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UNIT 3 - Note taking and Note making

Health Science (University of Eswatini)

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UNIT 3

NOTE-TAKING AND NOTE-MAKING STRATEGIES

3.0 Learning outcomes

By the end of this unit, you should be able to:
 take useful notes
 use effective note-taking systems
 edit notes
 review notes taken
 (synthesise) reduce a text to a meaningful
set of notes

3.1 Introduction
In this Unit, you will study how to take notes from both spoken (note-taking) and written
(note making) sources. You will also study how you can put together those notes in
continuous form. The latter we shall call a summary. In this same unit, we will identify
important points in a text. These are the points that should form the notes and summaries.

3.2 Distinction between Note-taking and Note making

This unit aims to develop the skills required for:
1. Note-taking
2. Note making
Let us distinguish between note-taking and note-making. Note-taking is a passive process that
is done at lectures whereas note-making is a more active and focused activity, where you
assimilate all information and make sense of it for yourself.
In note-taking, you write down what you hear or read while note making is a way of
connecting synthesizing information you get from lectures and from your reading. Note that
you think faster than you can write so it is important that as you take notes you record the
essence of the information and not the minor details.

3.2.1 Advantages of Note-taking

A note-taking is a skill that improves by practicing. There are some advantages to note-taking.
Let us get to know some of them.

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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 several 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.

3.2.2 Advantages of Note making

As noted above note making is a way of recording important details from a written source. This
could be a book, a journal article, a report, etc. Making notes helps you to understand and
clarify concepts. It also helps you to make connections between what you learn in class and
other broader contexts.

Activity 3.1: Note-taking strategies for grasping the gist

Think about the following questions and discuss them your discussion forum.
What are notes for?
Who are they for?
What is the best system for taking notes?

3.3 Listening and Note-taking

When listening to what is being said is already difficult, note-taking can seem to be
impossible. The brain has to process ideas coming in and make them into something simple
that it can put out i.e. that we can write down.

Here are the decisions our brain has to make as we listen to a lecture:

What is s/he saying?

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What does it mean in the context of the

lecture or talk?

Is it important in terms of the subject?

Should I note it down?

How can I note it down?

The pressure is added to the above process to make it even more difficult! However, there are
three (3) simple rules which can guide us in note-taking.
1. Be selective. Decide what is important
(a) from the speaker’s point of view and
(b) from your own point of view based on your knowledge of the subject.
2. Be brief. Use abbreviations, symbols, headings, subheadings, indentation, notes
form English etc.
3. Be clear. Show how the speaker’s arguments and ideas are related to each other.

Sample notes:
Problems common to developed/developing countries
a) Some prob. Common – dev/devng count e.g. traffic
other specific to dev’ng – need for infrastructure
provision of infra = urbanization
b) Consequences of uncontrolled urb’n
i) Migration to city
ii) Depopulation of rural areas food production prices
c) High urban pop growth rate
Adults in city + rural trad’ns of large families
d) Pressure on social services (health/ed)
e) Labour supply – low-paid activities e.g. street selling, car washing
f) Poss: Policies
i) More equal \ and distribution farmers
Stay on land

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….feed families better

ii) Improve rural social services
iii) Finance aid to agric. esp. small landowners
iv) NB. No easy solution
v) BT 3 policies could help

Activity 3.2: Notes in continuous writing

Rewrite the above notes in continuous writing. Compare your paragraph with
your classmates. Post your comparison in the Discussion forum.

You can also use symbols such as the following to take notes;
Thus / Therefore ∴ Between betw
Because ∵ or /
Equals/same s = 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 NB Especially esp
Example / for example eg Namely / that is to say ie
-ment (e.g. agreement becomes
However but
agreem't) m't
Compare/contrast with cf It is/ that is ie
Without w/o Transfer t/f
-ion (e.g. proposition becomes
proposit'n) 'n
Usually usu

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Retrieved from: https://www.wits.ac.za/ccdu/academic-skills/note-taking-and-note-

making/)

3.4 Listening actively

Listening is an important skill in note-taking. It is therefore important to pay attention
and listen actively while you take notes. Take notes in your own words. This helps you
to understand and remember information.

How to identify the main points in a text

Now let’s discuss how you can identify the main points in a text. The first method is to use
signposts.
(i) Signposts
These can help you find the important parts of a text. They can also warn you that some
things in the text are not so important.
Let’s examine some of the signposts speakers and writers use:

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Shown below are some common signpost expressions used in lectures to direct you to
important information:
Making transitions
First, I'd like to talk about...
Now, I'd like to move on to ...
Next, let me describe ...
I'd now like to turn to ...
Finally, let me explain

Giving examples
For example ...
For instance ...

