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Reading and Note-taking
Transcript of Reading and Note-taking
Reading in College
Research Study on Reading
A Harvard Professor asked
students to read a textbook chapter and write a short summary. Just
were able to adequately summarize the chapter (Dartmouth, 2001). The study used the term
What problems do you encounter when you read or take notes?
Are there any reading or note-taking strategies you currently use?
Reading and Note-taking in College
Note-taking in class like...
There is no benefit to reading before class.
The best time to read is at night.
Frequent breaks while reading can help you memorize the material.
You must read 45 minutes to 1 hour at a time in order to have a productive reading period.
Reading in an environment free of distractions is most effective.
Skimming the text is not a good reading strategy for college.
While reading, you should skip any concepts which are difficult that you do not understand.
Use this strategy to Organize...Engage...Retain
You can modify SQ3R to fit your coursework and individual needs.
Academic Skills Center of Dartmouth College, 2001
Summary or Final Paragraph
Read Learning Objectives
-End of Chapter
Headings and Subheadings
Pay Attention to
Graphs and Pictures
Divide Chapter into Sections
Turn headings into questions
Ask yourself "What do you want to learn?"
Write any questions in margins or notes
as you read
answer your questions
between the text and previous knowledge (Svinicki, 2004)
Write personal reactions
Make note of
(i.e. share a summary answers with a partner)
Write a brief summary
Read over the questions and answers from your reading.
What is left that you do not understand?
10 min reviewing
the next day
at the beach
Holkeboer, R. (1993). Right From the Start: Managing your way to college success.Wadsworth Publishing Company, Belmont, CA
True or False?
Why are Reading and Note-taking Strategies Important?
Reading...prepares us for lecture.
Reading and Note-taking...increases our
with material and the instructor.
Note-taking...is sometimes more valuable than relying on the text. Why?
Reading and Note-taking strategies together help us fill in gaps in our knowledge.
RETENTION. Some studies suggest we lose up to 40% of terms and definitions within the first 24 hours of learning them.
Article and Reflection
Which aspect do you find the most helpful?
Which courses can you apply this strategy to for the upcoming week?
Write the course subject, lecture date, and a title at the top of the page.
To create your recall column, draw a line 2 ½ inches from the left side of the paper. During lecture, reduce the instructor’s comments into concise statements, summaries and ideas. Use the Recall Column as a quick reference when reviewing notes later.
Use the right-hand side of the paper to take notes. Notes should be legible and meaningful. Skip lines at the end of an idea or thought to show a transition in subject matter or concepts. Use abbreviations and telegraphic writing to save time. Number the note pages.
After lecture, write a summary of the main ideas in your own words.
Actively Review Notes:
Test your knowledge using the Recall Column. Turn statements, summaries, and ideas into potential test questions. As you review, underline or highlight main ideas. Questions? Review notes with a friend, email the instructor or attend office hours.
Cornell Method of
True or False
There is no benefit to sitting in the front of class.
The instructor will often give verbal and non-verbal cues to help you identify important concepts.
An adapted writing style will help you write more quickly.
You should take the time to try to understand everything the instructor says in lecture.
It is important to reorganize, revise, and amplify your notes for greater understanding.
Typing notes leads to greater retention of the course material.
Comparing your notes with a classmates is not a good note-taking strategy.
Use the Cornell Method or SQ3R for one of your classes.
Armada M. Henderson, M.A.
The Ohio State University
ODI Tutoring Program
Identifying Main Ideas
Look for visual cues in presentation type or format
Bulleted or (1) Numbered points
Pay attention lecture style. Changes in volume, rhythm, or long pauses may signal key information.
Listen for key words or phrases
Cause and Effect (therefore, as a result, if...then)
Addition (furthermore, in addition, also)
Emphasis (more important, above all, remember)
Examples (to illustrate, for instances, for example)
Summary (in a nutshell, to sum up, in conclusion)
Test Words (This is important, you'll see this again)