1. TIME AND EFFORT = ACADEMIC SUCCESS
Noteworthy Note-Taking Strategies
Presentation provided by UTPB West Texas Literacy Center, an HSI funded program. HSI is a federally funded program granted by the Department of Education Title V programs.
Developed by Ana Miller, M.A., Reading Specialist

2. When Should You Note- Take?
During Class Lectures
While Reading Textbook Assignments
During Class Discussions
During Study Group Sessions
While Reviewing Previously taken notes
Any time you encounter relevant information

3. Why is Note-Taking Important?
Keeps you actively involved and engaged while reading and listening to lectures
Keeps you focused
Provides study material for exams
Transforms you from a passive observer to an active participant during class
Serves as research references
One of the Top Ten Professor suggestions for academic success here at UTPB

4. TIPS FOR BECOMING AN ACTIVE LISTENER
Sit close to the instructor
Listen for main ideas and for the supporting details
Remain alert to recognize when a new idea is being introduced
Keep an open mind-save disagreements for an office visit
Engage in self-talk – Tell yourself that you’re “getting” all the information
Get enough sleep
Don’t come to class hungry
Fight boredom by adding your own ideas to your notes

5. LISTEN FOR “CUE WORDS”
For examples: For example, for instance, to illustrate
For organization or chronological order: The six steps are…, next, finally first, secondly, third
For additional points: Furthermore, in addition, also, moreover
For opposing ideas: On the other hand, in contrast, although, however
For similar ideas: Likewise, similarly, in comparison

6. More “Cue Words”
For exceptions: However, nevertheless, but, yet, still
For emphasis: Above all, finally, more importantly
For understanding: In other words, in essence, briefly
For summarizing: In conclusion, to sum up, for these reasons, in a nutshell
For exams: Remember this, this is important, this could be on the test
Also, pay attention to these cue words and phrases as you read your texts.

7. PREPARATION FOR EFFECTIVE NOTE-TAKING
Before going to class, READ homework assignments and TAKE NOTES while you read
Have all of your supplies ready to use.
Arrive to class early
Write down everything the instructor writes on the board
Write down material that is emphasized on the overhead or on a Power Point Presentation
If possible download a copy of the instructor’s Power Point presentation, and read over it BEFORE class

8. NOTE-TAKING TIPS
Take notes in the instructor’s words, but when you study, RECITE them in your own words
Notice whether the instructors’ lectures are taken directly from the text
If the lecture and notes coincide, refer to the book to add necessary and additional information
If not, take notes from the text and compare them to your lecture notes
Leave blank spaces to add more information later
Leave space between the main ideas and supporting details
Take notes until the end of class
Write legibly

9. MORE NOTE-TAKING TIPS
Use an adjusted writing style – combining cursive and print
Use a tape recorder
Write meaningful phrases
When revising your notes, color-code them
Write notes to yourself: See p. 147 of text for more details
Exchange contact information with a reliable classmate

10. CREATING A CONSISTENT NOTE-TAKING SYSTEM
Develop your own shorthand method
Shorten words by omitting vowels:
problem=prblm background=bkgd
Use standard abbreviations in place of words: with=w without=w/o
Use the first part of a word for the full word: sociology=soc kinship=K
because=BC most importantly=M
Add symbols, pictures, and drawings to your notes as you REVIEW. Make them different sizes and colors

11. NOTE-TAKING FROM TEXT SQ4R STUDY READING METHOD S – SURVEY
Q – QUESTION
R – READ
R – RECITE
R – RITE
R – REVIEW

12. S = SURVEY To “X-Ray” the “bones” of the chapter:
As you survey keep asking yourself - What do I
already know about the topic?
Look at the title. Read the introduction or first
two paragraphs
Look over the headings: subheadings, boldface
words, titles of graphs, charts, diagrams, etc.
Read the Summary or last two paragraphs
Take no more than 5 minutes to survey an
average chapter

13. Q = QUESTION To set a purpose and to get actively engaged in reading:
Pose Questions, mentally or in writing, before you read the first section of the chapter
If available, use questions provided by the instructor, your text, or a study guide
Or turn a chapter heading, subheadings, or boldface terms into questions, beginning with “why,” “how,” “what,” “where,” “when,” or “who?”

