Business Communication and Learning Skills Workshop

4
Reading, Listening, Note-Taking,
Summarizing and Paraphrasing
Learning Objectives:

By the end of this lesson, you will:

• Know ways and can apply effective reading strategies to improve your reading skills
• Know how to use your listening skills effectively to comprehend and learn
• Be able to do note-taking effectively
• Be able to understand materials through paraphrasing and summarizing study materials
• Respond to scientific materials based on your needs

PART I: SKILLS STUDENTS OF STEM SHOULD MASTER

1. INTRODUCTION

In the previous chapter we discussed learning strategies and techniques in reading that can help you
comprehend reading materials effectively. Active learning strategies include listening and note-taking.
Other skills useful for active learning include paraphrasing and summarizing skills.

In order to read effectively in college, it is important that you understand the goal of the reading (i.e.
reading with a purpose), and you understand and choose the best reading strategies for the task. When
you read to collect data and retain information, active reading skills act as a catalyst for critical thinking
skills that must be applied in a systematic way. Formulating questions about what you have read leads
to analyzing purposes and assumptions. What is the intent or agenda of the author and his/her point of
view? This process helps you to understand and retain what you read and assist you in mastering
academic reading. Using the techniques and skills learnt in this chapter, you can maximize your
understanding and absorb what you are learning in shorter amounts of time.

2. ACTIVE READING STRATEGIES

Active reading is the determination to understand reading material by evaluating its relevance based on
your need. In active reading, you do not just read whole materials cover to cover; you evaluate the
material in order not to waste your time and effort to read materials irrelevant to your needs. Reading
actively will help you read quickly, efficiently and effectively. Therefore, this skill must be mastered by
all students.One big mistake that most university students do when learning is that they read textbooks
cover to cover, from beginning to the end. This is a good way to read fiction books, but this is not the
case with textbooks. The purpose of textbooks is to give you information, thus, there should not be any
mystery kept at the end. In reading textbooks you need to actively find the big idea first, and then
connect each detail to the big idea.

2.1. SQ3R

Here is a set of strategies that will help you understand the material for study effectively. This set of
strategies is called SQ3R, which stands for Surveying, Questioning, Reading, Reviewing and Recalling.

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Surveying

- Before starting to read any material, you need to do a quick preview by skimming to get the
author’s central concept. Skim at least twice. Look at the title, subtitles, pictures, diagrams,
tables, etc.
- For a textbook read the preface and introduction especially where the objectives of studying the
material is stated and take note of them .
- At the end of every chapter usually there is a summary. Read the summary before going back to
the material to get the idea of what the chapter is talking about.
- From your survey and preview, formulate an overall picture and purpose of reading the
material.

Questioning
- Ask yourself pre-reading questions to activate your mind. For example: What is the topic,
and what do you already know about it? Why has the instructor assigned this reading at this
point in the semester? Try to ask questions with what, why, how, when, who and/or where
to support the central concept.
- If you’re reading a textbook, try changing all the titles, subtitles, sections and paragraph
headings into questions. For example, the section heading “The Gas Laws of Boyle,
Charles, and Avogadro” might become “What are the gas laws of Boyle, Charles, and
Avogadro?”
- Write these questions in the margins of your text book or at the top of your lecture or study
notes.
- Do the same with each point stated in the summary
- Question any unfamiliar terms, and define.

Reading

- Start reading but make sure that you read specifically to answer your questions.
- Highlight the main idea or thesis of the reading, and put an asterisk next to it. Pay particular
attention to the introduction or opening paragraphs to locate this information.
- Make notes in margins summarizing key points while reading. Write comments on them. Pay
special attention to bold or italicized type and to tables, graphs & illustrations which may
explain an idea more powerfully than text.
- Write down key words to help you recall where important points are discussed.
- Summarize the text, ask questions, give assent, and protest intensely. Above all, try to make
a dialogue with the author. Be critical.

Reviewing

- Rethink what you have read and determine “what it says” and “what it does.”
- Answer “what it says” in only one sentence. Represent the main idea of the paragraph in
your own words.
- To answer “what it does,” describe the paragraph’s purpose within the text, such as
“provides evidence for the author’s first main reason” or “introduces an opposing view.”
- Pause periodically (every 15 minutes or so) to recall in your own words a summary of what
you have read, what the important ideas or concepts are, and how the text, graph,
examples or illustrations support them.
- Write on notepaper as much as you can to recall about what you have read and learned.
Answer the questions in a reading journal or on a separate piece of paper.
- Make outlines, flow charts, or diagrams that help you to map and to understand ideas
visually.
- Write a summary of an essay or chapter in your own words. Do this in less than a page.
Capture the essential ideas and perhaps one or two key examples. This approach offers a
great way to be sure that you know what the reading really says or is about.
- Each mini review is a knowledge builder and memory re-enforcer.

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Recalling

- Recall what you have read by checking if you are able to answer your questions at the
beginning, understand the new material and accomplish your goal.
- Write your own exam question based on the reading.
- Reread difficult parts, work a few more problems.
- Teach what you have learned to someone else! Research clearly shows that teaching is one
of the most effective ways to learn. If you try to explain aloud what you have been studying,
you will:
- transfer the information from short-term to long-term memory, and
- quickly discover what you understand and what you do not.

Finally, bring to class any question you cannot answer on your own after
implementing the whole SQ3R strategy.

