Worksheet on Note Making, Summarizing, & Paraphrasing

 Note-Making:

Note-making is the process of recording important information from a given source, such as a
lecture, textbook, article, or any other medium, in a concise and organized manner. The goal
is to capture the essential ideas and key points, making reviewing and recalling the material
easier. It helps improve comprehension, retention, and organization of information. Note-
making is not just about writing down everything you hear or read. It is a process of
reviewing, connecting and synthesising ideas from your lectures or reading.

All good notes should contain:

 source information (title, author, date etc)
 headings to help you identify the key topics
 key points, examples, names, new ideas
 triggers to make your notes more memorable – such as mnemonics, colour or
drawings
 further reading and ideas to follow up later.

Steps for Effective Note-Making:

1. Identify the Purpose:
o Understand the reason for taking notes (e.g., preparing for exams, studying a
particular topic, or summarizing a lecture).
o This will guide the type and level of detail needed in the notes.

2. Preview the Material:

o Before starting, skim through the material (text or lecture notes) to get an idea
of the main concepts, structure, and flow.
o Identify headings, subheadings, bold or italicized terms, and any key points or
phrases that stand out.
3. Use Abbreviations and Symbols:
o Develop a system of abbreviations and symbols to save time and space. For
example:
 “i.e.” for “that is”
  “e.g.” for “for example”
 Arrows (→) for cause and effect relationships
 “=“ for equivalence
4. Organize Your Notes:
o Use bullet points, numbering, or indentation to organize ideas hierarchically.

o Prioritize information by noting down main points and supporting details.

5. Paraphrase and Summarize:

o Rather than writing everything verbatim, try to paraphrase or summarize the
information in your own words. This ensures better understanding and
retention.
6. Use Visual Aids:
o Incorporate diagrams, charts, or mind maps if helpful. Visual aids can make
complex information easier to understand and remember.
7. Highlight Key Points:
o Use underlining or highlighting to emphasize key terms, dates, and definitions.
This can help when reviewing your notes later.
8. Review and Revise Notes:
o After the note-making session, review the notes and clarify anything that
might be unclear. Rewriting or adding additional explanations may improve
understanding.
o Reviewing the notes shortly after the lecture or reading material helps
reinforce learning and identify gaps.
9. Summarize at the End:
o After completing your notes, write a brief summary at the end. This helps
reinforce the main ideas and acts as a quick reference for later.

Three stages of note-making

Note-making doesn’t only happen when you are reading or attending lectures. There are three
stages to making effective notes: before, during, and after.
1. Before: Prepare by finding out what you need to know and what the purpose of the
reading or lecture is.
2. During: Note down main ideas and keywords. Find techniques that work for you.
 3. After: Reflect and review and then organise your notes.

Rules for Effective Note-Making:

1. Be Selective:
o Focus on key concepts, important facts, and essential arguments. Avoid
writing everything down.
2. Use Clear, Concise Language:
o Write in short, clear sentences or phrases. Eliminate unnecessary words and
avoid long paragraphs.
3. Use Headings and Subheadings:
o Organize your notes with clear headings for different sections and topics to
maintain structure and readability.
4. Use Bullet Points or Numbering:
o Bullet points or numbered lists help break down information and create a
visual structure that is easy to follow.
5. Write in Your Own Words:
o Paraphrase the information to ensure you understand it. Writing notes in your
own words also helps to retain and recall the information better.
6. Avoid Distractions:
o If you’re taking notes in a classroom or online, try to avoid distractions. Focus
solely on the material being presented.
7. Leave Space:
o Leave margins or spaces between notes to allow for adding more information
or clarifications later.
8. Be Consistent:
o Stick to a particular format or system of abbreviations to maintain consistency
throughout your notes.
9. Use Active Listening or Reading:
o If taking notes from a lecture, actively listen to the lecturer, focusing on the
main points and underlying concepts. For reading, read actively and critically,
looking for the most important aspects of the material.
10. Be Organized:
 o Keep your notes in a logical order—whether chronological or thematic. This
will make reviewing easier.

Note-Making Formats:
You can use various formats for note-making, depending on your preference and the type of
material you are dealing with. Some common formats include:
1. The Outline Method:
o This involves creating headings and subheadings to organize material
hierarchically. Each main point is followed by supporting details or
explanations.
Example:

2. The Cornell Method:

o Divide the page into three sections: a narrow left-hand column (for cues or
questions), a larger right-hand column (for notes), and a section at the bottom
for summarizing.
Example:
3. The Mapping Method:
o This method uses a visual diagram or mind map to represent relationships
between different ideas. It's useful for visual learners and topics that involve
interconnected concepts.

4. The Charting Method:

 o Use columns to organize information. This method is useful for comparing
and contrasting data, such as timelines or data sets.

5. The Sentence Method:

o Write each new idea as a separate sentence. This is best for taking notes from
fast-paced lectures but can result in less organized material.

