Note-Taking Skills
An Introduction
The Learning Centre http://www.lc.unsw.edu.au
Effective note-taking from lectures and readings is an essential skill for university study. Good notetaking allows a permanent record of relevant points that you can integrate with your own writing, and
that can be used for exam revision. Taking reliable, accurate notes also reduces the risk of plagiarism.
It helps you distinguish where your ideas came from and how you think about those ideas.
Effective note-taking requires:
recognising the main ideas
A Few Tips About Format
identifying the information relevant to your task
Set out your notebooks so that you have a
similar format every time you take notes.
having a system of note-taking that works for you
reducing the information to note and diagram format
where possible, putting the information in your own words
recording the source of the information
Reading Note-taking Strategies
1. Be Selective and Systematic
As you take notes from a written source, keep in mind that not all of
the text will be relevant to your needs. Think about your purpose:
Columns that distinguish the source
information and your thoughts can be
helpful.
Headings that include bibliographic
reference details of the sources of
information are also important.
The use of colour to highlight major
sections, main points and diagrams
makes notes easy to access.
Are you reading for a general understanding of a topic or concept?
Are you reading for some specific information that may relate to the topic of an assignment?
Before you start to take notes, skim the text. Then highlight or mark the main points and any relevant information you may
need to take notes from. Finallykeeping in mind your purpose for readingread the relevant sections of the text carefully
and take separate notes as you read.
2. Identify the Purpose and Function of a Text
Whether you need to make notes on a whole text or just part of it, identifying the main purpose and function of a text is
invaluable for clarifying your note-taking purposes and saving time.
Read the title and the abstract or preface (if there is one).
Read the introduction or first paragraph.
Skim the text to read topic headings and notice how the text is organised.
Read graphic material and predict its purpose in the text.
Your aim is to identify potentially useful information by getting an initial overview of the text (chapter, article, pages etc.) that
you are reading. Ask yourself: Will this text give me the information I require and where might it be located in the text?
3. Identify How Information is Organised
Most texts use a range of organising principles to develop ideas. Organising principles tend to sequence information into a
logical hierarchy. Some organising principles might be:
past ideas to present ideas
the steps or stages of a process or event
most important point to least important point
well known ideas to least known ideas
simple ideas to complex ideas
general ideas to specific ideas
the largest parts to the smallest parts of something
problems and solutions
causes and results
An Example:
Read the text below on Underwater Cameras and then look at how the text is presented in note form. The most important
words to include in notes are the information words. These are usually nouns, adjectives and verbs .
Underwater Cameras
Sample
Regular cameras obviously will not function
underwater
Though
unless
housings
specially
are
protected.
available
for
waterproofing 35 mm and roll-film cameras,
Notes
can be used above or below the water. Most
2. Amphibious
cameras
are
snapshot
models,
but one, Nikonos, is a true 35 mm system
camera.
Though
lenses
and
film
must
be
changed on the surface, the camera will
otherwise function normally at depths down
a) snapshot models
b) Nikonos (35 mm)
Lenses
of these , which have focal lengths of 90
water; the other two of these, which have
focal lengths of 90 mm and 35 mm, will
Underwater
special housing necessary
to 70 mm. Four lenses are available : two
mm and 35 mm, will function in air and
text
1. Regular Cameras
these
the
Underwater Cameras
a few special models are amphibious they
of
from
Cameras
i) air & water 35 mm
90 mm
ii) only under water 28 mm
15 mm
function in air and water; the other two,
the 28 and 15 mm lenses, work only under
water. Lenses are also available from other
manufacturers.
Source: Freeman M. The encyclopaedia of practical photography London, Quartro Books 1994, p. 283
4. Include Your Thoughts
When taking notes for an assignment it is also helpful to record your thoughts at the time. Record your thoughts in a separate
column or margin and in a different colour to the notes you took from the text. Rule up your notebook into two columns before
you begin. Note down:
Any ideas you have for your assignment as you read.
How you think you could use this information in your assignment.