Active Reading Strategy

SQ3R
READ
SURVEY QUESTION
Look for answers of your questions.
Highlight.
Skim & find the main ideas Ask questions &
Make dialog with the author.
the text activate your mind.

What will I get from reading What is it about? REVIEW

the text? What have I known Answer your questions.
about it? Who wrote Restate, summarize,
it? What for? Etc. make outlines.
RECALL
Write in the margins. Reread your notes.
Make your own exams.
Teach to others.

2.2. PARAPHRASING

Paraphrasing is restating other people’s idea using your own words. Paraphrasing is a very useful
technique that every academician needs to master. It is useful not only for reviewing what you have
already read for more understanding, but also for later use when you need to write research papers.

Paraphrasing has three main purposes:

- First, to clarify or simplify the author’s ideas, making them easier to understand and more
approachable.
- Second, to emphasize a particular idea of the author’s.
- Third, to show your understanding of the author’s idea.

How to Paraphrase

Paraphrasing is very much used in writing academic papers. When you paraphrase an author’s idea
there are several rules that you must follow such as:

- keep the meaning of the original text/words

- look different to its original by using as few words as possible from the original text
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- have roughly the same number of words as the one in the original source
- be followed by a proper citation - without proper citation, your paraphrase could be construed as
plagiarism.

The above rules apply especially when you want to write academic papers, but as a technique to
review your reading material, for your own personal use, most importantly is to remember: not to
change the meaning of the original text.

How to paraphrase for personal use

To paraphrase for your own use, you need to:

- Step 1: Understand the text.

- Step 2: Restate the text without looking at the original text. Do it as if you are teaching
someone.
- Step 3: Look at the original text again to check for anything missing, or different.
- Step 4: Revise your paraphrase.

Activity 1
Directions: Identify if these statements are the same (S) or different (D). Give reasons if they are
different.

Example:
__D_ (a) A collection of fascinating tales called the Arabian Nights was introduced
into Europe by the French scholar Antoine Galland.
(b) The French scholar Antoine Galland introduced into Europe a collection of
fascinating tales which he called the Arabian Nights.

Reason: Sentence (b) says Antoine Galland called the tales Arabian Nights, while
the original doesn’t specify who gave the title.

1. ____ (a) The drum and flute music that once heard in the streets has been
replaced by audio players.
(b) Audio players are now heard in the streets, which once were filled by the
sounds of drum and flute music.

Reason:_____________________________________________________________________
_____________________________________________________________________

2. ____ (a) Many reef organisms avoid dead-end caves, which lack the steady
currents necessary for bringing a continuous food supply.
(b) Dead-end caves don’t have currents which bring in food supplies, so
many reef organisms don’t go there.
Reason:
_________________________________________________________________________
_________________________________________________________________________

3. ____ (a) Instead of being overwhelmed by the hard life in Montana, Evelyn
Cameron rejoiced in it.
(b) Evelyn Cameron revealed how difficult life was in Montana.

Reason:_____________________________________________________________________
______________________________________________________________________

4. ____ (a) Police reconstructs scenes because people seem to recall things best when they
are in the same physical situation.
(b) When people are in the same physical situation, they seem to remember better
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scenes than the ones police have reconstructed.

Reason:
______________________________________________________________________
______________________________________________________________________

5. ____ (a) Leather, when improperly handled incorrectly and is exposes to variable
temperatures, cracks easily.
(b) Leather cracks easily when it is handled incorrectly and is exposed to
variable temperatures.
Reason:
______________________________________________________________________
_____________________________________________________________________

Activity 2
Directions: Make these sentences easier to understand by paraphrasing them correctly.

1. The key role of today’s leaders is to prepare organizations for change and to help them cope
as they struggle through it.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. Efficient packaging design not only reduces materials and waste, it also
helps reduce the emissions produced during transportation.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________
3. Solar power has not only changed people’s lives; it has also made their lives safer.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

2.3. SUMMARIZING

Summarizing is the process of retelling the important parts of the passages in a much shorter form. The
purposes of summarizing are to distinguish the most important ideas in a text, to ignore irrelevant
information, and to integrate the central ideas in a meaningful way. It is a very useful technique
especially to respond to longer text such as a chapter or even a book. Like the skill of paraphrasing,
summarizing skill is useful not only for reviewing your understanding of a reading material, but also for
later use of writing academic papers.

An effective summary should include only the main ideas and the major supporting points of what you
have read, restated in your own words. It should not include minor details or repeated details nor your
own ideas or opinions. It should keep the meaning of the original text. A summary should be much
shorter than the original (often about 1/3 as long as the original)

Summarizing a short paragraph

To summarize a short paragraph, follow these steps:

- Step 1 : Find the topic sentence.
- Step 2: Leave out descriptive words such as adjectives or adverbs from the sentence, and keep
only the words that tell the main point of the sentence.

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- Step 3 : Use as few words as possible to summarize. The summary of a sentence should still be
a complete sentence.

Example:

Step 1. Find the topic sentence. The topic sentence is underlined.

An integrated circuit (more often called an IC, microchip, silicon chip,

computer chip, or chip) is a piece of specially prepared silicon (or
another semiconductor) into which a very complex electronic circuit is
imprintedusing photographic techniques. Silicon chips can contain
computer processors, memory and special devices. The chip is very
fragile and so is normally surrounded by a tough plastic package, and
electrical contact with the chip is provided through metal legs sticking out
of the package.

Step 2. Find the keywords in the topic sentence. Leave the adjectives and adverbs.

