Readings
Overview
In this chapter we will explore two skills most of us think we’ve already mastered, or at least can do well enough to get by: reading and notetaking. The goal is to make sure you’ve honed these skills well enough to lead you to success in college.
Introduction
“The mark of a successful college student is the mastery of knowing not only what to study but also how to study it.” – Patricia I. Mulcahy-Ernt & David C. Caverly
Figure 7.1. Each of us reads and records information in our own way.
(Credits: CollegeDegrees360 / Flickr / CC BY-SA 2.0)
Student Survey
Think about how you read – your habits or techniques, how academic, informational, and leisure reading differ, and what has and hasn’t worked well in the past. With that in mind, consider the questions below. They will help you determine how this chapter’s content relates to how you tackle academic reading.
On a scale of 1 (I need significant improvement) to 4 (I’m doing great), reflect on how you’re doing right now on these statements:
- I am reading on a college level.
- I take good notes that help me study for exams.
- I understand how to manage all the reading I need to do for college.
- I recognize the need for different notetaking strategies for different college subjects.
As we are introduced to new concepts and practices, it can be enlightening to reflect on how our understanding changes over time. We’ll revisit these questions at the end of the chapter to see if your perspective changes as we move forward.
Learning Objectives
In this chapter we will explore two skills most of us think we’ve already mastered, or at least can do well enough to get by: reading and notetaking. The goal is to make sure you’ve honed these skills well enough to lead you to success in college. By the end of this chapter, you should be able to do the following:
- Discuss the way reading in college differs from your prior reading experiences.
- Identify how to adapt to the shift from surface reading to in-depth academic reading.
- Demonstrate the usefulness of strong notetaking for your college courses.
Being a savvy information consumer is increasingly important because of the amount of information we encounter. Not only do we need to critically evaluate that information, but also with a lens that separates fact from opinion, builds upon prior knowledge, and identifies credible sources. Reading and other literacies help us make sense of the world - from simple reminders to pick up milk to complex treatises on global concerns, we read to comprehend, and in so doing, our brains expand and we are better equipped to participate in scholarly conversations.
In college, as we deliberately work to become stronger readers and better note takers, we are working toward ensuring success in our courses and increasing our chances to be successful in the future. Seems like a win-win, doesn’t it? But why? Well, reading improves our vocabulary, critical thinking, ability to make connections between dissimilar parts, and verbal fluency (Cunningham and Stanovich).
Research continues to support the premise that one of the most significant learning skills necessary for success in any field is reading. If reading “isn’t your thing” or it’s an area you’ve always struggled in, make that your challenge. Take advantage of the study aids you have available, including human, electronic, and physical resources, to increase your fluency and performance. Your academic journey, personal information seeking, and professional endeavors will all benefit. I challenge you to find a way to make it your new “thing”.
Attributions
Content on this page is a derivative of “Reading and Notetaking: Introduction” by Amy Baldwin, published by OpenStax, and is licensed CC BY 4.0. Access for free at https://openstax.org/books/college-success/pages/1-introduction.
References
Cunningham, A.E. & Stanovich, K.E. (Spring/Summer 1998). What Reading Does for the Mind. American Educator, 22(1/2), 5.
Mulcahy-Ernt, P.I. & Caverly, D.C. (2009). Strategic Study-Reading in Handbook of College Reading and Study Strategy Research, 177.
Types of Reading
If you don’t particularly enjoy reading, don’t despair. People read for a variety of reasons – leisure, information, academic, professional, etc. You may just have to step back and reflect on your reading habits, likes, dislikes, and struggles to find ways to overcome your personal obstacles. Consider adjusting your schedule to allow for more reading time, especially in college. Perhaps change how, when, or where you read, explore using an immersive reader app, or combine text with audio books. Every class will expect you to read more than you probably have in the past. Be prepared.
We read small items for immediate information, such as notes, billboards, text messages, or directional signs. Online there’s a plethora of quick (and not-so-quick) information about fixing a faucet, sewing a button, or tying a knot. Each encounter is designed to meet a specific goal. They may not be stunning works of art, but they don’t need to be. When we consider why we read or watch more complex items, we can usually categorize it into two categories: 1) reading to introduce new content and 2) reading to understand familiar content with greater depth.
