Taking NotesTaking Notes

A step-by-step guide on how to A step-by-step guide on how to maximise your Senior School maximise your Senior School

Experience.Experience.

Why Take Notes?Why Take Notes? • Not only do good notes help us recall facts and Not only do good notes help us recall facts and

ideas we may have forgotten, the act of writing ideas we may have forgotten, the act of writing things down helps many of us to remember them things down helps many of us to remember them better in the first place. better in the first place.

• The purpose of note-taking is simple: to help you The purpose of note-taking is simple: to help you study better and more quickly. This means your study better and more quickly. This means your notes don’t have to contain everything - they have notes don’t have to contain everything - they have to contain the most important things. And if you’re to contain the most important things. And if you’re focused on capturing everything, you won’t have focused on capturing everything, you won’t have the spare mental “space” to recognize what’s truly the spare mental “space” to recognize what’s truly important.important.

What to Write DownWhat to Write Down

• Your focus while taking notes should be two-fold: Your focus while taking notes should be two-fold:

• Number 1. - What’s new to you? There’s no point in writing Number 1. - What’s new to you? There’s no point in writing down facts you already know. If you already know the down facts you already know. If you already know the Declaration of Independence was written and signed in 1776, Declaration of Independence was written and signed in 1776, there’s no reason to write that down. Anything you know you there’s no reason to write that down. Anything you know you know you can leave out of your notes. know you can leave out of your notes.

• Number 2. - What’s relevant? What information is most likely to Number 2. - What’s relevant? What information is most likely to be of use later, whether on a test, in an essay, or in completing a be of use later, whether on a test, in an essay, or in completing a project? Focus on points that directly relate to or illustrate your project? Focus on points that directly relate to or illustrate your reading (which means you’ll have to have actually done the reading (which means you’ll have to have actually done the reading…).reading…).

What to Write Down –cont.1What to Write Down –cont.1

• Pay special attention to:Pay special attention to:

• Literary Theories: Any statement of a theory should be recorded — Literary Theories: Any statement of a theory should be recorded — theories inform our understanding of literary texts. theories inform our understanding of literary texts.

• Definitions: Like theories, these are the main points and, unless you are Definitions: Like theories, these are the main points and, unless you are positive you already know the definition of a term, should be written positive you already know the definition of a term, should be written down. Keep in mind that many fields use everyday words in ways that are down. Keep in mind that many fields use everyday words in ways that are unfamiliar to us. unfamiliar to us.

• Arguments and debates: Any list of pros and cons, any critique of a key Arguments and debates: Any list of pros and cons, any critique of a key idea, both sides of any debate related in class or your reading should be idea, both sides of any debate related in class or your reading should be recorded. Pay attention to other student’s comments, too - try to capture at recorded. Pay attention to other student’s comments, too - try to capture at least the gist of comments that add to your understanding. least the gist of comments that add to your understanding.

What to Write Down –cont.2What to Write Down –cont.2

• Images and exercises: Whenever an image is used to Images and exercises: Whenever an image is used to illustrate a point, or when an in-class exercise is illustrate a point, or when an in-class exercise is performed, a few words are in order to record the performed, a few words are in order to record the experience. Obviously it’s overkill to describe every experience. Obviously it’s overkill to describe every tiny detail, but a short statement about what the class tiny detail, but a short statement about what the class did should be enough to remind you and help did should be enough to remind you and help reconstruct the experience. reconstruct the experience.

• Other stuff: Just about anything a teacher writes on a Other stuff: Just about anything a teacher writes on a board should probably be written down, unless it’s board should probably be written down, unless it’s either self-evident or something you already know. either self-evident or something you already know.

What to Write Down –cont.3What to Write Down –cont.3

• References to titles of books, movies, true life References to titles of books, movies, true life experiences and other media can be useful, though experiences and other media can be useful, though they may be irrelevant to the topic at hand. they may be irrelevant to the topic at hand.

• Your own questions: Make sure to record your own Your own questions: Make sure to record your own questions about the material as they occur to you. questions about the material as they occur to you. This will help you remember to ask the class or look This will help you remember to ask the class or look something up later, as well as prompt you to think something up later, as well as prompt you to think through the gaps in your understanding.through the gaps in your understanding.

