do your research before reading the book, it’s always a good idea to look up the author and when the book was written and published. by looking that up, you can learn about the historical context of the book and get a deeper understanding of the plot, characters, and the author’s purpose behind reading the book.
read the intro and summary of the book before beginning if there’s an introduction to the book, be sure to read that for any relevant information that may help you analyze the book. find a summary of the book online to prepare yourself for a good reading. i know, i know, it feels like a bit of a letdown if you know the ending beforehand, but without it, you may get caught up in the plot and lose the important thematic details of the book. it’ll allow you to read the book with an open mind.
figure out what you need to do do you have a list of vocabulary for the book? find out each definition. do you need to analyze a character? get a sheet of paper and get ready to take notes on the characters. do you need to write about the theme? get post-it notes and mark the quotes that you think are relevant to the plot. either way, just be prepared for what you have to do with the book.
don’t highlight; write oftentimes, people will simply highlight pretty much anything in the book. i’m not a huge fan of the highlighting – annotating method because you may want to sell the book later on or reread it without bombarding your eyes with bright color. the highlighter ink may even bleed to the other side of the paper. i think that it just ruins the reading experience and future potential. it also encourages passive reading. instead, use sticky notes or sticky tabs to write down notes and place them in the book. keep a piece of paper by your side to take note of every character’s name and important plot points. using a color key with sticky notes may be helpful as well. if you must, i would suggest underlining with a pencil so that you can erase it after you’re done with the whole process.
take copious notes write down the words that you don’t know in the story and look them up. write down characters and their changes over the course of the book. write down times / settings when they show up. write down important quotes and passages + page numbers. write down every single thought that you have about the book because it may become relevant later on.
make a summary of the chapter after you finish one i personally like doing the summaries on index cards and then put them in order after i finish the entire book. i can then look through them to see the plot progression and character growth over the course of the story without hunting through the book or my notes.
wait until you finish the entire paragraph / passage before writing notes if you stop halfway, you may miss important information that’s revealed at the end of the passage. besides, you may develop new thoughts after reading the entire passage / paragraph.
look for literary devices you know, your metaphors, allusions, similes, personifications, etc etc etc. it’s good to be familiar with literary devices because they will often give an insight to the story and frequently become relevant to questions on the test / writing things. here’s a good site on literary devices.
hope this helped and good luck! if you’d like to request a post, go here and if you’d like to see more helpful posts, go here !! thanks 🙂
I believe it is safe to say that much of the studyblr community has heard of or used Cornell notes at some point in time. However, few likely realize the very interesting ways in which this particular type of note-taking method applies various elements of cognitive psychology. Below are examples of what those elements are.
What are Cornell notes?
Cornell notes are a type of note-taking system created by Walter Pauk. Effective use of Cornell notes apply the principles of the “five r’s” including:
Record: the process of writing notes during classes/lectures
Reduce: following lectures, the resulting summarization of information contained within the initial set of notes; creation of the “cue-column”
Recite: usage of the cue column as a testing tool, where the notes are covered, and the questions in the cue column are answered in the student’s own words
Reflect: considering how the information contained within the notes applies to your own life or other concepts that you know already
Review: revising/studying from the notes a little bit each day (10 minutes/day generally)
Cornell
notes are based upon creating three distinct sections within your class
notes.
The largest section of the page
encompasses the notes taken on the material that is being learned.
In the left margin is the cue section, where
questions pertaining to the information within the notes section is
recorded. The cue section of Cornell notes requires that students create questions pertaining to the information contained in their notes that will serve as a retrieval cue for the answers that are necessitated by the question. The formation of questions within the cue column allows for a test to be constructed for the student to study from, and allows for repeated testing of the important concepts that need to be remembered.
The bottom third of the page
is reserved for a summary of all of the material written down.
How do Cornell notes apply cognitive psychology?
Before explaining how the note-taking method applies cognitive psychology, it is important to know the following terms:
Testing effect:
the
concept where repeated testing of material following the initial learning or
study period improves memory for the information, as well as enhances retrieval
for said information.
Transfer-appropriate processing:
details
that effective retrieval depends on the level and type of processing that
incurred during encoding. When encoding
conditions and retrieval cues align, memory tends to be better than in
situations where there is a mismatch between encoding and retrieval contexts.