Listing items
First... Second ..... Third ...
The first ... The second ... The
third ...
First ... Next ... Then ...
After that ... Finally ...
One ... Another ... The other ...

Concluding
In conclusion ...
In summary ...

(ii) Repetition
Lecturers understand that lectures are not as formal as written discourse. So, they will repeat
themselves. When a lecturer repeats a phrase or idea, this is a signal that it is important and
you should take note of it.
Lecturers will also make obvious comments such as, "This is very important" or " write this
down". Your lecturer may also blatantly point out what information is likely to appear in the
exam - make a note of this - don't rely on memory. Highlight these obvious clues in your
notes, for future reference.

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(iii) Visual aids

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. Also take note of diagrams, charts,
or sketches the lecturer may draw on the board because it is a signal that they are important.
(iv) Voice signals

You should also take note of the lecturer's tone of voice or rate of speech. These may
change when an important point is made. Lecturers who speak rapidly often slow down
when they say something important. The lecturer may also speak more loudly, speak
with a high pitched voice, or stress certain words and sentences. These are all signals
that the information is important. You should also learn to take note of 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.

However, the reality is that you may not be able to grasp all the important information during
a single lecture. This may be due to a variety of reasons. For example, the lecturer may talk
too fast, etc. What can you do?
It is not the end of the world, you can do the following to help you:
 try to be extra prepared for the lecture before class: Familiarity with the subject makes
it easier to pick out key points.
 exchange notes with classmates
 leave large empty spaces in your notes - for filling in the information you missed.
 see the lecturer after the lecture and show the lecturer what you missed.
 consider using a voice/sound recorder.
 go to the lecture again - if it is offered at a different time.
 use your shorthand.
 ask questions.
 ask the lecturer to slow down.
 remember, you don t have to take down everything the lecturer says verbatim.

In the next section, we will discuss different ways you can use to take and make notes. Before
we continue, do the following activity.

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3.5. Different formats for notes

There are different systems you can use to record your notes. The most popular are the
Cornell system, mind mapping, and outlining. However, you are free to use whichever
method you wish. You may even devise your record system.

1. Cornell Notes: This style includes sections for the date, essential question, topic,
notes, questions, and a summary.
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 keyword clues and sample questions. The right column is home to the general
area. This is where you keep your most important ideas that the teacher has
covered during class. It is important that you try to summarise as much as possible and to
be smart when note-taking. The left area serves to compliment the general area.
Writing notes in the margins helps us understand and relate each part of our notes. This
section may develop during the class itself or at the end of it. The last section labelled
‘summary’ should be left blank during class as it is intended for use when you are
reviewing/ studying the class notes. This lessens the need to keep up with the teacher’s
delivery and write fast. You should try to develop a short summary of key points in this
section for greater reflection of the class notes.
Here is a sample of the Cornell format.

https://www.mindmeister.com/blog/effective-note-taking/

2. Outline: An outline organizes the lecture by main points, allowing room for examples
and details. You can use a standard Roman numeral outline or free-form, indented

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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.
Study the following sample.

https://www.google.com/search?q=note+taking+outlining+method

3. Flowchart/concept map: A visual representation of notes is good for content that has
an order or steps involved. The following diagram is an illustration of a concept map.

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4. Charting Method: A way to organize notes from lectures with a substantial amount
of facts by dividing key topics into columns and recording facts underneath.
Here is an example.

https://www.utc.edu/center-academic-support-advisement/tips-for-academic-success/
note-taking.php#:~:text=The%30Charting%30Method/

5. Sentence Method: One of the simplest forms of note-taking, helpful for

disseminating which information from a lecture is important by quickly covering
details and information.

Study the picture below.

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https://promonotes.eu/zdaniowa-metoda-sporzadzania-notatek/
6. Mind maps
This method is based on the use of visual aids to improve how the brain processes
information. It involves using pictures, graphs, diagrams, etc. Rather than writing long
paragraphs of information, our brain follows the information sequentially. The use of colours
and other visual elements such as different sized letters favours the user.
Below is a diagram of what a mind map looks like

https://www.wits.ac.za/ccdu/academic-skills/note-taking-and-note-making
Mind maps are becoming one of the most widespread and effective Note Taking methods.
These resources make it possible to develop ideas and connections easily in a visual
environment. Some advantages of using mind maps are that, they contain lists and sequences
and show causes, are often easier to recall; use both left and right brain functioning; help one
think from general to specific and puts subjects in perspective.

