Midterm Notes

Taking effective notes in lectures and tutorials is an essential skill for university study. Good note-taking
allows a permanent record of key information that you can integrate with your own writing, and use for exam
revision. Taking reliable, accurate notes also reduces the risk of plagiarizing. It helps you distinguish where
your ideas came from and how and what you think about those ideas.
Six good reasons to take notes
 Notes are a useful record of key information, and the sources of that information.
 Notes inscribe information kinesthetically and help you remember what you heard.
 Taking notes helps you concentrate and listen effectively.
 Selecting what to note down increases your understanding.
 Notes create a resource for exam preparation.
 Notes taken in classes often contain information that can’t be found elsewhere.
Taking notes vs listening: which is more important?
You’ll get most out of lectures if you do both, but don’t focus on getting everything down to the extent that
you miss what the lecturer is saying—remember that actively listening and thinking are what is important.
Lecture slides are usually an outline of the lecture content. They guide your listening and help you identify the
key topics and concepts. Take note of what appears on them, but don’t confine your note-taking to simply
copying it. The information is usually very limited compared to what the lecturer says, so it’s more effective to
listen to the lecture and take notes from that. Most lecturers make their slides available before class, so print
them out and take additional notes in the lecture.
You can think about four times FASTER than a lecturer can speak. Effective LISTENING requires the
expenditure of energy; to compensate for the rate of presentation, you have to actively intend to listen. The
key is active not passive; get involved in the process. NOTETAKING is one way to enhance listening, and using a
systematic approach to the taking and reviewing of your notes can add immeasurably to your understanding
and remembering of the content of lectures.
Before Class:
 Develop a mind-set geared toward listening.
 Test yourself over the previous lecture while waiting for the next one to begin.
 Read assigned material (SQ3R) or at least S (skim) and Q (question) to acquaint yourself with main
ideas, new terms, etc.
 Do what you can to improve physical and mental alertness (fatigue, hunger, time of day, where you sit
in the classroom, all affect motivation).
 Choose notebooks that will enhance your systematic note-taking: a separate notebook with full-sized
pages is recommended for each course. You might wish to mark off the pages in a particular format
such as that of the Cornell System of Note-taking.
During Class: SIT CLOSE TO SPEAKER
 Listen for the structure and information in the lecture. Use signal words such as:
“Today I want to cover...” Introduction and/or Title
“Four points...” “Three causes...” Organizational cues
“Next I want to discuss...” Change of topic
“I emphasize...” “To repeat...” Cues regarding importance
  Pay attention to the speaker for verbal (louder or higher pitched inflections) and body language cues of
what’s important.

 Be consistent in your use of form, abbreviations, etc. (key your abbreviations).

 Make a conscious effort to concentrate on what the speaker is saying. Don’t get sidetracked by:
a. the speaker’s appearance or mannerisms.
b. your emotional reaction to the subject matter.
 Label important points and organizational clues: main points, examples.
 When possible, translate the lecture into your own words, but if you can’t, don’t let it worry you into
inattention!
 Ask questions if you don’t understand.
 Instead of closing your notebook early and getting ready to leave, listen carefully to information given
toward the end of class; summary statements may be of particular value in highlighting main points,
there may be possible quiz questions, etc.

After Class: SAME DAY AS LECTURE (Reduce, Recite, Reflect)

 Clear up any questions raised by the lecture by asking either the teacher or classmates.
 Fill in missing points or misunderstood terms from text or other sources.
 Edit your notes, labeling main points, adding recall clues and questions to be answered. Key points in
the notes can be highlighted with different colors of ink.
 Make note of your ideas and reflections, keeping them separate from those of the speaker.
 A checklist for editing your notes:
 Did you state the main topic of the lecture?
 Are all words intelligible?
 Are symbols and abbreviations keyed?
 Is the structure clear? If not, you may need to rewrite.
 Did you write cue words in the left margin for self-testing?
 Did you miss any points? You may need to compare notes with a classmate.
 Periodically (Review)
 Review your notes: glance at your recall clues and see how much you can remember before rereading
the notes.
 Look for the emergence of themes, main concepts, methods of presentation over the course of several
lectures.
 Make up and answer possible test questions.

The notes you take in class are your primary tool for learning class material yet most College students take
notes on a daily basis but fail to utilize them until a week before a scheduled exam. In order to be an effective
learner you must learn note-taking techniques that enhance the material presented to you both in your text
and in class. Effective note taking is an essential component to improving your study habits and enhancing
your ability to remember thus truly learning course material.
 Note Taking Strategy Techniques
1. Cornell Method

The Cornell Method has been and remains one of the most popular note-taking strategies amongst students
today. The technique can be seen above and in the accompanying diagram. You simply divide up your notes
into 3 sections. The right column is home to the general area. This is where you keep your most important
ideas that the teacher has covered during class. It is important that you try to summarize as much as possible
and to be smart when note taking (see #4). The left area serves to compliment the general area. Writing notes
in the margins helps us understand and relate each part of our notes. This section may develop during the
class itself or at the end of it. The last section labelled ‘summary’ should be left blank during class as it is
intended for use when you are reviewing/ studying the class notes. This lessens the need to keep up with the
teacher’s delivery and write fast. You should try to develop a short summary of key points in this section for
greater reflection of the class notes.