Reading to Introduce New Content
Imagine your roommate is majoring in a topic you are completely unfamiliar with. You want your semester together to go well but know little about one another. Talking about each other's classes might help. So, you decide to do a little Googling. You don’t need to go in-depth into their area of study – you just need to scratch the surface.
Chances are, you have done this sort of exploratory reading before. You may have read reviews of a new restaurant or looked at what people said about a movie or video game before deciding to spend the money. This reading helped you decide. In academic settings, much of what you read in your courses may be relatively new content to you. Or your prior knowledge was fairly general and your coursework leads you to dig deeper through reading. You may find you need to schedule more time for reading and digesting the information.
Consider This… Imagining that you were given a chapter to read in your American history class about the Gettysburg Address, write down what you already know about this historic document. How might thinking through this prior knowledge help you better understand the text? |
Reading to Better Understand Familiar Content
Reading about unfamiliar content is one thing, but what if you already know something about the topic? Do you still need to keep reading about it? Probably.
With familiar content, you can do some initial skimming of the text to determine what you already know, and mark what may be new information or a different perspective. You may not have to give your full attention to what you already know, but you will probably spend more time on the new nuggets of information so you can mesh it with what you already know. Is this writer claiming a radical new definition for the topic or an entirely opposite way to consider the subject matter? Are they connecting it to other topics or disciplines in ways you may have not considered?
Figure 7.2. A bookstore or library can be a great place to explore. Aside from resources listed on your course syllabi, you may find something that interests you or helps with your course work.
When we encounter material in a discipline-specific context and have some familiarity with the topic, we sometimes allow ourselves to become overconfident in our knowledge. Reading an article or two or watching a documentary on a subject does not make someone an expert or scholar on the topic. A scholar thoroughly studies a subject, usually for years, and works to understand all the possible perspectives, potential misunderstandings, and personal biases about the topic. Our goal is for you to one day be an expert or scholar in your field.
Attributions
Content on this page is a derivative of “Reading and Notetaking: The Nature and Types of Reading” by Amy Baldwin, published by OpenStax, and is licensed CC BY 4.0. Access for free at https://openstax.org/books/college-success/pages/1-introduction.
Time for Reading
Reading textbooks, scholarly articles, or other in-depth material for class can seem daunting, so a strategic approach is certainly recommended. How much time should you allot to the task? What reading strategy should you use?
Early in the semester, pull out your class syllabi and determine the reading requirements and expectations for each class. You will also need to understand your instructors’ expectations about students’ depth of reading. Do you need to read for detail, skim texts to become familiar with the topic, or a mixture of these approaches? Will you need to read prior to the lecture, after lecture, or both? Knowing this will help you decide how to schedule your time, how to tackle the reading assignments, and how to structure your notes.
Still not convinced this how you really want to spend your time while in college? It will pay off in the end. Are you apprehensive because you struggle with reading? Remember that reading is just one way of getting information and with today’s technology you can supplement text with audio, video, immersive reader, and translator apps. Find the tools that work for you.
So, how do you carve out the time? A couple approaches include determining your usual reading pace, scheduling active reading sessions, and practicing recursive reading.
Determining Your Reading Pace. Select a section of text in a textbook or novel. Beginning at the top of a page, mark your starting point and time yourself reading that material for 5 minutes. Note how many pages you read. Multiply the number of pages by 12. This will determine your hourly average reading pace. Of course, your pace can be influenced by many factors – dense material, internal and external distractions, lack of interest or dull content, etc. - but it gives you a good estimate.
For illustration purposes, if you were able to read 3 pages in 5 minutes, you should be able to read about 36 similarly formatted pages in one hour. Knowing this, you can determine how much time you need to finish an assigned text (chapter, book, article, etc.). If the novel you’re reading for English class is 350 pages, take the total page count (350) and divide by your hourly reading rate (36 pages per hour). It should take 9 to 10 hours to finish. Now you can schedule time to read for about 45 minutes a day for two weeks and you’ll be done with the novel.
Reader | Pages Read in 5 Minutes | Pages per Hour | Approximate Hours to Read 350 Pages |
Angel | 2 | 24 | 14 hrs, 35 mins |
You | 3 | 36 | 9 hrs, 43 mins |
River | 4 | 48 | 7 hrs, 20 mins |
Jordan | 5 | 60 | 5 hrs, 50 mins |
Scheduling Time for Active Reading. When you set your reading pace, you were reading straight through – not stopping to re-read, look up definitions, or take notes. These are components of active reading, which takes about twice as long as reading through text without stopping. Learning to actively read is an important practice as you work to grasp new or complex concepts. Therefore, we need to schedule time for this type of reading, as well.