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

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Activity 3.3: Practice Note Making

Read the following text and make notes using the outlining method. Post your response
on the discussion Comment on at least one of the post from your classmates
LANGUAGE AND LEARNING
The ability to use language is much more than knowing its words and grammar and
speaking in perfectly formed sentences. Language is surrounded by myths, many of
which give a very false impression of what vest helps achieve success. If we are to
think about the best interests of our youngsters, we could usefully re-consider some of
these beliefs and views.
Language and communication are some of the most complicated aspects of human
behaviour. Our desire to measure success in terms of exam results, and so forth, which
are, a basic part of school culture, sometimes blinds us to other learning qualities which
can be highly advantageous for any person.
Just as an infant can have extraordinary powers of communication which only a few
words, so our ability to communicate in a language can be reasonably successful, even
if our grammar is faulty, knowledge of words is weak or pronunciation is poor. We
should challenge the idea of waiting until ‘I think I am good enough in the language’ to
use the language. Rather we should use the language as a tool for communication and
learning from as early a point as possible.
Language is complicated. Few of us even use our first language effectively in very
different situations. This is because languages are made up of different varieties.
Learning a language is one thing, but learning to use different varieties for different
purposes is another matter. People who share the same language simply don’t use it in
the same ways. They differ concerning their individual skills.
We get these skills, not so much as a matter of being naturally gifted, but from being
given opportunities to learn different styles and varieties, and, crucially, from believing
that what we want to learn is within our grasp.
Adapted from: Marsh, D. (2000). Using Languages to Learn and Learning to Use
Language.
TIE-CLIL

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3.4 Unit Summary

In this unit, you have learnt how to take useful notes, use effective note-taking systems, how
to edit and review notes taken, and finally, how to reduce a text to a meaningful set of notes.
We have also highlighted the importance of note-taking and note-making, their differences,
and the relationship between the two.

Activity 3.4 SELF-CHECK QUIZ

In this Quiz you will cover different aspects of note taking and note making.

1. A note taking method where you write the concept in the centre of the paper and fill
in related ideas around that concept.
A Cornell method
B. Mind maps
C. Comprehending
D. None of the above

2. Why is it important to colour code notes?

A. It makes notes more appealing to look at.
B. It is an opportunity for students to show their artistic sides
C. It helps students find specific information quickly
D. Colour coding is only helpful for history students

3. Why do students who try to take too many notes often give up?
A. Because they can get the same notes later from a class mate.
B. Because they can’t keep up.
C. Because the lecturer talks too fast.
D. None of the above

4. You really want to remember the information from the lecture. During the lecture you
should:
A. Listen for verbal cues.

B. Watch for non-verbal cues.

C. Write down important details.

D. All of the above

5. When you take someone else’s ideas and write them in your own words you are
A. Demonstrating you don’t understand note taking

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B. Using the sentence method.

C. You are demonstrating you have read your textbook.
D. Paraphrasing

6. Effective note taking strategies include

A. preparing before class
B. keeping notes in a folder
C. outlining the text information
D. using a notebook
D. all of the above

7. Matching
1. Comprehend first, write second.
2. Review you notes right after class
3. Put ideas into your own word

Answer options

A. You will be able to fill in details and flesh out your notes while the lecture is still fresh
in your mind.
B. Make sure you comprehend the concept or ideas before you write down the notes in
your own words, ask questions if necessary.
C. By writing in your own words, you are actually studying while you write.

True False

8. Summarising is when you condense information to its bare essence.

A. True
B. False

9. Note taking is mostly about identifying important parts of a lecture.

A. True
B. False

10. You take notes when you have a laptop.

A. True
B. False

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Answer Key: Multiple Choice

1. B
2. C
3. B
4. D
5. D
6. D

Matching

7. ANSWER: BAC
8. True
9. True
10. False

FURTHER READING
Cleary, S. (Ed.).(2013). The Communication Handbook (3rded.).Cape Town: Juta and
Company.
Cottrell, S. (2013).The study skills handbook (4thed.). Hampshire: Palgrave Macmillan.
Shober, D. (2016). Writing English with Style (2nd ed.). Pretoria : Van Schaik Publishers

REFERENCES
https://www.goconqr.com/en/examtime/blog/4-note-taking-strategies
https://www.google.com/search?q=note+taking+outlining+method
https://www.mindmeister.com/blog/effective-note-taking/
https://promonotes.eu/zdaniowa-metoda-sporzadzania-notatek/
https://www.utc.edu/center-academic-support-advisement/tips-for-academic-success/note-
taking.php#:~:text=The%30Charting%30Method/
https://www.wits.ac.za/ccdu/academic-skills/note-taking-and-note-making

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