An integrated circuit (more often called an IC, microchip, silicon chip, computer chip, or chip) is a piece
of specially prepared silicon (or another semiconductor) into which a very complex electronic circuit is
imprinted using photographic techniques.

Step 3. Summarize.

An integrated circuit (chip) is a piece of silicon where electronic circuit is imprinted.

Activity 3
Directions: Find the topic sentence of each paragraph and summarize it below.

1) Europa, one of Jupiter’s moons, is the only place in the solar system –
outside of the Earth - where enormous quantities of water are known to
exist. Although this water is in ice form, there is a possibility that there is
only a crust of ice with a liquid ocean underneath. Because of powerful
thermal pulses caused by the tidal forces of Jupiter on the other moons,
Europa may be the best place in the solar system for finding life forms.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
________________________________________________

2) For thousands of years, desert dwellers have sheltered themselves in

extremely functional buildings which are constructed of one of the most
readily available, dependable, and inexpensive materials we know of. This
ideal insulator, which absorbs heat during the day and slowly releases it at
night, is mud.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
____________________________________________________

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However, it is important to note that not all paragraphs have clear topic sentences, or sometimes
the topic sentence is too simple. If the topic sentence of a paragraph is not clear or not good, identify
the key points in the paragraph. Use them to explain the main idea of the paragraph.

Example:

Perhaps the greatest navigators in history were the Vikings. Without compasses or other
modern instruments, they explored Iceland, Greenland, and even crossed the Atlantic
Ocean to the shores of North America. To find their way, they stayed close to shorelines
or used the position of the sun to plot the latitude.

Summary: The Vikings were great navigators; they used natural signs to navigate instead of modern
instruments.

Summarizing longer paragraphs

To summarize a paragraph, follow this five-step process:

- Step 1 :Read the original passage. Make sure you understand it.
- Step 2 :Identify the key point or points. These are the ones usually supported by specific details,
statistics, and examples.
- Step 3 :Using only the words and phrases in your notes, write your summary.
o Do not look at the original text.
- Step 4 :Compare your summary with the original text. Check the following:
o Does the summary include only key points? (The summary should not
o include specific details, statistics, or examples)
- Step 5 :Revise the summary as necessary. Check whether the meaning is being
o kept.

Example:

The number of overweight children is predicted to rise → Key point

significantly around the world by the end of the decade.
Research conducted in 25 countries has concluded that
almost every country showed significant increases in → Support for the key point
childhood obesity. Almost 50% of children in the US,
Canada and Latin America will be overweight by 2020.In
China, this figure is estimated to be one of the five.
Scientists believe this will mean that health care services → Key point
will be seriously affected in the future. Many obese
children will become obese adults, which will result in → Support for the key point
many of them suffering from heart disease, stroke, and
other weight-related ailments.

A sample summary:

The increase in number of obese children worldwide will

cause serious problems to medical services.

Activity 4
Directions: Summarize each paragraph in one sentence.

1. Slow food is an international movement that aims to

preserve local food cultures and make people aware of
the benefits of a traditional diet. It was launched in Italy in
the late 1980s with the establishment of the first local
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association and now is supported by more than 800 local groups in over 50 countries. The movement
has several missions. One of them is to protect the gastronomic culture and traditional foods in each
area. This mission comes from a concern that diversity in diet might disappear as fast food becomes a
standard item on people’s tables all over the world. Another goal of the Slow Food movement is to
make healthy, safe foods available to everyone.For this purpose, the foundation rewards small-scale
farmers who supply such products to their communities. Finally, Slow Food advocates are committed
to informing citizens, especially young ones, about their regional food cultures and teaching them how
to enjoy the taste of traditional dishes. To achieve this goal, local groups hold “taste education”
workshops and seminars in their areas.

Summary:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

3) Since 1970, the number of allergy sufferers around the world has risen dramatically. The
current estimate of people with some kind of allergy is an astounding 30 to 40%. The direct causes
of the increase are unclear, but most researchers attribute the growing figure to a combination of
environmental and social changes resulting from the effects of rapid post-war industrialization,
modernization and globalization. Increased industrial pollution, crowded cities, small poorly
ventilated apartments with air conditioning and new synthetic building materials, dietary changes,
more cosmetics and modern medicine are all blamed as the main contributors. Paradoxically, over-
cleanliness has also been identified as a cause. Some researchers claim the widespread use of
home cleaning agents and their resulting germ-free environments have weakened children’s
immune systems and created vulnerable adults. Perhaps most striking, however, is the growing
number of food allergies. Modern global trade has allowed foods formerly unknown to people to
become easily accessible. This has resulted in more allergic reactions tie to the increase in
opportunities for people to eat new food their bodies have never encountered before.

Summary:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Summarizing Passages

To summarize a short passage, follow this five-step process:

- Step 1: Read the passage all the way through.

- Step 2: Go back to the beginning and check to see if each paragraph contains a topic sentence.
❖ If the paragraph is a good statement of the main idea, you can use it for your summary.
Just make the topic sentence shorter by using summary words and phrases and taking
out descriptive words.
❖ If the topic sentence is NOT a good statement of the main idea, write a main idea
statement and then make it shorter using summary words and phrases and leaving out
descriptive words.

- Step 3 :Put the sentences from the paragraphs together to form a one-paragraph summary. The
summary paragraph should express the main point of the whole passage. You may need to include
some signal words and revise some of the sentences in order to tie all of the ideas together and
express the main point.

