Effective Listening and Note-Taking 

by Johnie H. Scott, Assistant Professor

Pan African Studies Department - California State University, Northridge

Introduction

Second only to effectively managing one's time, being able to follow lectures is the
most important critical study skill that a student can have. When you look at the
profiles of successful students, there is a common thread tying them together -- these
are students who have the ability to take comprehensive notes in virtually all classes
regardless of who the instructor might be or what the subject matter is. These are
students who are not sidetracked by the fact that an instructor may be softspoken, or
speak with an accent, or seem somewhat distant from the students in the classroom.
They understand that far more than the written material, what the instructor chooses to
emphasize -- and not emphasize -- while in the classroom has a direct bearing on the
objectives and requirements of the course along with teacher expectations. The reality
is that no two teachers, and no two lecturers, are ever the same even though the course
readings and requirements may be identical. With that in mind, it is the purpose of this
particular presentation to present a format for taking effective lecture notes or, better
still, being effective in following and understanding what the lecturer is trying to get
across, knowing how to determine what is important as opposed to what is not
important or is of lesser importance.

In a word, this presentation focuses upon listening skills -- skills that determine who is
going to make it in an academic environment fairly easily and who is going to have a
difficult time. One must begin with an understanding of just what a lecture represents
-- "a dialogue between you and the speaker." (Sotiriou, pg. 161). As with any
dialogue, or flow of communication, there are several exchanges that have to take
place if the communication is to be effective. First, you must be present to hear what
is being said. For students, this basically translates as being present for your classes.
You can be the world's greatest listener and you may be the fastest note-taker on the
planet, but none of this will do you any good if your attendance is spotty and you are
not present in class to know what is being said or what is going on. Right along with
that, you want to be close to the speaker. In the classroom, this means getting a seat
near the front of the classroom. Not only will you be able to hear better what is being
said, but you will be able to see what is going on -- and seeing, here, means more than
following what is put on the blackboard. It also means being able to follow what is
being said, as much as possible, with your eyes. You must understand that the oral
communication dynamic is far different from sitting at home or in a library to read a
book or article.
The average reading speed is 250 words per minute, and you have time to stop and
reread passages that are difficult at your own leisure. The average lecturer speaks at
125 words per minute, and this presents an entirely new world for the listener. There
are lecturers who speak faster, and there are those who speak slower. There are those
who are loud and emphatic in contrast to those who are so softspoken that people
sitting the back of the classroom have difficulty hearing what is being said. You have
lecturers whose voices rise and fall, adding tone and color to what is being said. By
the same token, there are lecturers who speak in a monotone, so that if you are not
careful it is entirely likely that your mind will drift away from what is being said, you
will find yourself daydreaming, the next thing you know the lecture is concluded and
you have not taken a single note of what may have been the most important lecture of
the entire semester for that particular course! There are 13 specific points that I want
to make in regards to taking effective classroom notes:

 Maintain a written record.