In
relation to the testing effect, if information will need to be retrieved in the
context of a test, then encoding should closely resemble the testing conditions
in order for the transfer of memory to be appropriate. This operation is representative of the encoding specificity principle (memory is improved when information available at encoding is also available at retrieval).
Much of the time, students attempt to use maintenance rehearsal as a means of studying, in which passive engagement with information is used to study for exams. However,
the
repetition of studying the material is only useful when information is
retrieved after a short period of time, but does not enhance retention
following the initial retrieval period. In other words, cramming for tests does not allow for information to be remembered long-term, and may not help in the short-term either.
The testing effect requires that repeated testing or questions surrounding the information intended to be learned is employed.
The
retention of information is improved when implementing repeated testing,
and information is remembered over a longer period of time than when simple
repeated study of the material is utilized. When
the testing effect is evident, material is remembered better, forgotten less,
and is retained for a longer period of time. (Which is exactly what students should aim to do!)
Once
questions are devised within the Cornell notes system, the “notes” section
containing the answers can easily be covered so that the cue column initiates a
memory test of the information on the page, and thus incorporates the testing
effect.
The questions created should be
representative of not only the material, but the perceived level of involvement
dictated by the instructor who will be creating the real exam. If deeper-level questions will be present on
the exam (i.e. open-ended or application questions), then the questions created
on the Cornell notes should reflect that so that deeper processing can occur,
and the information can be better transferred.
However, if an exam requires that more shallow processing be applied
(for example, multiple choice questions pertaining to strict vocabulary
definitions), then the cue column can reflect that as well. (Essentially, try to make the questions or main ideas in the cue column reflect what and how your instructor will ask questions on an exam; try not to write “what is the meaning of life?” when you are going to be asked “explain the relationship between ______ and ______”. For mathematics/engineering or other more math-based subjects, use the cue column for equations or concepts as well.)
The goal of Cornell notes is that the cue
column serves as a memory test for the information encompassed within the
notes. When used on a regular basis
through repeated exposure to the questions within the cue column, the testing
effect comes to fruition. Rather than
rote memorization or maintenance rehearsal, Cornell notes allow students to
formulate their own questions and test themselves on a regular basis over the information.
When exam time comes, the context of encoding
(i.e. repeated questions that test the student’s comprehension of the topic)
will be replicated through the actual exam, and retrieval of the information
will be improved due to the superior transfer of information and matched
contexts. This is a process that any
student can incorporate to be better prepared for exams
through improved study methods that emphasize proper encoding and retrieval.
Does this mean I have to use Cornell notes?
Absolutely not! Studying is an individual process, and whatever allows you to learn information best should be what you use. I created this guide simply to shed some light on why Cornell notes are effective in terms of memory encoding/retrieval.
The Cornell method provides a systematic format for condensing and organizing notes without laborious recopying. After writing the notes in the main space, use the left-hand space to label each idea and detail with a key word or “cue.”
Method
Rule your paper with a 2 ½ inch margin on the left leaving a six-inch area on the right in which to make notes. During class, take down information in the six-inch area. When the instructor moves to a new point, skip a few lines. After class, complete phrases and sentences as much as possible. For every significant bit of information, write a cue in the left margin. To review, cover your notes with a card, leaving the cues exposed. Say the cue out loud, then say as much as you can of the material underneath the card. When you have said as much as you can, move the card and see if what you said matches what is written. If you can say it, you know it.
Advantages
Organized and systematic for recording and reviewing notes. Easy format for pulling out major concept and ideas. Simple and efficient. Saves time and effort. “Do-it-right-in-the-first-place” system.
Disadvantages
None
When to Use
In any lecture situation.
The Outlining Method
Dash or indented outlining is usually best except for some science classes such as physics or math.
The information which is most general begins at the left with each more specific group of facts indented with spaces to the right.
The relationships between the different parts is carried out through indenting.
No numbers, letters, or Roman numerals are needed.
Method
Listening and then write in points in an organized pattern based on space indention. Place major points farthest to the left. Indent each more specific point to the right. Levels of importance will be indicated by distance away from the major point. Indention can be as simple as or as complex as labeling the indentations with Roman numerals or decimals. Markings are not necessary as space relationships will indicate the major/minor points.
Advantages
Well-organized system if done right. Outlining records content as well as relationships. It also reduces editing and is easy to review by turning main points into questions.