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Activity 5
Directions: Work with another student to summarize this passage. Remember to begin by reading the
passage all the way through. Write one sentence to summarize each paragraph in the provided space
below. When you have finished your summary, compare your work with that of another pair of
students.

Alaska Pipeline

T he Alaska pipeline starts at the frozen edge of the Arctic Ocean. It stretches
southward across the largest and northernmost state in the United States, ending
at a remote ice-free seaport village nearly 800 miles from where it begins. It is massive
in size and extremely complicated to operate.

The steel pipe crosses windswept plains and endless miles of delicate tundra
that tops the frozen ground. It weaves through crooked canyons, climbs sheer
mountains, plunges over rocky crags, makes its way through thick forests, and passes
over or under hundreds of rivers and streams. The pipe is 4 feet in diameter, and up to
2 million barrels (or 84 million gallons) of crude oil can be pumped through it daily.

Resting on H-shaped steel racks called "bents," long sections of the pipeline
follow a zigzag course high above the frozen earth. Other long sections drop out of
sight beneath spongy or rocky ground and return to the surface later on. The pattern of
the pipeline's up-and-down route is determined by the often harsh demands of the
arctic and sub-arctic climate, the tortuous lay of the land, and the varied compositions
of soil, rock, or permafrost (permanently frozen ground). A little more than half of the
pipeline is elevated above the ground. The remainder is buried anywhere from 3 to 12
feet, depending largely upon the type of terrain and the properties of the soil.

One of the largest in the world, the pipeline cost approximately $8 billion and is
by far the biggest and most expensive construction project ever undertaken by private
industry. In fact, no single business could raise that much money, so eight major oil
companies formed a consortium in order to share the costs. Each company controlled
oil rights to particular shares of land in the oil fields and paid into the pipeline-
construction fund according to the size of its holdings. Today, despite enormous
problems of climate, supply shortages, equipment breakdowns, labour disagreements,
treacherous terrain, a certain amount of mismanagement, and even theft, the Alaska
pipeline has been completed and is operating.
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My Summary of Paragraph 1
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

My Summary of Paragraph 2:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

My Summary of Paragraph 3:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

My Summary of Paragraph 4:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Activity 5
Directions: Now tie the sentences in the previous activity (above) together in one short paragraph. Use
only the words that are absolutely necessary. Write your summary below.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Summarizing by Using Diagrams

Process Cycle

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Relationship Listing / comparing/outlining

A diagram is a symbolic visual representation of information. A diagram can be very useful to help you
understand reading material because it uses more visual graphic and less words. It is very suitable
especially for visual learners.

Also another method that can be used to write up your understanding of a topic and the relationship or
connections of the factors or items explained in the material would be doing Mind mapping.

Summarizing by Mind-Mapping

One of the most popular diagrams widely used by students nowadays is the Mind-Map. What is so
special about the Mind Map is that it shows not only the relationship between items, but also the
hierarchy between them. It uses imagery, colour and visual-spatial arrangement to improve memory,
learning, creativity and analysis. This technique can be used to write up your understanding of a
material or when you want to make an essay or a written report on a subject. You plan out your ideas
in advance then make a map of how they connect and identify the most important points to emphasize.
This can also help you organize them into the most logical flow for any reader to follow and is suitable
mostly for people with visual type of learning.
Example of a mind map :

To create a m-map, follow these steps:

- Step 1 : Create a central idea.

- Step 2 : Add branches to your map.
- Step 3 : Add keywords/ key points.
- Step 4 : Colour code your branches.
- Step 5 : Include branches.

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Below is an example of the Mind-Map of the human nervous system.

(Source: http://www.jonesbiology.com/biology-2---human-biology]

2.4. ACTIVE LISTENING

Another pertinent active learning strategy to be successful in studying is active listening.

Listening is the most important critical study skill that a student can have . Engaging in active listening
will help you follow effectively and ensure you get the most out of lectures, tutorials and seminars.
Successful students have the ability to take comprehensive notes in virtually all classes regardless of
who the instructor might be or what the subject matter is. Active Listening is the process of paying full
and careful attention to a speaker’s message . It is an active pursuit of understanding what the other
person is saying and feeling. Listening actively is not hearing. It is the process of listening to the whole
person- verbal and non-verbal(body) content of the messages. By active listening we are picking up
more complex messags. A good listener knows that being attentive to what the speaker does not say
is as important as being attentive to what he does say. Look for verbal and non-verbal cues such as
signposting phrases he uses as well as facial expressions and posture to get the full gist of what the
speaker is telling you. This will also help guide your note-taking, another study or learning tool that you
can use to be effective in studying.

What affects listening? Active listening intentionally focuses on who you are listening to whether in a
group or one- on-one,in order tro understand what he or she is saying. As a listener, you should then
be able to repeat back in your own words what they have said. This could be in your notes or when you
repeat to the speaker and he is satisfied by your understanding. This does not mean you agree with
the person but rather you understand what was said.

External factors faced by the active listener that affect listening would be:
a. Subject complexity . Is it hard to understand or simple? How important is it to you? Do you have
experience with it?
b. Presentation. Is the message illustrated with visuals or examples?
Is technology used effective? Are concepts introduced incrementally or with
Examples?
c. Speaker. Is the speaker experienced or nervous? What are his/her non-verbal cues? How
personable, inteligent or threatening etc is the speaker?
d. Environment. Is the situation/venue conducive to listening? Are there avoidable distractions ?