Consider the reading expectations for each class – depth of reading, complexity of content, number or type of items, etc. Calculate your reading pace for each classes’ reading requirements. The amount of time calculated for active reading may look unachievable – that is why scheduling is so important. Once you spread the task out over time, it is much more achievable.
Example Reading Times for Novel and Active Reading | |||||
Reader | Pages Read in 5 Minutes | Pages per Hour | Approximate Hours to Read 350 Pages | Actively Read Pages per Hour | Approximate Hours to Actively Read 350 Pages |
Angel | 2 | 24 | 14 hrs, 35 mins | 12 | 29 hrs, 10 mins |
You | 3 | 36 | 9 hrs, 43 mins | 18 | 19 hrs, 24 mins |
River | 4 | 48 | 7 hrs, 20 mins | 24 | 14 hrs, 35 mins |
Jordan | 5 | 60 | 5 hrs, 50 mins | 30 | 11 hrs, 40 mins |
Attributions
Content on this page is a derivative of “Reading and Notetaking: Effective Reading Strategies” by Amy Baldwin, published by OpenStax, and is licensed CC BY 4.0. Access for free at https://openstax.org/books/college-success/pages/1-introduction.
Tackling the Text
If you Google ideas or talk to tutors, they may mention the acronym for their favorite active reading strategy - SQ3R, P2R, ISR, and PARR are just a few. Don’t let that intimidate you; the strategies all boil down to one overarching concept – methods for reading to learn and remember. Let’s get started.
Preview. Start by previewing or prereading the textbook, chapter, or article you’ve been assigned. You’ll want to take note of how long the text is, the headings or sections and overall organization, any images or graphics and their subtext, and the comprehension or review questions at the end, if there are any. Next, look for an introduction at the beginning of the text and a summary or conclusion at the end. These will provide the most condensed version of the text’s content and key points. Each of these prereading components will help prime your mind for the next steps.
Actively Read. Now comes the bulk of the work - actively reading the text by breaking it into chunks, section by section or paragraph by paragraph, and taking notes as you go. Writing your notes in a question-and-answer format may help structure them for easier re-reading later. For instance, rephrase section headings as question statements. What is the author is trying to tell you? Then write your notes as answers to those questions. Apply the tip you learned in grade school: pay attention to the bolded items; they are bold for a reason. If you run across terminology you don’t know, look it up and write the definition using words that make sense to you. Revisit the images and graphics. Make note of their surroundings and how the author uses them to illustrate a point.
If you run across something that really doesn’t make sense, no matter how many times you reread it, mark the page with a post-it-note so you can follow up on it later. But don’t forget about it. Ask a classmate or tutor, do some additional research, or ask your professor.
Did you notice we didn’t mention highlighting? We’re all guilty of highlighting for the sake of highlighting. Do you really remember what you highlight? Probably not. Do you highlight because it keeps you focused on the text? Instead, consider using your finger, the end of your pen, or a reading guide to track the text as you read. If highlighting really is your go-to-technique, as soon as you highlight something go to your notes and write down what you felt was important.
Now that you’ve make it through the text, go back and reread the summary or conclusion. It should make more sense now and will help draw connections between your prior and new knowledge.
Take a break. Research shows that spreading learning out over time helps your brain form stronger connections to the material, enabling better recall and application of the new knowledge later and for longer. This is one reason instructors recommend against cramming for tests. That said, now is a good time to walk away from the text for a day or two, shifting gears to read for a different class or work on other assignments.
Revisit and review. After a couple days, return to your notes and the text. Review your notes, comparing them to your lecture notes and any other new knowledge you’ve gained since reading the text. If needed, add to your notes to help provide clarity. The final step is to write a summary, using your own words, that combines your notes from the text and your notes from lecture, answering questions you had asked of the author when you initially started the reading.
Well before your or my time, Aristotle said, “exercise in repeatedly recalling a thing strengthens the memory.” That’s really our goal in learning, right? To make the learned material stick for the long term. Some of your courses will need you to continually build on your prior learning throughout the semester – and potentially throughout your college career. Set time in your schedule for regular, incremental review of your notes. Over time you should be able to read just the headings in your notes and know the associated details, retrieving them from memory.