Disadvantages
Requires more thought in class for accurate organization. This system may not show relationships by sequence when needed. It doesn’t lend to diversity of a review attach for maximum learning and question application. This system cannot be used if the lecture is too fast.
When to Use
The outline format can be used if the lecture is presented in outline organization. This may be either deductive (regular outline) or inductive (reverse outline where minor points start building to a major point). Use this format when there is enough time in the lecture to think about and make organization decisions when they are needed. This format can be most effective when your note taking skills are super sharp and you can handle the outlining regardless of the note taking situation.
Example:
Extrasensory perception
definition: means of perceiving without use of sense organs.
three kinds
telepathy: sending messages
clairvoyance: forecasting the future
psychokinesis: perceiving events external to situation
current status
no current research to support or refute
few psychologists say impossible
door open to future
The Mapping Method
Mapping is a method that uses comprehension/concentration skills and evolves in a note taking form which relates each fact or idea to every other fact or idea. Mapping is a graphic representation of the content of a lecture. It is a method that maximizes active participation, affords immediate knowledge as to its understanding, and emphasizes critical thinking.
Advantages
This format helps you to visually track your lecture regardless of conditions. Little thinking is needed and relationships can easily be seen. It is also easy to edit your notes by adding numbers, marks, and color coding. Review will call for you to restructure thought processes which will force you to check understanding. Review by covering lines for memory drill and relationships. Main points can be written on flash or note cards and pieced together into a table or larger structure at a later date.
Disadvantages
You may not hear changes in content from major points to facts.
When to Use
Use when the lecture content is heavy and well-organized. May also be used effectively when you have a guest lecturer and have no idea how the lecture is going to be presented.
Example:
The Charting Method
If the lecture format is distinct (such as chronological), you may set up your paper by drawing columns and labeling appropriate headings in a table.
Method
Determine the categories to be covered in the lecture. Set up your paper in advance by columns headed by these categories. As you listen to the lecture, record information (words, phrases, main ideas, etc.) into the appropriate category.
Advantages
Helps you track conversation and dialogues where you would normally be confused and lose out on relevant content. Reduces amount of writing necessary. Provides easy review mechanism for both memorization of facts and study of comparisons and relationships.
Disadvantages
Few disadvantages except learning how to use the system and locating the appropriate categories. You must be able to understand what’s happening in the lecture
When to Use
Test will focus on both facts and relationships. Content is heavy and presented fast. You want to reduce the amount of time you spend editing and reviewing at test time. You want to get an overview of the whole course on one big paper sequence.
Example:
The Sentence Method
Method
Write every new thought, fact or topic on a separate line, numbering as you progress.
Advantages
Slightly more organized than the paragraph. Gets more or all of the information. Thinking to tract content is still limited.
Disadvantages
Can’t determine major/minor points from the numbered sequence. Difficult to edit without having to rewrite by clustering points which are related. Difficult to review unless editing cleans up relationship.
When to Use
Use when the lecture is somewhat organized, but heavy with content which comes fast. You can hear the different points, but you don’t know how they fit together. The instructor tends to present in point fashion, but not in grouping such as “three related points.”
Three Examples:
Example 1:
A revolution is any occurrence that affects other aspects of life, such as economic life, social life, and so forth. Therefore revolutions cause change. (See page 29 to 30 in your text about this.)
Sample Notes:
Revolution – occurrence that affects other aspects of life: e.g., econ., socl., etc. C.f. text, pp. 29-30
Example 2:
Melville did not try to represent life as it really was. The language of Ahab, Starbuck, and Ishmael, for instance, was not that of real life.
Sample Notes:
Mel didn’t repr. life as was; e.g., lang. of Ahab, etc. not of real life.
Example 3:
At first, Freud tried conventional, physical methods of treatment such as giving baths, massages, rest cures, and similar aids. But when these failed, he tried techniques of hypnosis that he had seen used by Jean-Martin Charcot. Finally, he borrowed an idea from Jean Breuer and used direct verbal communication to get an unhypnotized patient to reveal unconscious thoughts.
Sample Notes:
Freud 1st – used phys. trtment; e.g., baths, etc. This fld. 2nd – used hypnosis (fr. Charcot) Finally – used dirct vrb. commun. (fr. Breuer) – got unhynop, patnt to reveal uncons. thoughts.
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