Now what about you, the listener ?

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- Adjust yourself to the environment before the session begins, get comfortable. You may need to
come prepared with less or extra layers of clothing just in case the environment is too hot or too
cold for you.

- Avoid distractions. Try to sit towards the front of the room, so that you can hear the speaker and
have a clear view of any visual aids. Make sure your mobile phone is switched off and you do not
have any talkative neighbours.

- Be prepared and come with a positive, engaged attitude. Focus your attention on the subject and
stop all non-relevant activities beforehand to orient yourself to the speaker or the topic .

- Do some background reading on the topic beforehand. You will find it easier to assimilate what the
speaker is saying because you will have formed some ideas or background knowledge. Organize in
advance relevant material(previous lectures, , web sites, prior real life experience, etc.) in order to
develop it further .You can also develop an idea of the questions you would like answered.

- Pay attention to any visual aids used by the speaker. If there are handouts these can assist you
because they help to break down what you are hearing into discrete topics, and they also give you
something to interact with - writing down questions or comments - which will help to keep you
actively engaged with the material.

- Set aside your prejudices, your opinions. You are present to learn what the speaker has to say, not
the other way around - you need to understand, not necessarily to agree.

- Quickly jot down your points and keep listening. After the talk, you can revisit your ideas, to see if
the speaker added new insights to your view of the topic.

- Focus on the speaker.You will listen more attentively if you are watching the speaker. Use all your
senses. Most importantly, be involved. Respond to questions and directions.

Listening Strategies in Active Learning

Listening strategies are techniques or activities that contribute directly to the comprehension and recall
of listening input. Listening strategies can be classified by how you, as the listener, process the input—
the speaker and the language that you are listening to.
a. Top-down strategies are listener based. Tap into background knowledge of the topic, the situation
or context, the type of text, and the language. This background knowledge activates a set of
expectations that help you to interpret what is heard and anticipate what will come next. Top-down
strategies include:
- listening for the main idea
- predicting
- drawing inferences
- summarizing
b. Bottom-up strategies are text based. Rely on the language in the message, that is, the
combination of sounds, words, and grammar that creates meaning. Bottom-up strategies include:
- listening for specific details
- recognizing cognates—words in two languages that share a similar meaning,
spelling, and pronunciation
- recognizing word-order patterns

c. Listening for Meaning needs you to follow four basic steps:

- Determine the purpose for listening.
- Attend to the parts of the listening input that are relevant to the identified purpose and ignore the
rest.
- Always pay close attention to the central focus of what is being relayed.

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MORE LISTENING TIPS

✓ Select top-down and bottom-up strategies that are appropriate to the listening task and use them flexibly
and interactively.
✓ Check comprehension while listening and when the listening task is over
✓ Choose to be interested.Many people tune out lectures because they're bored or disinterested. As a
result, they neglect to take notes on key concepts. Effective listeners become interested in the subject
material, so they can process the information and pay attention to classroom lectures.
✓ Adjust your note taking style to the lecture. Ineffective listeners often attempt to jot down every detail
from a lecture. They are under the impression that a detailed outline equates to good notes. Students who
utilize this strategy often get discouraged when they review their notes only to find the breadth, detail and
lack of focus in their note-taking is confusing and leaves them unable to identify central themes and
important topics. Effective listeners adapt their note-taking to the teaching styles of their teachers and
lectures. They focus on central ideas and jot down details that expand on, or clarify, the central concepts of
a lecture
✓ Tackle difficult to understand material. It's not uncommon for students tune out professors when they
start discussing confusing or complex topics. Even when it's possible to hear every word during a lecture, it
can be very difficult to process confusing or complicated concepts. Good listeners harness their mental
faculties to process what is being presented.
✓ Concentrate and pay attention. People who struggle with listening often have a difficult time
concentrating. Good listeners must work to develop the ability to concentrate and ignore distractions. This
requires the ability to tune out personal worries, thoughts about family members and friends, and thoughts
about upcoming activities. Those who can hone the ability to concentrate can improve listening skills.
✓ Be prepared. If you do not complete required reading or review notes from previous lectures prior to class,
it is very difficult to process information and attentively listen to lectures. This is why you should never
neglect to complete reading or other class assignments. Attending a lecture prepare provides you the
background knowledge required to be an effective listener–and an effective student.
✓ Focus on what's important. One of the keys of effective listening is the ability to concentrate on central
ideas and main focuses. It is a mistake to only be concerned about facts and extemporaneous detail during
a lecture. In other words, effective listeners focus on the stories or ideas behind the facts. They then are
able to pick up on the supporting fact, details and evidence for the main concepts, ideals and topics being
discussed.

2.5. NOTE-TAKING

One habit common among ssuccessful people is note-taking. They get things out of their head and
down on paper (or some other note-taking device). Some examples of highly successful people who
swear by note-taking:
• Bill Gates is an avid note-taker, he prefers to use old-fashioned pen and paper, despite being
celebrated for his computer genius.
• Note-taking (in various forms) is clearly as relevant today as it has been throughout history,
when Mark Twain, Thomas Edison, Ludwig van Beethoven, and Pablo Picasso all relied on
their pocket notebooks.
• This tried-and-true system is still very popular because it “requires no power source, no boot-up
time, no program-specific formatting, and no syncing to external drives and the cloud,” according
to David Sax, author of The Revenge of Analog.