"How to Read a Textbook – Study Tips – Improve Reading Skills", by Kimberly Hatch Harrison, Socratica, located at https://youtu.be/l0vfLGHoREU
Attributions
Content on this page is a derivative of “Reading and Notetaking: Effective Reading Strategies” by Amy Baldwin, published by OpenStax, and is licensed CC BY 4.0. Access for free at https://openstax.org/books/college-success/pages/1-introduction.
Reading in College
Different disciplines or subjects in college may have different expectations, but you can depend on all subjects asking you to read to some degree. You can succeed in meeting college reading requirements by learning to read actively, researching the topic and author, and recognizing how your own preconceived notions or biases affect your reading. As we’ve mentioned in a previous section, reading for college isn’t the same as reading for pleasure or personal interest.
Your instructor may ask you to read articles, chapters, books, primary or secondary sources, technical information, and more. They may want you to have a general background on a topic before you dive into a discussion in class, to enrich discussions you’ve already had in small or large groups, or in preparation for an assignment. Part of the challenge is to review each course’s syllabus and pay attention to your instructors’ expectations to appropriately plan your reading time.
Consider This… Can you think of a time when you’ve struggled reading college content for a class? Which of the strategies we’ve covered might have helped you with the reading and, subsequently, understanding and retention of the content? Why do you think those strategies would work? |
Reading Primary and Secondary Sources. Primary sources are original documents such as letters, speeches, photographs, legal documents, and a variety of other texts and artifacts. When scholars look at these to understand a historical event or scientific challenge and then write about their findings, the scholar’s article is considered a secondary source.
Primary sources may contain dated material that we now believe to be inaccurate. It may contain the personal beliefs and biases the original writer didn’t intent to openly publish, and it may even present fanciful or creative ideas that do not support current knowledge. Think of your own personal account of an event you witnessed. Your perspective will influence which details you include, including first impressions, unintentional biases, and misperceptions. Even a when a photographer is capturing an event, what is and isn’t included in the frame, their vantage point and image composition, tells a story about the photographer’s perspective, bias, or intent.
Likewise, secondary sources are inevitably another person’s interpretation of the primary source. Readers should remain aware of potential biases the secondary source writer inserts in the writing that may influence the reader. Most scholars work hard to avoid bias in their writing; you as a reader are trusting the writer to present a balanced perspective but must read critically. When possible, read the primary source in conjunction with the secondary source. Seek alternate secondary sources, compare their perspectives, and try to draw your own conclusions.
Reading Scholarly Articles. Many scholars of a subject, including your instructors, publish their research in academic or trade journals. Academic, or scholarly, articles report on recent discoveries or original research, theoretical discussions, or the critical review of other published works or other scholars’ research. Often they are peer-reviewed, or referred, by other subject scholars before they are published to ensure the content is supported by research, logical arguments, and solid writing. As a rising scholar, you will conduct your own research in many of your classes and your instructors will likely recommend using academic journal articles as part of your research.
Trade journals are like academic journals except that they are written by and for professionals and practitioners in the field and cover industry or trade news, research, trends, legal updates, and other topics of interest to practitioners. Some trade journal articles are peer-reviewed prior to publishing and most can carry as much trustworthiness as a scholarly, peer-reviewed article. Example industries that rely heavily on trade journals are education, nursing, criminal justice and public safety, specific business sectors, construction sciences, and hospitality.
Reading Graphics. Authors include graphics in their text for a variety of reasons. In a mathematics textbook, many of the graphics are formulas, illustrations, and sample problems. In the sciences, graphics may be diagrams, processes, charts, or data from experiments. In social sciences, charts may be combined with images, maps, and other graphics to illustrate a concept. Often the graphic has a caption and is referenced in the surrounding paragraphs.
In each instance, inclusion of the visual element was intentional. Resist the urge to skim past these – it may be one of the key items that stands out in your memory later. As you review the image, question why the author included it in the text. What message does it reinforce or clarify? What stands out in the graphic?
We’ll use the map of the Napoleon’s Battle of the Waterloo Campaign to illustrate the thought process you could follow when “reading” the visuals in your text. Ask yourself these questions:
- What is the main point of this map/graphic/image/etc.?