2. Split Page Method

This type of Note Taking Methods have similarities with the Cornell Method however it is still a principle unto
itself. The idea is that you divide the page vertically into two sections. A main idea and secondary ideas.
The idea is that, while you are taking notes, you are organizing everything simultaneously. This method may
require some adjustment at first but in the long run, it will help you to better optimize your study time when
using our notes.

3. Visual Aids
This method is based on the use of visual aids to improve how the brain processes information. It involves
using pictures, graphs, diagrams, etc. Rather than writing long paragraphs of information, our brain follows the
information sequentially. The use of colors and other visual elements such as different sized letters, also
known as supernotes, favors the user. Because of this, Mind Maps are becoming one of the most widespread
and effective Note Taking methods. These resources make it possible to develop ideas and connections easily
in a visual environment. Our Mind Map tool includes a function that allows you to “Convert to Note“. This
allows you to move all the information on your Mind Map to a digital Note with a single click. Not sure how to
create a Mind Map, take a few short minutes and check out this handy article on how to create your first Mind
Map.

4. Symbols and Abbreviations

No matter which Note Taking Methods you use to take notes, there will be times when you cannot keep pace
with the class and your wrist will begin to hurt you from writing. Therefore it is important that you
develop your own language of symbols so that you can write more with little effort. Once the class is over, you
can always “translate” your notes that you took during class. This will leave you with your own ‘language’ of
notes.

5. Underline Key Points

It’s advisable to underline the most important learning concepts of the lesson, as they will stand out more
clearly and you’ll be more inclined to memorize them. In addition, the notes will be less monotonous and you
can review them more quickly, since you can use the underline parts as a guide and won’t need to read the
entire text every time you go to study.
 Why Are Effective Note Taking Skills Important?

Better notes will help you remember concepts, develop meaningful learning skills, and gain a better
understanding of a topic. Effective notes will even lead to less stress when test time comes around!
Learning how to take better study notes in class helps improve recall and understanding of what you are
learning because it:
ensures you are actively listening to what the teacher is saying;
requires you to think about what you are writing;
helps you make connections between topics; and
serves as quality review material for after class.
Using different note taking strategies is important, especially as you progress through high school and
transition to college or university. There are several note taking techniques you can use to start taking
better notes in class.

Following Instructions

Think for a moment about the importance of instructions. Teachers give instructions. Managers and
supervisors give instructions. Architects give instructions for making buildings, and playwrights give
instructions for staging a play. Lawyers and accountants, coaches and therapists, parents and priests--all give
instructions. Even friends and lovers give each other instructions on how they want to be treated. You could
argue, as author Richard Saul Wurman does, that "the motivation of all communication is the giving and
receiving of instructions."1 Many students assume that they're experts in following instructions. Soon after
entering higher education, they discover that this assumption is misguided. Following instructions is often far
more complicated than it appears. And the costs of misunderstanding instructions can range from missing a
few points on a test to missing out on acceptance from the university where you want to transfer.
Your experience in higher education hinges on your skill in following instructions. Admission
applications have detailed instructions and timelines. Registering for courses requires following instructions
carefully to get the classes you want. Campus policies, classroom procedures, homework assignments, and
exams all come with instructions that need close attention.
The steps below can help you follow directions successfully.
1. Prepare to follow instructions. Begin by gathering all relevant materials. When filling out an application for
financial aid, for example, you might need detailed income and expense records along with last year's income
tax return.
2. Focus your attention. If the directions are written, read slowly. If the directions are verbal, listen carefully.
One quick way to focus your attention is to remind yourself that following instructions usually helps you get
something you want.
3. Distinguish between outcomes and tasks. At work, your supervisor might ask you to increase sales of a
certain product by 20 percent. Her statement of a desired outcome might be the sum total of her instruction.
Or she might give you a detailed list of tasks designed to produce that 20 percent increase.
These two scenarios pose quite different implications for you as an instruction follower. When your focus is on
the outcome, you might have the freedom to choose from several different paths to achieve that result. If
your instruction is to follow a sequence of tasks, you might have less flexibility. Skilled instruction followers
look for this difference and clarify what's expected before they move into action.
4. Distinguish between sequential instructions and lists of options. In many cases, you'll benefit by seeing
instructions as a series of steps to perform in a certain order. These are called sequential instructions, and
they often apply to tasks such as following a recipe, assembling furniture, or troubleshooting a computer
problem.
In other cases, instructions consist of a list of options that you can apply in almost any order. Becoming a
Master Student frequently gives this kind of instruction. Teachers can assign chapters, journal entries, and
exercises in a number of different sequences. And when reading an article such as this one, you can choose
one suggestion to apply now and come back for more later. The suggestion you start with does not have to
appear first in the list.
5. Make sure that you understand all of the instructions. Take notes on the directions, or, if written, highlight
key points. Reread for clarification. If the directions are numerous or complex, make a checklist to ensure that
you don't miss a step. Ask questions when you are unsure about what to do. Anticipate possible problems and
plan what you'll do to solve them.
On the other hand, don't make instructions any harder than they need to be. When following instructions,
estimate the time you'll take to complete a task. If a one-hour project starts looking like a full day's enterprise,
it's time to adjust your estimate--or review the instructions and weed out unnecessary steps.
6. Look for instructions everywhere. Use the above suggestions to boost your opportunities in everything from
petitioning a closed class to getting the grade you want on a final exam. Remember that these suggestions can
also be used outside of school. Job applications, loan applications, and contracts all come with instructions. As
you master the art of following instructions, you maximize your chances for success in every area of life.
Source: 1 Richard Saul Wurman, Loring Leifer, and David Sume, Information Anxiety 2 (Indianapolis: QUE, 2001), 199.