Whatever method you choose, the critical part is that you free your mind from excess information. If
your in-class notes are messy, unorganized, and unclear at first glance, you are not going to get much
use out of them. This has nothing to do with how neat your handwriting is — it is all about how your
notes are structured.

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Effective Note-Taking

There are different levels of note-taking. Surface-level note-taking involves writing down the words you
hear but not really paying attention to the meaning or topic similar to making a transcript of a meeting or
recording. Information is recorded but not processed. In comparison, you should aim for meaning-
based note-taking which is characterized by thinking and processing what is being said. This level of
note taking is ideal for the classroom lecture when you listen for main ideas, make inferences, and
identify question areas.

NOTE-TAKING TIPS

• Prepare your brain for information. Read before you go to class and organize your reading notes before
class begins. This allows you to anticipate the lecture and make connections between what you've read
and what you are hearing in lecture.
• Print any provided lecture notes. At times, instructors will post lecture notes or PowerPoint slides on
Blackboard or the class website prior to class. As you write notes on those pages, try to capture new
information from the lecture; don't recopy information already provided for you.
• Pay close attention to the entire lecture. Listen for main ideas, relationships between concepts, and
examples. Actively think about what you’re hearing and make choices about what to write down in your
notes.
• Use all your senses. Watch and listen, at times the instructor will signpost by saying phrases that
indicate importance to note . Example “ We come to this very important point...” or “that was the first
factor , the next factor is .....”. Also the speaker’s posture and body language will indicate what should
be noted like pointing to a word or figure or image. Or at times saying a point slower or pausing to
emphasize what he or she is saying . These non-verbal cues are just as important as the verbal cues and
the point/information should be noted
• Take notes on assignments and exam information. If the lecture includes any discussion of expectations
for an assignment or exam, this is important information to write down. The information may not be
included on a formal assignment description or on Blackboard.
• Revisit the information. After class is over, spend time revisiting, rewriting, and/or studying your notes.
Add to your notes with information from the book or information that your classmates may have written
down that you missed while taking your own notes.
• Evaluate your note taking. Compare with other students, check in with the instructor, and try to use
your notes to teach someone the material. If your notes do not seem effective when you revisit
information or are studying later, revise your note-taking strategy.

Effective note-taking from lectures and readings is an essential skill for university study. Good note-
taking allows a permanent record for revision and a register of relevant points that you can integrate
with your own writing and speaking. Good note-taking reduces the risk of plagiarism. It also helps you
distinguish where your ideas came from and how you think about those ideas.
Effective note-taking 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.

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2.5.1. Reading and note-taking strategies

Jotting down notes on a reading in the margins and/or highlighting important sections can help you to
better understand a text. Use “post-it” or other stick notes to mark important pages you have selected
that contain information you wish to reread or review. As your reading requirements become more
extensive, it is worthwhile learning to write effective notes - this will save you valuable researching and
writing time.
Good note-taking can also help you to keep a record of what you have read and help you locate
information. There is nothing worse than having to spend time tracking down information that you have
previously read and now require for an assignment.

2.5.2. Effective Note making from WrittenTexts

a. 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.
b. 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?
c. Before you start to take notes, skim the text. Highlight or mark the main points and any relevant
information you may need to take notes from. Do not hesitate to mark your notes and questions in
the margins of the text . 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.

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

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?

Identify how information is organised

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
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▪ Causes and results

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.
▪ 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?

2.5.3. 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:
o Listening for structural cues (signpost/transition words, introduction, body and summary
stages)
o Looking for non verbal cues (facial expression, hand and body signals)
o Looking for visual cues (copy the content of any visual aids used (e.g. OHTs), note
references to names and sources)
o 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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2.5.4. Symbols and Abbreviations for Note-Taking and Editing

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

Acknowledged 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

not proportional to

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2.5.5. Abbreviations

These can be classified into three categories:

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

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)

Personal abbreviations

Here you can shorten any word that is commonly used in your lectures.

diff = different
Gov = government
NEC or 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!

My Symbols and Abbreviations

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2.6. Note making Layouts

2.6.1. Linear Layout

On the note pages you use :

a) headings and sub headings
b) bullets, numbering, indenting
c) symbols & abbreviations
d) varied font sizes, colours, highlights
e) Do not use complete sentences (unless quotations)

An example: Look at the text on underwater cameras below and then look at how the text is presented
in note form or the Linear Layout. The most important words to include in notes are the information
words. These are usually nouns, adjectives and verbs .

2.6.2. Maps and diagrams

Remember the previous explanation on Active learning strategies where 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.

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Example:

Refer to the previous explanation on diagrammatic and mind map layouts. This kind of layout is good
for the more visual learners. You can see more on how to build a Mind Map in word , go to :
https://www.makeuseof.com/tag/build-mind-map-micrososft-word/

2.6.3. The Split-page method

The following split-page method may be a useful way to help you organise your notes and assist you to
develop some of the above skills that are so essential for successful academic study.

a. Bibliographic details
Make sure that you note down the appropriate bibliographic details. They may include the
surname and initial of the author or editor, the title of the book/ article, the title of the journal, the
publisher, the place of publication, the page numbers of the article, website details, including the
URL etc. Also include the library catalogue item number so that you can easily relocate the
source if you need to.

b.Page layout
Divide your page into 3 columns.
The first column should be for your notes based on the reading. This section may include
paraphrased information from the original text, (paraphrasing means to rewrite somebody else's
ideas in your own words); or direct quotes. Ultimately, most of your notemaking should
paraphrase or summarise the key ideas of the author(s). Use direct quotes sparingly in
assignments and only in situations where they seem to be the most appropriate way of
expressing something.