Note Making Format

Taking notes is a method of organising and summarising data from multiple sources. The
following components make up the standard note-taking format:
 TITLE: The title of your notes should reflect their main subject matter.
 SOURCE: Identify the notes’ source, such as the book, article, or lecture, in the text.
 CURRENT DATE: When taking notes, be sure to include the current date.
 TITLES & SUB TITLES: Take advantage of headings and subheadings to structure
your notes and facilitate later research.
 USE BULLETS: Use bullet points to highlight key points and specifics in a list. Use
simple, direct language, and zero in on the most important ideas rather than trying to
include everything.
 USE ABBREVIATIONS: When taking notes, abbreviations can help you save time
and space. Use “w/” instead of “with” or “b/c” instead of “because,” etc.
 HIGHLIGHT IMPORTANT POINTS: Utilize highlighting to draw attention to
specific points or single out specific pieces of information that are crucial to your
understanding of the whole.
 USE DIAGRAMS/VISUAL AIDS: Use visual aids, such as flowcharts or graphs, to
break down and internalise information that might otherwise be difficult to grasp and
retain.
 SUMMARISE: Write a brief paragraph or two summarising the main ideas and
information from the notes. This is a great way to quickly review and recall the most
crucial points.
 REVIEW: Regularly reviewing your notes is an excellent way to ensure that you
retain the most crucial information from the course.

Exercise 1:
Make notes employing the mapping method for note-making using the excerpt from
page 147-150 of Umberto Eco’s How to Write A Thesis.
Once we have decided to whom to write [. . .], he writes so that all can understand him,
including those who do not understand his poems.
  Summarizing