Listening Note-taking Strategies
Many of the strategies for reading note-taking also apply to listening note-taking. However, unlike reading, you cant stop
a lecture and review as you listen (unless you listen to a taped lecture). Therefore preparation prior to listening can greatly
improve comprehension. When you take notes:
Have a clear purpose.
Recognise main ideas.
Select what is relevant. You do not need to write down everything that is said.
Have a system for recording information that works for you.
Lecture Survival Tips
Strategies to Increase Comprehension and Improve Note-Taking
Before the Lecture
During the Lecture
After the Lecture
Revise the previous
lecture or tutorial
Be on time and sit near the front
Revise lecture notes
within 24 hours. Tidy up
your handwriting and fill
in any missing bits.
Pre-read about the topic
Check the pronunciation
of any new words
or discipline-specific
language in the
prereadings.
Rule up pages according
to your note-taking
system. This saves time in
the lecture.
Distinguish between main points, elaboration,
examples, repetition, waffle, restatements and new
points by:
Listening for structural cues (signpost/transition
words, introduction, body and summary stages)
Looking for non verbal cues (facial expression ,
hand and body signals)
Looking for visual cues (copy the content of any
visual aids, note references to names and sources)
Listening for phonological cues ( voice change in
volume, speed, emotion and emphasis) which often
indicates important information.
Reviewing makes
remembering lectures
much easier.
Write a short summary
of the lecture (1
paragraph) in your own
words
Attach any handouts to
your lecture notes.
Use Symbols and Abbreviations
The use of symbols and abbreviations is useful for notetaking in lectures, when speed is essential. When you use symbols
and abbreviations, develop a system; use commonly used or personal symbols and abbreviations. However, you also need to
be familiar with the symbols or abbreviations frequently used in your particular field of study (e.g. chemical symbols or Greek
alphabet). Its important to be consistent when using symbols and abbreviations so you will remember what they represent
and be able to use them with ease.
Abbreviations
These can be classified into three categories:
1. Common
Many are derived from Latin.
Symbols
c.f. (confer) = compare
Symbols for note-taking are as follows:
i.e. (id est) = that is
equals/ is equal to/ is the same as
e.g (exempla grate) = for example
is not equal to/ is not the same as
is equivalent to
therefore, thus, so
and, more, plus
>
more than, greater than
<
less than
less, minus
A or a (alpha) B or b (beta)
gives, causes, leads to, results in/ from,
is produced by
3. Personal
rises, increases by
Here you can shorten any word that is commonly used in lectures.
falls, decreases by
diff =different
proportional to
Gov = government
not proportional to
NB (nota benne) =note well
no. (numero) = number
etc. (et cetera)= and so on
2. Discipline-Specific
In chemistry:
Au for gold, Mg for magnesium
In the case of quantities and concepts, these are represented by
Greek letters in many fields.
NEC = necessary
Acronyms
Some abbreviations are so well known and widely used that they have become an Acronyman abbreviation pronounced
as a word. For example , the word laser was originally an abbreviation for Light Amplification by Stimulation Emission of
Radiation. It now is a noun in its own right.
2. Use Concept Maps and Diagrams
You can also set down information in a concept map or diagram. This presents the information in a visual form and is unlike
the traditional linear form of note-taking. Information can be added to the concept map in any sequence.
Concept maps can easily become cluttered, so use both facing pages of an open A4 note book. This will give you an
A3 size page to set out your concept map and allow plenty of space for adding ideas and symbols.
Begin in the middle of the page and add ideas on branches that radiate from the central idea or from previous branches.
Arrows and words can be used to show links between parts of the concept map.
Colour and symbols are important parts of concept maps, helping illustrate ideas and triggering your own thoughts.
Adapted from: Study Skills for Academic Writing, Phoenix 1994. Prepared by Gwyn Jones and Pam Mort, The Learning
Centre, The University of New South Wales 2010. This guide may be distributed for educational purposes, and the
content may be adapted with proper acknowledgement. The document itself must not be digitally altered or rebranded.
Email: [email protected]