Set down a written record for each of your classes. This is very important for
studies have shown that forgetting begins almost immediately. Within two
weeks you will forget 80 percent or more of what you have heard. In four
weeks, you will be fortunate if 5 percent remains! (Langan, pg. 41). What these
facts say is so important that it must be repeated: to guard against the
inevitability of forgetting, you have to write down much of the information
being presented in class. Then, review your notes later so that you understand
and remember the ideas that were discussed. The more complete your notes are
when you review, the more likely you are to master the information. Students
often wonder how many notes should they take and whether or not certain
terms, facts or information are significant enough to write down. The rule of
thumb to follow is this: When in doubt, write it down. You have to remember
that writing too much, instead of too little, may mean the difference between
passing and failing a course or between a high grade and a lower one.
 Sit Where You'll Be Seen.
There is a saying common among teachers and it goes something like this: the
farther in back of the class that a student sits, the lower that student's grade.
Now whether or not you agree with that statement is of little importance. What
is important and has to be considered is the thinking that prompted the
observation. What it says is that students who sit in the back of the classroom,
starting on that first day of classes, those students who sit near the door,
typically represent the students who will have a difficult time following
lectures, whose minds are not so much on the class as it is getting through the
day, who will present the most problems in terms of attendance. Unfortunately,
with ten years of experience in the classroom, I have seen that statement proven
true more often than not. Sitting in the back of the class brings its own set of
 problems, not the least being the fact that the teacher can very easily go an
entire semester and not know your face or name when it comes time for grading
-- and believe me, you do not want to have a teacher guessing who you might
be when it comes time to assign a grade for your work that semester!
The point here is that you want to sit where the teacher will always see you,
and where you can see the blackboard easily and clearly (this is especially true
if you happen to wear glasses or contact lenses!). If the class is media-
intensive, where the instructor uses films and videotapes, then it is all the more
important to get a seat near the front and establish it for the semester. Sitting in
front also means that you are much more likely to stay focused in that
classroom (you are not nearly as likely to fall asleep in the front row, or to
daydream!). When you sit in back of the class, you may be signalling your
attitude about the class or school itself -- worried that you might be called upon
(which is common to all students) or that you don't really want to be in the
class (which is an issue in and of itself).
 Try to Do Advance Reading.
Doing well in school, getting good grades on your exams, papers and in your
classes, going to on to graduate and do well in your professional career, are all
part of having a clearly defined and well-managed lifestyle. This refers back to
the 9-Step TMP and integrating that type of effective time management into
your life choices and decision making. For this third step in effective listening
and note-taking, we are dealing with what on the surface appears to be the
obvious -- that good note-takers are people who read the material in advance;
that is, the students who take the best notes have done the assigned reading and,
accordingly, have little trouble following the lecture or understanding any new
ideas discussed in class that spring from the reading. Their notes are more
organized and easier to follow because they have a general grasp of the topic
being discussed in class.
I always like to say that you have two types of students: students who come to
view and students who come to review. That first type of student, the one who
comes to view, is the one most likely to get into trouble. This is the student for
whom everything happening or being discussed in the classroom is brand-new.
This student is there, essentially, to "view" what is going on, often for the first
time. That second type of student, the one who comes to"review," has done
some reading in advance of the lecture, has had a chance to go over notes from
previous class meetings, and finds the lecture an opportunity to review some of
the material that was read earlier, perhaps some material that was difficult to
understand but now, with the lecture, the light bulb has come on and there is
illumination where before there may have been just a hazy understanding of
what was meant or implied. Needless to say, it is the student who comes into
the classroom to "review" that most often gets the most out of the class,
 including the best grades. Doing reading in advance allows you to prepare
questions for the instructor based upon the reading and the lecture itself,
questions that the instructor can appreciate and elaborate on. To be able to do
this, and do it on a consistent basis, means setting aside the time to read in
advance and prepare effective reading notes.
 Make Systematic Notes.
When taking notes, you want to do so in an organized, systematic fashion.
There is no "magic" to the student who takes good notes, the student who, at
the end of the semester, is in a position to review effectively and efficiently for
examinations and papers based upon the strength of their notes. They have
developed a note-taking system, and have learned to stay with it. Here are eight
steps towards effective, efficient note-taking that you can use:
o Use full-sized 8 1/2"x11" paper. Do not use a small note tablet. You will
be using the margin space provided by the full-sized paper. In addition,
on a single page of full-sized paper you will often see ideas or groups of
related ideas that might not be so easily seen when spread over several
small pages;
o Use a ballpoint pen. This is in order to write quickly -- something that
can't be done as well with a pencil or a felt-tip pen. Don't worry about
mistakes with a pen that makes marks you can't erase. Just cross out the
mistakes!;
o Keep all the notes from each course together in a separate section of a
notebook. Use either a looseleaf binder with separate sections, or a large
spiral notebook that has several sections. The looseleaf binder, however,
allows you to insert course handouts and related materials;
o Date each day's notes and try to title the notes for each lecture;
o Take notes on one side of the page only, leaving space at the top and on
the left-hand margin. Using only one side eliminates the bother, when
you are studying, of having to flip pages over and then flip then back to
follow the development of an idea or discussion. Leaving wide margins
gives you space to add to your notes later, should you so desire;
o Write legibly. When you prepare for a test you want to spend the time
studying -- not trying to decipher your own handwriting;
o To save time when note-taking, abbreviate recurring terms. Place a key
for these abbreviate terms in the top margin of your notes. For example,
in a biology class ch could stand for chromosome ; in a sociology class o
c could stand for operant conditioning . When the lecture is over, you
may want to go back and fill in the words you have abbreviated (again,
for easier reading when preparing for examinations).
 In addition, abbreviate the following common words by using the
symbols shown :

+ = and   def = definition  w/ = with eg = for example   ex =

example info = information   1,2,3 = one, two, three, etc.  MI = Main
Idea

You should also make note that you can often omit words like a , and ,
and the when taking notes.

o I always tell my students when handing them the course syllabus that
one of the very first actions they should take is to highlight all of the
examination dates listed in the document. Not only that, but they should
transfer those exam dates to a pocket calendar, appointment book or
diary that they refer to. They should do the same with due dates for
major assignments, especially presentations and papers. Nothing can be
more distressing for a student than to walk into class and see everyone
ready for an examination but themselves, or to see people turning in
papers and they left theirs at home or forgot this was the due date for the
project!
 Use an Outline for Your Notes.
Try to write down your notes in the following outline form. Start main points at
the margin. Indent secondary ideas and supporting details. Further indent
material that is subordinate to those secondary points.