What is summarizing?
Summarizing is telling the most important parts of a text in your own words in a much
shorter way. Teaching summarizing shows students how to discern the essential ideas in a
text, ignore irrelevant information, and integrate the central ideas meaningfully. Teaching
students to summarize improves their memory for what they read and acts as a check for
comprehension. Summarizing is a complex skill that will continue to develop over time as
students read increasingly complex texts.
Why is Summarizing Important?
 Enhances understanding of the text.
 Helps retain and recall information more effectively.
 Improves writing and communication skills.
Steps to Summarize a Text:
1. Read Carefully: Read the entire text thoroughly to understand its meaning.
2. Identify Main Ideas: Highlight or jot down the most important points.
3. Omit Details: Leave out examples, anecdotes, and minor details.
4. Use Your Own Words: Restate the main ideas in your own language.
5. Keep It Short: Ensure the summary is concise and only covers the essentials.
Exercise 2-
Read the following paragraph and summarize it in a paragraph:
I could recommend that you rewrite your thesis many times, or that you take on other writing projects
before embarking on your thesis, because writing is also a question of training. In any case, I will
provide some general suggestions:
You are not Proust. Do not write long sentences. If they come into your head, write them, but then
break them down. Do not be afraid to repeat the subject twice, and stay away from too many pronouns
and subordinate clauses.
Begin new paragraphs often. Do so when logically necessary, and when the pace of the text requires
it, but the more you do it, the better.
Write everything that comes into your head, but only in the first draft. You may notice that you get
carried away with your inspiration, and you lose track of the center of your topic. In this case, you can
remove the parenthetical sentences and the digressions, or you can put each in a note or an appendix
(see section 6.3). Your thesis exists to prove the hypothesis that you devised at the outset, not to show
the breadth of your knowledge.
Use the advisor as a guinea pig. You must ensure that the advisor reads the first chapters (and
eventually, all the chapters) far in advance of the deadline. His reactions may be useful to you. If the
advisor is busy (or lazy), ask a friend. Ask if he understands what you are writing. Do not play the
solitary genius.
Do not insist on beginning with the first chapter. Perhaps you have more documentation on chapter 4.
Start there, with the nonchalance of someone who has already worked out the previous chapters. You
will gain confidence. Naturally your working table of contents will anchor you, and will serve as a
hypothesis that guides you (see section 4.1).
Do not use ellipsis and exclamation points, and do not explain ironies. It is possible to use language
that is referential or language that is figurative. By referential language, I mean a language that is
recognized by all, in which all things are called by their most common name, and that does not lend
itself to misunderstandings. “The Venice-Milan train” indicates in a referential way the same object
that “The Arrow of the Lagoon” indicates figuratively. This example illustrates that “everyday”
communication is possible with partially figurative language. Ideally, a critical essay or a scholarly
text should be written referentially (with all terms well defined and univocal), but it can also be useful
to use metaphor, irony, or litotes. Here is a referential text, followed by its transcription in figurative
terms that are at least tolerable: [Referential version:] Krasnapolsky is not a very sharp critic of
Danieli’s work. His interpretation draws meaning from the author’s text that the author probably did
not intend. Consider the line, “in the evening gazing at the clouds.” Ritz interprets this as a normal
geographical annotation,
Always define a term when you introduce it for the first time. If you do not know the definition of a
term, avoid using it. If it is one of the principal terms of your thesis and you are not able to define it,
call it quits. You have chosen the wrong thesis (or, if you were planning to pursue further research,
the wrong career).
I or we? Should the student introduce his opinions in the first person? Should he state, “I think that …
”? Some believe that this is more honest than using the majestic plural. I disagree. A writer says “we”
because he presumes that his readers can share what he is saying. Writing is a social act. I write so
that you as the reader accept what I propose to you. At the most, I think, the student can try to avoid
personal pronouns by adopting more impersonal expressions such as, “therefore one should conclude
that,” “it then seems granted that,” “one should say at this point,” “one should presume,” “therefore
one infers that,” “in examining this text one sees that,” etc. It is not necessary to say, “the article that
we previously quoted,” when it suffices to say, “the article previously quoted.” But I think the student
can write, “the article previously quoted shows us that,” because these types of expressions do not
imply any personalization of the academic discourse.
  Paraphrasing: Putting It In Your Own Words
Paraphrasing – means rewriting something in your own words, giving the same level of
detail as the source and at roughly the same length as the original. You may choose to
paraphrase details or particular evidence and/or examples.
What is Paraphrasing? Paraphrasing is the act of rewriting a text or passage in your own
words while maintaining the original meaning. Unlike summarizing, which condenses
information, paraphrasing involves restating all the details in a new way. It is an essential
skill for academic writing, avoiding plagiarism, and demonstrating understanding of a source.
Why is Paraphrasing Important?
 Avoids plagiarism: Using someone else’s words without proper citation is
plagiarism. Paraphrasing allows you to use ideas from a source ethically.
 Shows understanding: Being able to restate information in your own words shows
that you comprehend the material.
 Integrates smoothly into your writing: Paraphrasing allows you to blend
information from various sources seamlessly into your own work.
How to Paraphrase Effectively:
1. Read the original text carefully until you understand the full meaning.
2. Put the original text aside and write down what you remember, using your own
words.
3. Compare your version with the original to ensure you haven’t copied phrases and
that the meaning is the same.
4. Use synonyms and change the structure of sentences, but don’t change keywords or
technical terms.
5. Cite the source if needed, even when paraphrasing.
Steps of Paraphrasing
Step One: Skim the Source
Skim a source to determine what you need from it: its argument, a specific supporting point,
and/or particular evidence. Identify exactly what information you want to include. This
decision will help you decide how detailed your notes about this source should be.
Step Two: Take Point-Form Notes
For a paraphrase, the notes will be more detailed and extensive.
Step Three: Close or Put Away the Source
This is a fairly self-explanatory step, but the point is that when you try to write about the
information you have learned from this source, you do so without the source in front of you.
Step Four: Turn Your Point-Form Notes into Sentences
How to do this? Keep in mind that paraphrasing is about showing that you have internalized
what you have read to the point where you can say it yourself. So, read over your notes two
or three times, put those out of sight too, and, perhaps pretending to explain what you have
just read to a fellow student or your instructor, paraphrase.
Step Five: Test What You Have Written To Ensure You Have Avoided Plagiarism
If you followed the first four steps rigorously, you should pass this test. The way to test your
writing is to go through your passage and the original passage and underline, highlight
or put in bold the words that appear in both passages. There is no way to write a
paraphrase or a summary that does not have some of the same words as the original, but
doing this test will show you any places where you have lifted whole phrases or sentences
and put them in your text.
Step Six: Make Any Necessary Corrections
You may find a few exact phrases from your test; it is important to change them. In the
paraphrase, “fast-food outlets and convenience stores” can be changed to “convenience stores
or fast-food restaurants.” Similarly, “food vendors of any kind” can be changed to “any type
of food vendor.”

Exercise 3
Below are some sentences to practice paraphrasing. Rewrite each sentence in your own
words.
1. Cummings was an American avant-garde poet who is known for having signed his
name with lower-case initials. Naturally he used commas and periods with great
thriftiness, he broke his lines into small pieces, and in short he did all the things that
an avant-garde poet can and should do.
2. If you write a thesis on the style of the futurists, please do not write as a futurist
writes. This is important advice because nowadays many tend to write “alternative”
theses, in which the rules of critical discourse are not respected.
3. The language of the thesis is a metalanguage, that is, a language that speaks of other
languages. A psychiatrist who describes the mentally ill does not express himself in
the manner of his patients. I am not saying that it is wrong to express oneself in the
manner of the so-called mentally ill. In fact, you could reasonably argue that they are
the only ones who express themselves the way one should.
4. You have two choices: either you do not write a thesis, and you manifest your desire
to break with tradition by refusing to earn your degree, perhaps learning to play the
guitar instead; or you write your thesis, but then you must explain to everyone why
the language of the mentally ill is not a “crazy” language, and to do it you must use a
metalanguage intelligible to all.
5. From Dante to Eliot and from Eliot to Sanguineti, when avant-garde poets wanted to
talk about their poetry, they wrote in clear prose. And when Marx wanted to talk about
workers, he did not write as a worker of his time, but as a philosopher. Then, when he
wrote The Communist Manifesto with Engels in 1848, he used a fragmented
journalistic style that was provocative and quite effective.