. Correct spelling mistakes and rewrite illegible portions.
4. Fill in any gaps.
5. Underline or highlight important sentences or paragraphs.
6. Make sure you understand the concepts.
7. If you use the Cornell system, fill in the key words in the left-hand column.

Integrating lecture notes and readings

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 1. The main aim is to integrate your lecture notes with reading from articles, prescribed and
recommended books or tutorials.
2. It is best to use your lecture notes as the basis of your integration and not rewrite these
unless your handwriting is extremely poor.
3. Mind-map summaries can be made to give you an overall picture of the topic. 

- See more at: https://www.wits.ac.za/ccdu/academic-skills/note-taking-and-note-

making/#sthash.sOczVQQX.dpuf

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