Main points are listed at the margin.

Secondary points and supporting details are indented.
Material that is subordinate to secondary points is indented further.

Still another organizational aid: when the speaker shifts from one idea to
another, show this shift in concern by skipping a line or two, leaving a clearly
visible space.

 Be Alert for Signals of Importance.

As you can see, good listening and note-taking are special skills. When
following lectures, for example, you want to be alert to the "signals" that
lecturers give to indicate that certain material is important, that help you in
further organizing your notes for later study and review. There are five such
signals:

o Write down whatever your teacher puts on the blackboard. Ideally, print
this material in large letters. If you don't have time to print, write as you
 usually do and put the letters OB in the margin to indicate that the
material was written on the board. When you review your notes later,
you will know what ideas the teacher emphasized.
o Always write down definitions and enumerations. Most people
instinctively will write down definitions - explanations of key terms in
the subject being studied. But people often forget or ignore
enumerations, which are often just as important. An enumeration is
simply a list of items (marked 1,2,3 or with other symbols) that fit under
a particular heading. Teachers often use enumerations, or lists, to show
the relationship among a group of ideas. They are signaled in such ways
as: "The four steps in the process are....."; "There were three main ideas
expressed in the novel...."; "The two primary effects were..."
o Your instructor might say, "This is an important concept..."; or "One
point that will repeat itself in the material..."; or "The primary cause
was...."; or "Pay special attention to..."; or "The basic idea here is..."; or
"The thesis being advanced is..."; and so forth. You want to make sure to
write down important statements announced by these and other emphasis
words, and mark imp or some other mark of your own choosing (one that
you can quickly and easily make out) to show their importance;
o If the lecturer repeats a point, you can usually assume that it is important
or relevant. You might even write R in the margin to indicate that it was
repeated in order to know that the instructor stressed the idea in class;
and finally,
o A lecturer's voice may slowdown, become louder, or otherwise signal
that you are to write down exactly what is being said, word for word.
When this happens, do it!
2. Write Down Examples.
This is so obvious that people sometimes forget to do it, or take it for granted
and then forget to do so. Write down any examples the teacher might provide
during the course of a lecture, and then mark them with ex. These examples
help you understand complex, abstract forms and concepts. If you don't mark
them with ex , then you are likely to forget their purpose when you later review
them for study. You do not have to write down every single example, but you
should do at least one to help clarify the point(s) being made.
3. Write Down Details That Connect or Explain.
Always write down the details that connect or explain main points. Too many
students copy only the major points the teachers puts on the blackboard. These
students don't understand that as time passes during the semester, they may
(and will)forget the specifics that serve as connecting bridges between ideas.
Make certain, then, to record the connecting details that the instructor provides.
 When you do, you are much more likely to remember and recall those
relationships among the major points in your notes.
4. Leave Some Blank Spaces.
Leave some blank spaces for those ideas or items you miss. Immediately after
class, ask another student to help you fill in the blank spaces. A good idea
during the first week of class is to identify someone in the class you can work
with. Exchange telephone numbers, making certain to indicate the best time to
call. This way you are covered for the semester, especially for those times --
and they do happen -- when something comes up and you can't make it to class
that day. One thing, though, is not to make it a habit of missing classes. Your
study friend can easily become annoyed, and feel that they are being misused,
when they become the person receiving all the telephone calls for missed
lectures. It is also a good idea to ask the instructor at the beginning of the
semester if it is permissible to tape lectures. This is another way to cover
yourself for missed information.
5. Ask Questions.
In a word, get involved with the subject matter and the instructor. Don't hesitate
to ask questions is certain points are confusing to you. Draw the line, however,
at asking too many questions, or asking questions simply to be heard. Most
instructors frown on this type of behavior from students. But keep in mind
when asking serious, relevant questions that other students in the class probably
have the same questions in mind but are reluctant to ask them. Teachers do
look favorably upon students who show interest and curiosity in the subject.
6. Take Notes during Discussions.
Most students miss out on this most valuable of opportunities. They somehow
perceive it in their minds as a sort of "time out" from class. The point is that
you do not want to stop taking notes during discussion periods. There are lots
of invaluable ideas that can and do come up during informal sessions, ideas that
your instructor may not present later on. If your instructor puts notes on the
board during a discussion period, you can take that as a good sign that the
material is important. If the instructor pursues a point brought up during the
discussion or takes the class in a certain direction based upon a point brought
up during the discussion, then that is a strong bit of evidence that you should be
taking notes. And always keep in mind the note from the first step: when in
doubt, write it down.
7. Take Notes Right Up to the End of Class.
Nothing is more irritating to an instructor than to see students start putting
away their notebooks and pens when there are 3-4 minutes left in the class. It is
as though the student is saying that nothing important will be said at the end.
Keep in mind that very often, because of time spent on discussions, teachers
may have critical points they want to cover in those closing minutes of class
 and they will use that time to cram in that last bit of information which might
just be the summary for the entire period. Be ready to write as rapidly as you
can to get down this final rush of ideas.
8. Review Your Notes Soon.
Go over your notes soon after class. While the material is still fresh in your
mind, make your notes as clear as possible. A day later may be too late because
forgetting sets in almost at once. The best time to start studying your notes is
within a day after taking them. Because of the mind's tendency to forget
material rapidly, a few minutes et aside for study soon after class will give you
more learning for less time and effort than almost any other technique you can
practice.