- Who is the intended audience?
- Is it tied to a person (who), event or thing (what), period (when), or location (where)?
- What does the legend (explanation of symbols) include – or not include?
- What other information do I need to make sense of this graphic?
Figure 7.3. Graphics, charts, graphs, and other visual items often convey important information and may appear on exams or other situations where you’ll need to demonstrate knowledge. (Credit: Wikipedia Commons / Attribution CC0 – Public Domain)
Reflection Question... Can you think of times you have struggled reading for a class? What technique did you use? Is there something from what you’ve read so far in this chapter that might have helped you understand the content? Why do you think those strategies would work? |
Attributions
Content on this page is a derivative of “Reading and Notetaking: Effective Reading Strategies” and “Reading and Notetaking: Taking Notes” by Amy Baldwin, published by OpenStax, and is licensed CC BY 4.0. Access for free at https://openstax.org/books/college-success/pages/1-introduction.
Notetaking
Notes help you organize ideas and make meaning of information from readings, class lectures, and other information sources. Taking notes helps you stay focused on the topic and task (lecture, reading, etc.). Strong notes will build on your prior knowledge, help you discuss trends or patterns in the information, direct you toward areas where you may need to research further, and is a vital component in active reading, which we mentioned in a previous section.
Think of your notes as potential study guides. In the Tackling the Text section we talked about revisiting your notes regularly – this remains true for long term, sustained retention of all new information. Even if you have a photographic memory, notes are not a one-and-done deal – we need to reread, revise, rest, and revisit regularly.
Research on this topic concludes that without active engagement after taking notes, most students forget 60–75% of the material within two days. This is called the Ebbinghaus Forgetting Curve, named after 19th-century German psychologist Hermann Ebbinghaus, and with practice you can avoid the Curve by reinforcing what you learned with regular review intervals starting shortly after you’ve taken notes (Fuchs, 1997).
Consider This… Do you currently have a preferred way to take notes? When did you start using it? Has it been effective? What other strategy might work for you? |
Preparing to Take Notes
Why do we take notes? What are your priorities? Special techniques or habits? Are you looking for new, more effective ways to take notes? The notetaking process is personal and unique to you – just like one person’s method of organizing is different than another’s. The trick is figuring out what works best for you.
The best notes are ones you take in a methodical manner that makes frequent revision and review easy as you progress through a topic or class. Remember in grade school when the supply list included 3-ring binders and dividers? It was the teachers’ way of teaching us to be organized. For some students it worked - but not for all. Perhaps over the years you’ve discovered graph-paper composition books or a notetaking app works better for you. Maybe you’re still trying to figure it out. That’s okay – just keep trying.
Figure 7.4. The best notes are the ones you take in an organized manner. Frequent review and further annotation are important to build a deep and useful understanding of the material. (Credit: English106 / Flickr / Attribution 2.0 Generic (CC-BY 2.0))
There is relatively new research on whether handwritten or typed notes are more effective for retention of material. Mueller and Oppenheimer (2014) agree that handwriting notes and using a computer for notetaking have pros and cons, and most researchers agree that the format is less important than what students do with the notes.
Attributions
Content on this page is a derivative of “Reading and Notetaking: Taking Notes” by Amy Baldwin, published by OpenStax, and is licensed CC BY 4.0. Access for free at https://openstax.org/books/college-success/pages/1-introduction.
References
Fuchs, A. H. (1997). Ebbinghaus’s contributions to psychology after 1885. American Journal of Psychology, 110(4), 621–634.
Mueller, P. A., & Oppenheimer, D. M. (2014). The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking. Psychological Science, 25(6), 1159–1168.
Notetaking Systems
Whichever notetaking system you choose – computer-based, pen & paper, sketched, note cards, text annotations, and so on - the best one is the one that you will use consistently and accomplishes its goal. The art of notetaking is not automatic for anyone; it takes practice. Unless your instructor expects a specific notetaking style in their class, you are free to use techniques from of different systems to match your style.
Just keep yourself – and your notes – organized. At the very least, start notes with an identifier, including the date, course name, topic, and any other information you think will help you when you revisit the notes later. Consider leaving some blank space in your notes so you can add new ideas, questions, or clarifications to the original notes as your knowledge on the topic expands through additional readings, lectures, and explorations.