The second column is used for the page number on which you have found a particular piece of
information. This is essential for two reasons. Firstly, when directly quoting you must
acknowledge the page number(s) on which you located information. Secondly, if you need to
clarify your notes, you need to be able to quickly locate the information.

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The third column is used for your comments on the text. Your comments are vital because
they can give context—how you see this information in relation to your own ideas—or be simple
notes clarifying why you thought an idea was useful. You can acknowledge similarities and
differences with other authors, or identify where your knowledge needs further developing. This
is the section that encourages you to think critically about the text, to question what the author is
saying and to examine the strengths and weaknesses of the author’s ideas. It is where you start
making links between the various authors that you have read as well as to consider where and
how your ideas are positioned in the research, and how they may be validated or questioned.

Table 1: Template for setting out and writing effective notes from a reading sing split-page
(Remember to use a new page for each new reading.)

- Bibliography Page number Comments on information

- Notes Always include the
- Paraphrased notes page number
- Summaries of important
information
- Direct quotes

2.6.4. The Cornell Method

The Cornell note taking method helps organize class notes into easily digestible summaries. This
method is effective because the main points, details, study cues, and summary are all written in one
place.

Advantages
• Notes are neatly organized, summarized, and easy to review
• Allows you to pull out major ideas and concepts

What it looks like

The paper is divided into 3 sections: a 6 cm margin to the left, a 5 cm summary section on the bottom,
and a main 15 cm in-class note section.

a. Use the main notes section to take notes during class.

b. Use the cues section to review your notes. After class, write down things you will need to
remember and a prompt for each. You can also use this section for
vocabulary words and study questions.
c. In the summary segment at the bottom, write a summary of your notes. This is
where you will highlight the main points.

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This method is best for understanding key ideas and relationships

The Cue Column Note-making area

Write key words or Main Ideas Not complete sentences
Formulate questions based on the notes in the Reflect: Significance?
right hand column. Writing questions helps Principle or theory?
clarify Apply?
Meanings, reveal relationships establish Body of knowledge?
continuity and strengthen memory. When you review cover this column and
The writing of questions makes revision easy write summary below

(Use this space at te bottom of each page to SUMMARIZE the text/lecture)

2.6.5. Selecting Information for Your Assignments

When you select material and information for your assignments, it should never be used
indiscriminately - there should be a continual evaluation process occurring. Evaluate information for its
relevance and usefulness to your work, and its quality. When looking at a source, ask yourself the
following questions:

1) Will this information be useful?

- Is it relevant to my task?
- Does it relate to my topic?
- Does it help me answer a question or solve a problem?

2) Will this information add to my knowledge?

- Does it help me learn more about the topic?
- Does it fill in background information?
- Does it provide specific information?

3) What will I use this information for?

- Could it help to form my central argument?
- Will it help focus my thoughts?
- Can I use it as evidence?
- Will it help me locate other information?

4) How recent is this information?

- Is it out-of-date, or is it still useful?
- Is it the most up-to-date? Does it need to be?

5) How reliable is this information?

- Does this material come from a reputable and unbiased source?
- Is the author an acknowledged expert in the field?

6) How understandable is this information?

- If I find it difficult to understand, do I have to use it?
- Can I choose other information that I do understand?

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7) How will I use this information?

- Does it provide evidence or support for my ideas?
- Does it provide a good example?
- Where could I put it in my assignment?

8) Do I really need to use this information?

- How does it help me answer the task?
- Is it essential information?
- Is it new information or am I just restating what I have already said?
- Is it the best example or most relevant piece of evidence? Do I have better material?
- What does it add to my work? Would my assignment be just as good without it?
- Is it too technical or too simple?
- Have I already supported my argument or point of view well enough?
- Do I have enough information to begin my task?

PART II. RESPONDING TO SCIENTIFIC MATERIALS

Later in university you will be required to write research papers. When you write research papers, you
have to support your argument with enough evidence based on scientific materials. The scientific
materials you use in your academic paper should come from credible and authoritative sources.

1. Scientific Materials: Sources and Credibility

There are 3 types of scientific materials according to the sources. Primary source materials are data
gained directly from the researchers themselves. The examples of this are data from theses,
dissertations, statistics, etc. Secondary source materials are articles or books written based on
research. They may be written by researchers, such as scholarly books and research articles, or by
other people, such as popular articles and newspapers. Tertiary source materials are the summary of
materials gained from secondary sources. The examples are textbooks and encyclopaedias.

When you write research papers, you are expected to refer to scientific materials from secondary
sources. Materials from primary and secondary sources are both considered credible and authoritative
but gaining data from primary source needs much effort. Unless you are writing a big research project,
this is not really necessary. Tertiary source materials, on the other hand, are considered not credible,
and therefore, it is not recommended to be used to back up your argumentation in research papers.
The levels of credibility of secondary source materials are not the same either. Some materials are
considered more credible than some others.

a. Research articles

A research article is an article reporting the results of scientific research. It is usually published in
an academic journal. A scholarly journal (or also known as academic/ research/ scientific journal) is
a compilation of research articles published periodically. Professors, faculty members and graduate
students are required to do research, and scholarly journals are the place where they publish their
research results. Scholarly journals can be published in the form of printed materials or in the
internet. Journals published in the internet are called e-journals. If you are looking for the latest
development of the topic you are researching, this kind of material is the one you are looking for.
Some scholarly journals are not peer-reviewed, but some others are. Peer-reviewed means the
articles are reviewed by other people in the same field with the same competence before being
published. Research articles from peer-reviewed scholarly journals are considered to be the more
authoritative than the ones not.