Now that you have developed your notes, you need to go over how to study
class notes. The following is one effective way to do so:

o Use the margin at the side or top of each page. Jot down in the margin a
series of key words or phrases from your notes. These key words or
phrases, known as recall words , will help you in pulling together and
remembering the important ideas on the page;
o To test yourself on the material, turn those recall words in the margin
into questions. For instance, you might ask yourself, "What are recall
words?" If you follow this approach on a regular basis, it will certainly
help you remember the material covered in your classes. By using this
method, you will not be left with a great deal of material to organize and
learn right before an exam. Instead, you will be able to devote quality
time before that examination to a final intensive review of the subject
matter.

Discussion Questions

1. The author refers to listening skills as representing "a dialogue between you
and the speaker." Exactly what does that mean, and how does the author
describe this? Do you agree with the assessment? Why?
2. The author writes of a "rule of thumb" when note-taking. What is that rule of
thumb and how can it make the difference between someone merely sitting
down writing and someone taking effective notes?
3. The author provides 13 specific points with regards to good note-taking. Use
those 13 points as a Self-Evaluation Scale for your own personal note-taking,
charting areas you are strong in and those you need to put work on.
 4. This article provides you with five (5) "signals of importance." What are those
signals and relate these to the lectures you have had up until now from either
the author or Dr. Obinna in your PAS 100 class.
5. Imagine that you were giving a lecture on note-taking at your former high
school. Write a short essay of no more than 2-3 paragraphs that summarizes the
important points you would want to make in the language you think would be
most appropriate.

Key Words and Concepts

Define the following words and/or concepts, then use the term correctly in a complete
sentence that uses a subject and a verb.

1. inevitable
2. systematic
3. subordinate
4. repetition
5. tendency

Listening and note taking

Listening and hearing are not the same thing!
In class you need to do all sorts of listening—to teachers, students, oral presentations, class
discussions, radio, television, etc.

Listening is different from hearing. Hearing refers to sounds, while listening refers to meaning. You
listen for ideas, not words. To listen effectively you need to pay attention to how something is said,
the use of language and voice, and how the other person uses his or her body. Listening takes a
great deal of focus and concentration and is a key skill for your success both at school and beyond,
because 80% of what you know comes from listening!!

BEING AN ACTIVE LISTENERHIDE

Just like reading, you likely know something about the subject you are listening to, and linking new
material with what you know will help you listen more actively. Listening with questions in mind will
also help you listen better and remember more. While listening, ask yourself:

1. What is s/he saying; what does it really mean?

2. How does that relate to what s/he said before?
3. What's the point s/he's trying to make?
4. How is that helpful; how can I use this?
5. Does this make any sense?
6. Am I getting the whole story?
7. How does this relate to what I already know?
8. Is s/he leaving anything out?

STAY ALERT PHYSICALLYHIDE

 While you need to be seated comfortably in class, you should adopt a position that will help you
concentrate. Sit upright, respond appropriately to the speaker and be prepared to take notes. Sitting
near the front of the room will help you feel more involved and ensure that you can see and hear, as
well as avoid possible distractions.

THE PURPOSE OF CLASS NOTESHIDE

After class, even if you have been an active listener, you may very quickly forget much of what has
been said, so class notes are very important as they provide you with a summary of relevant and
important points which can be useful for revision. Writing notes can also help you to concentrate on
what the speaker is saying.
If you develop effective note-taking skills your notes can also serve a whole range of other purposes.
Generally, by attempting to think about the main points to include in your notes, you are analysing
the topic and producing an outline for your revision.
Your class notes can also highlight significant references to follow up on and be a forum for your
own thoughts and comments.

Good lecture notes must:

 present a neat, attractive appearance.

 indicate the main points of the talk.
 show the relationship of the details to the main points.
 include enough illustrative detail to enrich notes and content.
To take good notes:

 Be sure to do any pre-reading to prepare for class!

