Note Taking

Note-taking Skills
Note-Taking
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:
recognizing 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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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 color to highlight major sections, main points and
diagrams makes notes easy to access.
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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
organized
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?
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
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The largest parts to the smallest parts of something

Problems and solutions
Causes and results
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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.
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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.
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.
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Develop a system of symbols and abbreviations; some personal,

some from your courses
Be consistent when using symbols and abbreviations
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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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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
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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

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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Examples
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REFERENCE:
https://student.unsw.edu.au/listening-and-note-taking-strategies
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Note-taking Skills

Reading and note-taking

A few tips about format

2. Identify the purpose and function of a text

3. Identify how information is organized

The largest parts to the smallest parts of something

Listening and Note-Taking

Lecture survival tips

Before the lecture

During the lecture

After the lecture

1. Use symbols and abbreviations

Develop a system of symbols and abbreviations; some personal,

Symbols for notetaking

equals/is equal to/is the same as

2. Use concept maps and diagrams

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