Seven Types of Activities for Listening with a Purpose

1. Listening for the Main Idea
The purpose of this type of listening is to train students to grasp the main points or general information presented in the
audio. Students often get stuck on a detail, a word or phrase they don’t understand and fail to see the bigger picture. So,
this is a great exercise for this type of student.

Listening Exercise: Choose a short audio track that presents information that may be easily summarized, like a news
report. Have students summarize the main points in one or two sentences. It is important to clarify that students aren’t
expected to deliver details, like numbers, names or statistics but rather express the main point in a concise manner.

2. Listening for Detail

Here, the purpose is to train students to grasp specific information, details that are relevant, important or necessary.
The goal is to help students obtain the detailed information they may need like hours, dates, names, etc…

Listening Exercise: Biographies tend to have lots of great details. Choose an interesting one – ManyThings.org has
several in their People page, as well as cool Places to learn about. Prepare a short list of questions they must read before
listening, of the what, when, where, how type. Students listen for these details, then report their answers after the
listening.

3. Listening for a Sequence

Quite often, students receive instructions in English, information they will need to act on or orders they will need to
follow. It is vital that they get the order right, that they understand the sequence correctly and what each step entails.

Listening Exercise: VideoJug has great how to videos, like How to Clean Your Microwave with a Lemon or this interesting
one on How to Stop Being Lazy. Have students listen as they write the series of steps, or give them the steps and have
them put them in the right order.

4. Listening for Specific Vocabulary

Listening activities offer great opportunities to teach new words or review vocabulary previously taught. Here, the
purpose is to identify and remember a series of words, which are usually easily categorized, like types of food, sports,
animals, etc…

Listening Exercise: Choose an audio track or song that lists words that may be included in a category, like Ylvis’ The
Fox (great song for young learners and teens!) You can ask students to listen and write down all of the animals they hear
mentioned, as well as the sounds they make. Or create a matching exercise.

5. Listening for Cultural Interest

With a carefully selected listening activity, you also have the opportunity to teach students about a special holiday or
tradition that is popular with another culture. The purpose is to expose the class to this cultural aspect through a
listening activity.

Listening Exercise: Choose an audio track that speaks about a popular American holiday like Thanksgiving. Have students
listen and answer some comprehension questions. Then ask: Is this holiday celebrated in their country of origin? If not, is
there a festivity that is similar in their country?

6. Listening for Attitude and Opinions

Sometimes students have to listen for what someone is really saying, not what they’re literally saying, but what they
actually mean. Attitudes, opinions and feelings can all be conveyed in varying degrees from strong disagreement to mild
criticism. Advanced students should be able to discern different attitudes and positions, as well as identify how the
speaker feels.

Listening Exercise: Listen to this conversation regarding a man’s personal problem. Apart from the actual loss of hair,
what else concerns him? (Enduring ridicule, not being accepted as he is, being made fun of, etc…) How does his friend
react to this problem? (She’s not concerned, doesn’t think it’s a big deal, etc…)

7. Listening for Functional Language

Very often, we teach functional language in the ESL classroom. Students can use to accept/decline invitations, give
suggestions, give advice, etc… The purpose is to show students how these expressions are used in a conversation.

Listening Exercise: Listen to this conversation between a man whose father has passed away and a friend. What
words/expressions does the woman use to express her condolences? (I’m really sorry to hear about your dad…) What
else does she say? (My heart really goes out to her.) After listening, students can practice these expressions in similar
conversations.
Sources: Listening Notes from the Internet

Semi-Final Notes

Listening, speaking, reading, and writing are the common macro-skills in English language that students have
known for a long period of time. For teachers and students, these four macro skills are significant in the
teaching and learning process. However, since viewing skills have become part of the learning process and