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Note-taking Skills

Note-taking Skills. Unit 2. This unit aims to help you to:. 1- take notes from lectures and similar learning resources in an efficient and effective way. 2- store notes efficiently. 3- exploit your notes for successful study. Exploiting Learning Resources:.

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Note-taking Skills

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  1. Note-taking Skills Unit 2

  2. This unit aims to help you to: • 1- take notes from lectures and similar learning resources in an efficient and effective way. • 2- store notes efficiently. • 3- exploit your notes for successful study.

  3. Exploiting Learning Resources: • The most useful resources for learning namely reading materials are : • Books and journals articles. • But there are not the only learning resources that are available to students in higher and further education.

  4. Note-taking: • We will probably want to note down important points from what we read or hear, either at the time or shortly afterwards.

  5. The purpose of note-taking: • 1- help our memory. • 2- remember something exactly ( the phone numbers) • 3- in academic study, we might want to quote something from a book or article accurately. • 4- take careful note of source details ( authors’ names) • 5- in listening to a lecture, we do not have to note down everything exactly. Here, we have to write down only the main idea, and we have to be more selective.

  6. Different Ways of Recording Information:

  7. Efficient note-taking: using symbols and abbreviations • We use symbols and abbreviations to safe time. • Symbols and abbreviations can be of three kinds:

  8. Do task 4 / page 40

  9. Prediction/anticipation • It is useful to try to anticipate or predict what a writer is going to say in an article, book or chapter, using information given in the title, your background knowledge of the topic and so on. • Obviously, the same applies to listening to a lecture. This can help a lot in making what you will hear relevant and meaningful to you. • Do task 6/page 43

  10. Discourse markers ( the ‘signposts’) • One of the most useful ways to understand a spoken or written input (source) is to be aware of the way it is structured or organized. • If the structure is a map, discourse markers are like signposts (to point out the direction). They serve as signals for the meaning and structure of the lecture, text etc. • They tell us how ideas are organized.

  11. Functions of discourse markers: • 1- The discourse makers may be used for LISTING( firstly, secondly, in the first place…) • 2- they may be used to show the CAUSE AND EFFECT( so , because, therefore..) • 3- they can indicate that the speaker is going to illustrate his ideas by giving an EXAMPLE • (for example, for instance, let’s take…) • 4- they may introduce an idea which runs against what has been said-CONTRAST( but, nevertheless, on the other hand…)

  12. 5- they may be used to express a TIME RELATIONSHIP ( then, next,while…) • 6- they may be used to indicate how important something is- EMPHASIS(it is worth noting, a key issue is…) • 7- they may be used to REPHRASE what has already been said, or to introduce a DIFINITION( in the other hand, by this I mean…) • 8- speakers may add another related idea- ADDITION ( as well, in addition, not only…but also..) • 9- they may be used to express a CONDITION. ( if, unless, assuming that..) • 10- a very important kind of discourse marker is a SUMMARY( to summarize, if I can just to sum up, it amounts to this…)

  13. Do task 7/page 44

  14. Lecture organisation (the map) • Map : is the overall organisation of the lecture. • Good lecturers often help us to be aware of their talks.

  15. Indicators of lecture organisation • 1- Good lecturers: • Tell their audience what they are going to tell them. • Tell their audience what they have told them. A- start with an overview (main points). B- what to expect the lecture will discuss. C- review the main points of the lecture in a final summary.

  16. 2- Some lecturers start with an anecdote to amuse the audience or catch its interest. 3- Some like to conclude with just one important point that they want their audiences to think about. 4- some will show the structure of their talk with an overhead transparency (OHT) or a handout.

  17. It is very important for the listener to try to figure out not only what the information is but also how it is organized.

  18. Cues to main points, subordinate points and digressions

  19. Cues to main points, subordinate points and digressions • 1- Speakers cue their main points in different ways: • A- use discourse markers, such as: • I would like to emphasise…. • The general point you must remember is…. • It is important to note that…… • The next point is crucial to my argument.

  20. B- Stressing , or by repeating. C- facial expression or gestures. D- Write key points on a visual display, e.g. blackboard, whiteboard, flipchart, OHP (overhead projector) or computer (PowerPoint). 2- Examples and points of lesser importance are cued by discourse markers, such as: I might add…. Just to illustrate this point……

  21. 3- Sometime speakers digress by mentioning unimportant things to give more spice, variety, or interest to the talk. Digression can be cued by discourse markers, such as: By the way….. I might note in passing that…..

  22. Note-taking methods for extended spoken inputs • 1- Linear notes (Figure 1.3 in Unit 1) • 2- Diagram notes (branching note) (Figure 1.4 in Unit 1)

  23. 1-Linear notes

  24. 2- Diagram (branching) notes

  25. task 12 on page 53

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