14. R = READ
To find the answers to your questions posed in the Questioning step:
Read only a short section, one paragraph to one page, depending on the difficulty of the text
Read quickly and selectively, improving your comprehension by seeking the answers to your questions

15. R = RECITE
To find out what information you have gained from reading the short section:
Answer your question aloud, in your own words, for an immediate test of your comprehension
If you can’t say it, you don’t know it
Reciting is your most powerful tool for
remembering information – it requires the
complete multisensory concentration needed to
move information from short-term memory into
long-term memory

16. R = “RITE” To prepare your notes for later review, follow RECITE
with any of the following steps:
If the material is fairly easy, underline or highlight, using the ”telegrammatic” method
If the material is detailed or complex, write brief notes in the margin, in your notebook, or on post-it-notes
In either case, record key names, dates, terms, definitions and ideas
Mark any confusing portions for future clarification
NOW MOVE TO THE NEXT SECTION OF TEXT. RETURN
TO THE “QUESTION” STEP AND PROCEED THROUGH
THE “READ,” “RECITE,” AND “RITE” STEPS

17. “Telegramattic” Highlighting, Underlining or Note-Taking
Use during the “RITE” step of the SQ4R
Study Reading method
Objective: Your underlined or highlighted information and notes should provide you with a sufficient, correct summary of the reading material
Provides focus during note-taking, improving comprehension, review, and recall

18. R = REVIEW At the end of the chapter, do an immediate, brief
review to double retention
Take about 5 minutes to review the full chapter, ”resurveying” it again by looking over all headings, subheadings, boldface terms, definitions, and major points – adding to your own notes, highlighting or underlining
A week later, review again briefly to strengthen long-term memory
Review each week until you are tested, adding new chapters as they are assigned, to cut study time by up to 90%

19. WHY USE SQ4R?
In a study, of upper-level students from a major university who used the SQ4R method for a semester-
-Every student:
-Had a higher GPA
-Faster reading rate
-Improved comprehension
-*Spent 30% less time on studying than before
Continually changes the pace, as you read one short section using the QUESTION to READ to RECITE to RITE steps
-Prevents boredom
-Enhances concentration
-Produces greater learning than the usual reading of a full
chapter

20. Research Shows: Study-Reading Methods Do Work
Reading alone is a short-term memory operation
Provides mental organization or structure
Sets a purpose for reading
Produces sense of accomplishment
Creates sense of security
Multisensory
The key is repetition!!!

21. NOTE-TAKING METHOD 1 CORNELL SYSTEM
Draw a 2.5 inch margin down the left side of the page
Leave several inches of space on the bottom of the page for writing a summary
Include the date and class name on each page
Take notes on the right side of the paper only
After the lecture, use the cue column (left side) to write study questions, key words, or phrases related to notes on the right side
Cover up the notes on the right side and use the cue column to test your knowledge
Write a summary on the bottom of each page
Review your notes immediately and at least weekly
Study the information using flash cards, outlines, hierarchies, mind maps, etc.

22. NOTE-TAKING METHOD 2 OUTLINING DURING LECTURES AND TEXT NOTES
Main ideas or topics begin farthest to the left with supporting details indented below to the right
Levels of importance are indicated by distance away from the major point
Relationships among categories of facts carried through by indenting
No numbers, letters, or Roman Numerals are needed
Best used if lecture is presented in an outlined manner
Must have enough time to think about and organize information
For textbook notes use titles, subheadings, captions, terms, or paragraphs as categorization guides

23. NOTE-TAKING METHOD 3 COLUMN NOTES Divide paper into 2 parts
On left side write page number with terms, subtitles, topics
Right side write in facts, supporting details, summary, information from textbook notes
Divide paper into 3 parts
On the far left side 1 ½“, write page numbers that reference the text
In the middle section, write text book notes
On the far right side, write lecture notes in an organized format
Provides comprehensive overview of lecture notes and text notes

24. NOTE-TAKING METHOD 4 GRAPHICALLY ORGANIZING
Also referred to as graphic organizers, mind maps, hierarchies, webbing, flowcharts, tree diagrams, etc.
Graphically and visually connects each fact or idea to another fact or idea
Emphasizes critical thinking
Notes can be easily edited, revised, cut apart, and pieced together
Stimulates use of the right side of the brain, thus maximizing learning

25. Using Your Whole Brain LEFT SIDE RIGHT SIDE Logical Intuitive
Linear Non-linear
Mathematical Visual
Language Spatial
Analytical Creative
Reasoning Subconscious Mind
Conscious Mind

26. NOTE-TAKING METHOD 4 CHARTING
Before lecture, determine categories to be covered in the lecture
Set up a graphic organizer or chart in advance according to the categories
As you actively listen to the lecture, fill in the chart
Write main ideas, phrases, single words

27. NOTEWORTHINESS OF NOTE-TAKING
Necessary for in-depth learning
Multisensory approach – Kinesthetic, Auditory, Visual
Experiment with different methods
Find the right fit for you
Adjust to suit your needs
Practice until note-taking becomes a habit

28. References Burke, J. (2002). Tools for thought. Portsmouth: Heineman.
California Polytechnic State University. Student Academic Services.
Feldman, Shattles, & McKenzie. (2004).Oracle EDU Unpublished manuscript, Southern Methodist
University, Dallas, TX
Hoyt, L. (2002). Make it Real: Strategies for success with informational texts. Portsmouth: Heineman:
Our world today: people, places, and issues. (2003). New York: Glencoe McGraw-Hill: 22-25, 82-85,
Leonard, E. (2007). What every student should know about…study skills. New York: Pearson.