You may have a notetaking style you have used for all your classes. When you were in high school, this one-size-fits-all approach may have worked. Now that you’re in college, reading and studying more advanced topics, your old method may still work but you should have some different strategies in place if you find that your previous method isn’t working. Sometimes different subjects need different notetaking strategies.
Cornell Method. One of the most recognizable notetaking systems is the Cornell Method, a method devised by Cornell University education professor Dr. Walter Pauk in the 1940s. In this system, you take a sheet of notebook paper and draw lines to divide the paper into four sections: a two inch horizontal section at the top of the page, two inch section at the bottom of the page, and a vertical line in the center section two inches from the left edge, leaving the biggest area to the right of the vertical line. In the top section include information that provides context for the notes – topic, class, date, the overarching question the notes will answer, etc.
Figure 7.5. The Cornell Method provides a structured, organized approach that can be customized.
Use the largest section (middle-right of the page) to record the main points of the lecture or reading, preferably in your own words. Abbreviate or use symbols if they make sense to you and use bullet points or phrases instead of complete sentences. After the note-taking session, set the notes aside for a few hours. Then pull out your notes and re-read what you wrote, fill in any details you missed or need to clarify. Then in the narrow section in the center of the page, write key ideas from the adjacent column. In the left column add one- or two-word key ideas or clues that will help you recall the information later.
Once you are satisfied with the middle sections, summarize this page of notes in two or three sentences in the section at the bottom of the sheet. Before you move onto something else, cover the large notes column, and quiz yourself over the key ideas. Repeat this step often to reinforce your ability to make the connections between lectures, readings, and assignments.
Watch this video from the Learning Strategies Center at Cornell for ideas on how to adapt Cornell Notes to different classes or note-taking purposes.
"How to Use Cornell Notes", by Learning Strategies Center at Cornell University,
located at https://youtu.be/nX-xshA_0m8
Outlining. You can take notes in a formal outline if you prefer, using traditional outline numbering (Roman numerals, indented capital letters, and Arabic numerals) or a multi-level bulleted list. In both, each indent indicates the transition from a higher-level topic to the related concepts and then to the supporting information. Some people only need keywords to spark their memory, but others will need phrases or complete sentences, especially if the material is complex. The main benefit of an outline is how organized it is - but can be tricky if the lecture or presentation is moving quickly or covering many diverse topics - though it may work well when actively reading.
The following outline excerpt illustrates the basic idea:
- Dogs (main topic–usually general)
- German Shepherd (concept related to main topic)
- Protection (supporting info about the concept)
- Assertive
- Loyal
- Weimaraner (concept related to main topic)
- Family-friendly (supporting info about the concept)
- Active
- Healthy
- German Shepherd (concept related to main topic)
- Cats (main topic)
- Siamese
Chart or Table. Having difficulty comparing or contrasting main ideas? A chart might help. Divide your paper into columns with headings that include topics or categories you’ll need to remember. Then write notes in the appropriate columns as that information comes to light in the presentation or the reading. This instantly provides an organized set of notes to review later.
Example of a Chart to Organize Ideas and Categories | ||||
Structure | Types | Functions in Body | Additional Notes | |
Carbohydrates | ||||
Lipids | ||||
Proteins | ||||
Nucleic Acid |
Concept Mapping and Visual Notetaking. A visual notetaking method is called mapping, mind mapping, or concept mapping, although each of these names can have slightly different uses. Many variations can be found online, but the basic principles are that you are making connections between main ideas through a graphic representation. Some can get elaborate with colors and shapes, but simple is certainly okay – remember, match your style and personal preference. No matter how much artistic flair is in the map, the general concept is for main ideas to be front-and-center with supporting concepts branching out.
Figure 7.6. Mind mapping can be an effective, personal approach to organizing information. (Credits: Safety Professionals Chennai, Elementofblank, & http://mindmapping.bg / Wikimedia Commons / CC BY-SA).
Feeling exceptionally artistic? Consider drawing representations of concepts instead of using only text or adding color for emphasis. According to educator Sherrill Knezel in her article “The Power of Visual Notetaking,” this strategy is effective because “when students use images and text in notetaking, it gives them two different ways to pull up the information, doubling their chances of recall.” Not artistic? Don’t worry; the images don’t need to be perfect, just lodged in your memory.