 Watch the speaker as much as you can.
 Use a pen! Notes in pencil will smear and are hard to read.
 Use a large notebook so you can leave wide margins and not crowd your lines together.
 Date your notes for reference in test preparation.
 Concentrate on the ideas/argument the speaker is developing.
 Don't take too many notes—do more listening than writing.
 If points are repeated, underline them to show they were stressed—don't write them more
than once.
 Use abbreviations and shorthand to reduce as many ideas as possible; don't use complete
sentences.
 Listen for signals, e.g., 'The first point I want to discuss today…'
AFTER CLASSHIDE
Read your notes over as soon after class as possible to fix handwriting, spelling and clarity. Expand
where necessary, tie points together, and/or consult references mentioned to develop points or
further clarify certain concepts. These notes have now become your own set of revision notes and a
valuable reference for the future, and re-reading them is a key way to help you remember key
concepts.

FIND A NOTE TAKING TECHNIQUE THAT WORKS FOR YOUHIDE

Have a look at some example note taking techniques/methods and find one that you think you could
use. Any you choose can be adapted any way you like—there is no right or wrong, as long as your
notes work for YOU. Some note taking methods are the Cornel, the outlining, the charting and the
mapping methods—Google can find these and others for you, and you can choose the one you think
is best.

Note-taking and Note-making

We distinguish between note-taking and note-making. Note-taking is a
passive process which is done at lectures whereas note-making is
more active and focused activity where you assimilate all information
and make sense of it for yourself.

Note-taking

Taking notes is an important process. It allows you to have a written

record of the lecture which may not be in your textbook. It also
ensures that you become an active and involved listener and learner

A more important reason for taking notes is that there is a direct

relationship between what happens in lectures and what comes up in
the exam. If the lecturer does not personally set the exam, it is likely
that he/she will still submit a number of questions.

When thinking about note-taking it is important to consider the

lecturing style adopted by different lecturers. Some will prefer
dictating, others will provide printed notes. If you are a Wits student
you will also have the lecture slides posted on SAKAI.

The following areas are covered below:

 Setting the stage

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

 
Setting the stage

 Complete outside assignments: Lecturers assume that students

have completed assignments or done the recommended reading
and will construct their lecture accordingly. The more familiar
you are with the topic, the better your note-taking will be and the
more active the process will be. It is also a good idea to reiew
your assignments/readings just before the lecture.
 Bring the right materials:
o Always have an adequate supply of A4 note paper /exam
pads, pens, pencils and highlighters.
o Use paper that can be filed easily. It is probably a good idea
to only use one side of a sheet of paper - this allows you to
review your notes by spreading them side to side - usually
the benefit outweighs the cost of the paper.
o Keep a spare pen don t use pencil to write as this tends to
fade with time.
o Use colour for emphasis; to highlight and to separate
different sections or ideas.
o Sit front and centre - sit in a position where you can hear
and see clearly without straining.

Listening actively

This involves actively concentrating and paying attention to what is

being said and how it is being said. Listen beyond words to the
lecturers body language.

1. Listening for repetition: When a lecturer repeats a phrase or

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

o "The following three factors"

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

HOME TRUTHS ABOUT LECTURERS:

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

research or advanced study your lecturers are part of, especially
if these also relate to your syllabus. Also be aware of any articles
or books written by your lecturers and their areas of
specialisation.
 ATTEND ALL LECTURES:  Try to attend all lectures - apart from
the obvious academic advantage, it also creates an impression of
you as a dilligent student which may be to your advantage at
some point in the course.
 THE LAST LECTURE:  Make a special effort not to miss the last
lecture of every course - information about the format of the
exam is usually covered and the lecturer may also provide
information about sections of the syllabus that need special
attention or sections that can be excluded. 

FORMATTING AND STRUCTURING NOTES:

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

1.  General note-taking tips

1. Give yourself plenty of space.

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

2. Mind-Maps

This can be used in conjunction with the Cornell system of note-taking

or you might want to use mind maps exclusively.

Advantages: Visual; contains lists and sequences and shows causes,

is often easier to recall; uses both left and right brain functioning;
helps one think from general to specific and puts subjects in
perspective.

Click to explore more about Mind Maps

 
3. the Outline System

You can use a standard Roman numeral outline or free-form, indented

outline to organise the information from a lecture. The outline form
illustrates major points and supporting ideas. It has the major
advantage of being an active process of organising incoming
information.

 Click for more information on the Outline System

4. The Cornell Format

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

Click for more information on the Cornell Format

If the lecturer talks too fast

1. Try to be extra prepared for the lecture before class: Familiarity

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

 
Note-taking abbreviations

Thus / Therefore                     Between                        

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

THE NOTE-MAKING PROCESS

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

Reviewing lecture notes:

Your lecture notes form the basis of your final consolidated notes and
your entire examination preparation is based on these. The following
should be done on a daily basis:

1. Read through your lecture notes.

2. Underline headings and subheadings.
3. Correct spelling mistakes and rewrite illegible portions.
4. Fill in any gaps.
5. Underline or highlight important sentences or paragraphs.
6. Make sure you understand the concepts.
7. If you use the Cornell system, fill in the key words in the left-hand
column.