Note-Taking TechniquesNote-Taking Techniques

• Outlining: Whether you use Roman numerals or Outlining: Whether you use Roman numerals or bullet points, outlining is an effective way to capture bullet points, outlining is an effective way to capture the relationships between ideas. You might write the the relationships between ideas. You might write the name of an important character, and under it the key name of an important character, and under it the key events that he or she was involved in. Under each of events that he or she was involved in. Under each of them, a short description. And so on. For class them, a short description. And so on. For class discussions, however, outlining has limitations. The discussions, however, outlining has limitations. The relationship between ideas isn’t always hierarchical, relationship between ideas isn’t always hierarchical, and the discussion might jump around a lot. A point and the discussion might jump around a lot. A point later in the discussion might relate better to later in the discussion might relate better to information earlier in the discussion, leaving you to information earlier in the discussion, leaving you to either a) flip back and forth to find where the either a) flip back and forth to find where the information goes best (and hope there’s still room to information goes best (and hope there’s still room to write it in) or b) risk losing the relationship between write it in) or b) risk losing the relationship between what we discussed and what was said before.what we discussed and what was said before.

Note-Taking Techniques cont.1Note-Taking Techniques cont.1 Mind-mapping: For class discussions, a mind-map might be a Mind-mapping: For class discussions, a mind-map might be a

more appropriate way of keeping track of the relationships more appropriate way of keeping track of the relationships between ideas. In the centre of a blank sheet of paper, write between ideas. In the centre of a blank sheet of paper, write the discussion’s main topic. As new sub-topics are introduced the discussion’s main topic. As new sub-topics are introduced (the kind of thing you’d create a new heading for in an (the kind of thing you’d create a new heading for in an outline), you draw a branch outward from the centre and write outline), you draw a branch outward from the centre and write the sub-topic along the branch. Then each point under that the sub-topic along the branch. Then each point under that heading gets its own, smaller branch off the main one. When heading gets its own, smaller branch off the main one. When another new sub-topic is mentioned, you draw a new main another new sub-topic is mentioned, you draw a new main branch from the centre. And so on. The thing is, if a point branch from the centre. And so on. The thing is, if a point should go under the first heading but you’re on the fourth should go under the first heading but you’re on the fourth heading, you can easily just draw it in on the first branch. heading, you can easily just draw it in on the first branch. Likewise, if a point connects to two different ideas, you can Likewise, if a point connects to two different ideas, you can connect it to two different branches. You can always redraw connect it to two different branches. You can always redraw the map later if you want to neaten it up, or there are computer the map later if you want to neaten it up, or there are computer programmes like bbc bitesize programmes like bbc bitesize ((http://www.bbc.co.uk/schools/gcsebitesize/maps/index.shtmlhttp://www.bbc.co.uk/schools/gcsebitesize/maps/index.shtml) or ) or FreeMind (FreeMind (http://http://wwwwww.freemind.sourceforge.net/wiki/index.php/Main_Page).freemind.sourceforge.net/wiki/index.php/Main_Page), both free mind-, both free mind-mapping programs.mapping programs.

Note-Taking Techniques cont. 2Note-Taking Techniques cont. 2

The Cornell System: This is a recognised system (created by The Cornell System: This is a recognised system (created by someone called Cornell!) for increasing your recall and the someone called Cornell!) for increasing your recall and the usefulness of your notes. Divide your page like this:usefulness of your notes. Divide your page like this:

Summarising and writing the cues/questions will help you process the information. This method can also be used for revision when exams come along: simply cover the main section and try to answer the questions.

Note-Taking Techniques cont. 2Note-Taking Techniques cont. 2

• Other techniques include highlighting, sticky Other techniques include highlighting, sticky index markers, post-it notes, coloured pens...index markers, post-it notes, coloured pens...

• Whatever you choose to do, you HAVE TO Whatever you choose to do, you HAVE TO DO SOMETHING! Studying a subject means DO SOMETHING! Studying a subject means transferring the information into YOUR brain - transferring the information into YOUR brain - help your brain by putting in the effort!!!help your brain by putting in the effort!!!