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b. Scholarly books

Scholarly books are considered credible and authoritative source as well because they are written by
the researchers themselves. A scholarly book is the place where you can find the basic knowledge
of a certain topic. If you are looking for definitions or principles of a certain topic, find it in a scholarly
book. Once you have enough knowledge on the basic and need to find the more up-to-date
development of the topic, you can try to find information from research articles.

Remember not to get mixed up between scholarly books and textbooks. Scholarly books are
authored by the researchers, while textbooks, such as the books you use, are not. Do a little
research on the author if you get confused.

c. Popular articles

A popular article is different from a research article. Both are written based on primary sources
materials, but research articles are written by the researchers themselves and published in journals,
while popular articles are mostly written by journalists and published in magazines. Although the
journalists who wrote the popular articles could be experts in the field, the articles themselves did not
go through peer-review process. Therefore, they are considered less convincing compared to
research articles and scholarly books.

However, materials from popular magazines, including the newspaper, can be used to support your
arguments. You can use popular articles as evidence of the latest events or conditions, but not the
latest development of the topic you are researching. For example, you can use popular articles to
show the latest trend in the usage of renewable energy resources, but you have to use research
articles to show how effective renewable energy resources can solve problems.

2. Research Articles VS Popular Articles

Since research articles are considered more credible and authoritative than popular articles, it is
important to know how to distinguish the two. Consequently, being able to distinguish the source of
each article is equally important. This table below shows the differences between the articles and
sources in the form of printed publications. The differences between them in the internet publication can
be considered likewise.

Popular Scientific Magazines Scholarly/Academic Journal

▪ Contain flashy photos and advertisements ▪ Look relatively plain
▪ Can be easily found in stores ▪ Usually obtained directly from the publisher

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Popular Scientific Articles Scholarly/Academic Journal

▪ Short; less than 5 pages. ▪ Long; 5-20 pages

▪ Illustrated with photos or pictures ▪ Started with an abstract
▪ Written by scholars (Prof., PhD., Master, etc.)
▪ Affiliated with university/institution
▪ Have citations and reference list

3. Research Article Content

Reading a research article is not easy. You need to have some background knowledge on the
topic to understand a research article. The strategy to read research articles effectively will be
discussed later in Applied Communication 2. Meanwhile, some knowledge on the pattern and the
purpose of each section in a research article can help you understand the general idea.

The content of a research article is usually as follows:

Section Content and Purpose

1 Abstract Abstract is a brief summary of the paper and found at the beginning of an
article. Reading the abstract is a quick way to help you decide if the paper is useful to
you, and will help you save time if you have a lot of articles to look though before you
decide what you want to read in-depth.
2 Literature review This section reviews literatures related to the focus of the article. This provides a
background to the area of research and also shows how other work in the field informs
the paper.
3 Methodology The methodology section discusses what type of data was collected, how it was
collected and why those specific research methods were chosen.
4 Results The findings of the research are presented in the results section. The results tend to be
having little commentary and are presented in an appropriate format, such as a graph,
to show the findings of the research.
5 Discussion of the This section provides a discussion of the results, and links back to other sections such
results as the methodology and the literature review to examine possible explanations for the
results.
6 Conclusion Here the author(s) present their conclusions, perhaps suggestions for further study or
ways the research could have been improved.
7 Bibliography or This section lists the publications that the article has cited.
reference list

Activity 7
Directions: Do the following task in groups.
1. Choose a chapter from your other subject textbook. Make a mind-map or outline of that chapter.
2. Find any articles in the internet that are related to the chapter you have chosen together. The
articles can be from popular websites, scholarly journals, Wikipedia or personal blogs.
3. Discuss how the content of the textbook chapter and the articles are different.
4. Decide which articles are credible, which are less credible, and which are not credible at all. Give
your reasons for every opinion.
5. Discuss your group result with your class and FM.
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Gear, J & Gear, R. (1996).Cambridge preparation for the TOEFL test. New York: Cambridge
University Press.

Humanities Teaching and Learning Office, The University of Manchester(2017): Active and Effective
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Merle, Andrew( 2017) The Note-Taking Habits of Highly Successful People. Retrieved from
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Listening (n.d.): Developing the skills of active listening, Retrieved from

bonvictor.blogspot.com

Listening Skills : Retrieved from Educationcorner.com.

Mind map. (n.d.). iMindMap.Retrieved from: https://imindmap.com/how-to-mindmap

Oxford Learning, Cornell Method of Note-Taking,(2017). Retrived from https://www.oxfordlearning.com

Prasetiya Mulya Learning Center, Business Communication 1, 3rd Edition@2016

Study Guides and Strategies Website ,Active Listening(n.d.). Retrieved from

http://www.studygs.net/listening.htm

Understanding Peer-review.(2017).University of Toronto. Retrieved from

http://guides.library.utoronto.ca/peer-review

What is a research article? (n.d.).University of Reading. Retrieved from

https://www.reading.ac.uk/library/contact/info-for/teachers/lib-info-for-teachers-research-article.aspx

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