Integrating lecture notes and readings

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

Note-taking and Note-making

We distinguish between note-taking and note-making. Note-taking is a
passive process which is done at lectures whereas note-making is
more active and focused activity where you assimilate all information
and make sense of it for yourself.

Note-taking

Taking notes is an important process. It allows you to have a written

record of the lecture which may not be in your textbook. It also
ensures that you become an active and involved listener and learner

A more important reason for taking notes is that there is a direct

relationship between what happens in lectures and what comes up in
the exam. If the lecturer does not personally set the exam, it is likely
that he/she will still submit a number of questions.

When thinking about note-taking it is important to consider the

lecturing style adopted by different lecturers. Some will prefer
dictating, others will provide printed notes. If you are a Wits student
you will also have the lecture slides posted on SAKAI.

The following areas are covered below:

 Setting the stage

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

Setting the stage

 Complete outside assignments: Lecturers assume that students

have completed assignments or done the recommended reading
and will construct their lecture accordingly. The more familiar
you are with the topic, the better your note-taking will be and the
more active the process will be. It is also a good idea to reiew
your assignments/readings just before the lecture.
 Bring the right materials:
o Always have an adequate supply of A4 note paper /exam
pads, pens, pencils and highlighters.
o Use paper that can be filed easily. It is probably a good idea
to only use one side of a sheet of paper - this allows you to
review your notes by spreading them side to side - usually
the benefit outweighs the cost of the paper.
o Keep a spare pen don t use pencil to write as this tends to
fade with time.
o Use colour for emphasis; to highlight and to separate
different sections or ideas.
o Sit front and centre - sit in a position where you can hear
and see clearly without straining.
 

Listening actively

This involves actively concentrating and paying attention to what is

being said and how it is being said. Listen beyond words to the
lecturers body language.

1. Listening for repetition: When a lecturer repeats a phrase or

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

o "The following three factors"

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

HOME TRUTHS ABOUT LECTURERS:

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

research or advanced study your lecturers are part of, especially
if these also relate to your syllabus. Also be aware of any articles
or books written by your lecturers and their areas of
specialisation.
  ATTEND ALL LECTURES:  Try to attend all lectures - apart from
the obvious academic advantage, it also creates an impression of
you as a dilligent student which may be to your advantage at
some point in the course.
 THE LAST LECTURE:  Make a special effort not to miss the last
lecture of every course - information about the format of the
exam is usually covered and the lecturer may also provide
information about sections of the syllabus that need special
attention or sections that can be excluded. 

FORMATTING AND STRUCTURING NOTES:

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

1.  General note-taking tips

1. Give yourself plenty of space.

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

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

Advantages: Visual; contains lists and sequences and shows causes,

is often easier to recall; uses both left and right brain functioning;
helps one think from general to specific and puts subjects in
perspective.

Click to explore more about Mind Maps

3. the Outline System

You can use a standard Roman numeral outline or free-form, indented

outline to organise the information from a lecture. The outline form
illustrates major points and supporting ideas. It has the major
advantage of being an active process of organising incoming
information.

 Click for more information on the Outline System

4. The Cornell Format

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

If the lecturer talks too fast

1. Try to be extra prepared for the lecture before class: Familiarity

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

Note-taking abbreviations

Thus / Therefore                     Between                        

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

THE NOTE-MAKING PROCESS

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

Reviewing lecture notes:

Your lecture notes form the basis of your final consolidated notes and
your entire examination preparation is based on these. The following
should be done on a daily basis:

1. Read through your lecture notes.

2. Underline headings and subheadings.
3. Correct spelling mistakes and rewrite illegible portions.
4. Fill in any gaps.
5. Underline or highlight important sentences or paragraphs.
6. Make sure you understand the concepts.
7. If you use the Cornell system, fill in the key words in the left-hand
column.

Integrating lecture notes and readings

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

Effective Listening and Note-taking

Posted on April 22, 2013




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
notetaking: 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 Notetaking.
 INTEND TO LISTEN

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:

o a speaker’s appearance or mannerisms.

o 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. 

 Strategies for listening &

notetaking
Key words: active listening, lecture, podcast, notetaking, transition signals

Studying at university involves listening to lectures and/or podcasts and taking

notes. There are a number of strategies that will enhance your listening and
notetaking skills.

Active listening
Active listeners are able to focus on their listening, think about what they are
hearing, take effective notes, and remember much of what they have heard.

Active listening involves:

1. preparing to listen – what do you already know about the subject?

2. observing the speaker (if possible) – learn to read their body language
3. focusing on what they are saying
4. thinking about what they are saying
5. notetaking key points
6. writing notes in your own words
7. actively responding to questions or directions
8. showing your interest (e.g. giving eye contact, leaning forward).

NOTE: Active listening does not mean you have to agree with the speaker; you
merely need to understand what they are saying.

Identifying parts of a presentation

Good speakers/lecturers help make the structure of their presentation clear by
indicating to listeners:

 What they will talk about – introduction

 When they start a new section – transition
 When they are departing from the main subject – digression
 When they are returning to the main point/topic
 When they are repeating information – restatement
 When they are concluding or summarising – conclusion

The stages or direction of a presentation may often begin with a word or phrase
to signal what will follow. We call these ‘transition signals’. If you listen for these
transition signals, the structure of the presentation and the most important
points, will be easier to recognise.

Exercise 1: Parts of a presentation

Print this Transition_signals, showing the phrases frequently used to signal
different stages of a presentation. Refer to this table during your next
lecture/podcast to help you identify the stages.

Listening and notetaking

Whether you are attending a lecture or listening to a podcast it is important that
you take notes. With a presentation, you may have only one chance to take notes
so it is important that your notetaking skills are well developed. To learn more
about notetaking and notetaking strategies you can use, go to the Notetaking
workshop on this site.

Notetaking for lectures and podcasts is much more than just writing down what
the lecturer says. You need to:

 Note the title and date of the presentation.

 Take notes selectively. Record:

o main ideas and key elements

o useful quotes and examples
o sources (references) and details of further information
o things you don’t understand – don’t leave these out – check them out
later.
 Remember to listen with your ears, your eyes and your other
senses.
Listening to podcasts
Podcasts are generally recordings of actual lectures that you can download and
listen to. You can use some of the strategies that you use when listening to
lectures; however, there are some features that are different and which call for
different strategies.

Differences:

The speaker is speaking to people in a lecture room. Therefore:

 You have no visual cues:

o The speaker will use language that refers to the immediate physical

environment (of which you are unaware).
o To help convey their message, the speaker will use body
language (which you are unable to observe).
 You may have difficulty hearing some of the recording, particulary
if the microphone is at the front of the room. For example:
o If the speaker moves away from the microphone.
o If the speaker asks a question, you may have difficulty hearing the
answer.

Strategies:

 You need to listen carefully for verbal cues:

o Listen for changes in tone and volume, used by the speaker to

emphasise points.
o Listen for the structure of the presentation (see Identifying parts
of a presentation above).
 Choose when and where to listen – in a place and at a time that
enhance effective listening.
 Use the pause, replay, stop and restart features that the podcast
allows.

If you are an internal student (studying on campus), take advantage of both the
face-to-face medium and online podcasts (if they are available).

Listening and notetaking exercise

Before attempting this exercise you should work through the Notetaking
workshop on this site.
Exercise 2: Listening and notetaking
Before listening to this mini-lecture on Listening and notetaking, take time to
prepare to listen:

1. Prime yourself to listen – what do you already know about this topic?
2. Prepare to notetake:

o Prepare your resources – refer to Notetaking: handy hints in this

site.
o Decide which notetaking strategies you’ll use.
 Remember, podcasts can sometimes be difficult to hear. Give
yourself time to ‘tune in’ to the speaker. However, if you are having
difficulty hearing, you may like to read the full transcript before listening
again.

This podcast is in two parts:

 Part 1 – the mini-lecture – TAKE NOTES on this part.

 Part 2 – the lecturer asks students about the notes they made – listen to
this section but DON’T take notes.

Listen to the podcast and start taking notes.

Audio Player
00:00
00:00
Use Up/Down Arrow keys to increase or decrease volume.

Which notetaking strategy did you use? Compare your notes with the examples
below. You may also like to try one or two different notetaking strategies using
the podcast.

 Cornell system – see an example.

 Mind map (branching notes) – see an example.
 Keywords – see an example.
 Terms in this set (8)
 Stages of Listening
 Speaker delivers message to Listener
1) Sensation - your ears pick up sound waves and transmit them to your brain
2) Interpretation - You understand what is said and link it to what you already
know. You attach a meaning to the message.
 3) Evaluation - You compare the message to your needs and values. If it doesn't
match your needs and values, you may reject it, stop listening, or argue in your
mind with the speaker.
4) Reaction - often means responding and asking questions to the speaker.
 Become an Active Listener
 1) Be there: Being an active listener starts with showing up on time, preferably a
few minutes before class begins. There may be summarizations of the previous
lecture or important announcements
2) Set Purposes For Listening: Before every class, establish the reward you are
aiming for, such as understanding a concept. Many instructors starts class w/ an
objective, so listen carefully and write it at the top of your notes to help you focus.
3) Focus on Understanding: Listen with the goal of being able to say to yourself,
"I get it!" If you miss important material, make a comment in your notes and come
back to it later.
4) Ask Questions: Active listeners ask analytical questions, such as "What is this
part of?" to clarify understanding and associate new ideas with what they already
know. Make sure to ask questions to learn what you don't understand.
 Manage Listening Challenges
 Issue #1: Distractions that Divide Your Attention
Fix #1: Focus, Focus, Focus (sit near the front of the room, move away from
talkative classmates, write your notes by hand rather than laptop, etc.)

Issue #2: Listening Lapses

Fix #2: An I-Can-Do-It Attitude (Start with a productive mindset; Concentrate;
Refocus; Be Aware)

Issue #3: Rushing To Judgment

Fix #3: Recognize and Correct Your Patterns (Recognize your patterns so you
can change it; Know that you can not learn form others if you are filled w
preconceived notions; Risk listening with an open mind)

Issue #4: Partial Hearing Loss and Learning Disabilities

Fix #4: Ask for help

Issue #5: Comprehension Difficulties for Non-Native English Speakers

Fix #5: Take A Proactive Approach To Understanding
 Improve Your Note Taking Skills: Take Notes In Class
 1) Take Notes In Class:
-Prepare: Preview your reading material before class, so you can take more
effective notes during class.
-Review What You Know: Taking 15 minutes before class to review notes and
reading will help you follow the lecture.
-Set Up Your Environment: Find a comfortable seat, set up your notebook or
laptop. Be ready to write or type as soon as the instructor begins speaking.
-Gather Support: In each class, set up a support format with one or two students
so you can meet and discuss questions you have or look over notes.
 2) Record Info Effectively During Class:
-Write down all key terms and definitions
-Ask questions during class if allowed
-Be organized
-Draw pictures and diagrams
-Be consistent. Use the same note taking system.
-If you have trouble w/ a concept, leave room there for an explanation

3) Review and Revise

-Review and revise your notes ASAP to fill in gaps while the material is still fresh,
clarify sloppy handwriting, and raise questions.
 Improve Your Note Taking Skills: Taking Notes From Books
 Identify what you want to get from the notes. Are you look for basic concepts or
in-depth understanding? Once you've established this, then you can identify the
best format.

SQ3R:
-Survey to get an overview of what the material offers you
-Question to focus your attention to what is important enough to record in your
notes
-Read and record your notes on paper or an electronic file
 Note-Taking Formats
 Ask: What class or type is this format best suited for? What format seems most
comfortable for me?

Outlines:
Use a standard structure to show how ideas interrelate. Formal outlines indicate
idea dominance and subordinations with Roman numerals, upper- and lower-
case letters, and numbers. In contrast, informal outlines show the same
associations but use a format of indenting and dashes.
An informal outline can show how ideas and supporting details relate in a well-
organized lecture, and is easier to use during class. However, it is difficult to
outlines when a presentation is disorganized.
Can be given guided notes to help you know what to take notes over.

Cornell Format:
-Notes: The largest section on the right to write down notes and key topics
-Cues: On the left hand side to write down main ideas
-Summary: Goes on the bottom to reduce your notes down to critical points.

Mind Map: a visual form of note taking that encourages flexible thinking and
making connections. You use shapes and lines to connect ideas with supporting
details and examples. Makes connections easy to see.

Charting Map: Helpful for instructors who cover so much during a lecture, and
 also for courses where dates and people need to be known sequentially.
Separate your paper into distinct columns, such as definitions, important
phrases, and key themes. As you listen, fill the columns.

Can also use timelines, branch charts, and flow charts.

 Note-Taking Strategies: Electronic Strategies
 If you take notes using an electronic device, saving them safely is essential. You
can save your notes on your device or a remote server connected to the internet.
You can also use GoogleDocs, where you take notes and save them to a folder
of your choosing, adding new info when necessary. Finally, there is the
Livescribe "smartpen" which saves and records everything you hear and write
with the pen on a special notebook which saves everything electronically.
 How Can You Take Notes Faster?
 Shorthand -a format of rapid handwriting that employs symbols, abbreviations,
and shortened words to represent words and phrases. Because you are the only
intended reader, you can misspell and abbreviate words in ways that only you
understand. To avoid forgetting what your shorthand means, review your notes
shortly after class and properly spell any words that are confusing.

1) Use standard abbreviations in place of complete words

2) Shorten words by removing vowels from the middle of words
3) Substitute word beginnings for entire words
4) Form plurals by adding s to shortened words
5) Make up your own symbols and use them consistently
6) Use standard or informal abbreviations for proper nouns such as places,
people, companies, scientific substances, and events 
7) If you are repeating a word or phrase frequently, write it once and then
establish an abbreviation