"Drawing in Class", by Rachel Smith at TEDxUFM,
located at https://youtu.be/3tJPeumHNLY
Not sure which method to use? Play with different types of notetaking techniques and find the method – or methods – you like best. Once you find what works for you, stick with it. You will become more efficient the more you use it, and your notetaking, review, and recall will become, if not easier, certainly more organized, and memorable.
Attributions
Content on this page is a derivative of “Reading and Notetaking: Taking Notes” by Amy Baldwin, published by OpenStax, and is licensed CC BY 4.0. Access for free at https://openstax.org/books/college-success/pages/1-introduction.
References
Knezel, S. (2016, December 28). The Power of Visual Notetaking. Education Week. https://www.edweek.org/education/opinion-the-power-of-visual-notetaking/2016/12
Annotating Your Notes
Annotating notes - adding additional details, new insights, or clarifications - after the initial notetaking session will up your study skills game by reinforcing the material in your mind and strengthening your memory. Annotations can refer to anything you do with a text to enhance it for your particular use. The annotations can include highlighting vocabulary terms, writing in definitions for unfamiliar terms, adding questions in the margin, underlining or circling key concepts, drawing images to catch your attention, or otherwise marking a text for future reference.
Highlighting is one form of annotation. However, the only reason to highlight is to draw attention to small bits so you can easily pick out that ever-so-important information later. A common mistake we have all made is not knowing when to stop and ending up with a page full of yellow (or whatever color(s) you prefer). If what you need to recall from the passage is a particularly fitting definition of a vocabulary term or concept, highlighting the entire paragraph is less effective than highlighting just the actual term. Your mantra for highlighting text should be less is more. Always read the text first, then go back and highlight what you feel needs special emphasis.
Another way to annotate is to underline significant words or passages. Sure, it is not quite as much fun as colorful cousin highlighting, underlining provides precision to your emphasis. Need extra emphasis? Underline twice or draw a box around the information or use different colors. I personally like to draw stars and arrows to draw my eye to text or images I need to remember, research further, or revisit again later.
Realistically, you may end up doing each of these annotation styles in the same text at different times. Repeated review is critical to learning, so plan to come back to the same text multiple times, adding annotations each time as your understanding evolves. With experience in reading discipline-specific texts, writing papers, or taking tests, you will know better what to include in your annotations.
Figure 7.7. Annotations may include highlighting important concepts, defining terms, writing questions, underlining or circling key terms, or otherwise marking a text for future reference.
What you have to remember while you are annotating, especially if you are going to annotate multiple types, is to not overdo whatever method(s) you use. Be neat about it - its organization needs to make sense when you revisit the material later.
Attributions
Content on this page is a derivative of “Reading and Notetaking: Taking Notes” by Amy Baldwin, published by OpenStax, and is licensed CC BY 4.0. Access for free at https://openstax.org/books/college-success/pages/1-introduction.
Developing Your Strategy
Marlon was totally organized and ready to take notes in a designated course notebook at the beginning of every philosophy class session. He always dated his page and wrote in the discussion topic. He had various colored highlighters ready to code the different purposes he had defined: vocabulary in pink, confusing concepts in green, and yellow for sections that would need additional explanations. He also used his own shorthand and a variety of symbols for questions (question mark), probable test items (eyes), additional reading suggestions (star), and questions he would ask his instructor before the next class. Doing everything so precisely, Marlon’s methods seemed like a perfect example of how to take notes for success. Inevitably though, by the end of the hour-and-a-half class, Marlon was frantically switching between writing tools unable to maintain the same pace as the instructor. What went wrong?
He had a solid plan and was clearly organized and had a plan. But what he was trying to accomplish might have been more successful over time during his reread, review, and revise (or annotate) study sessions. Marlon was suffering from trying to do too much all at once. It’s an honest mistake, but it added to his stress level.
Notetaking in class is just the beginning. Your instructor likely gave you an assignment to read or complete before class so you are prepared for the material that will be presented during class. In class you may be occupied by more than passively sitting-and-getting. It is reasonable to anticipate group discussions, working with classmates, or performing some other activity that would take you away from note taking. Does that mean you should ignore taking notes for that day? Most likely not. You may need to summarize the activities from class, make note of points that stand out in your memory, or any questions that come to mind after the activities.
Return to Your Notes. Later go back to your notes and add in missing parts. It is best to do this within the first 24-hours after class, if not on the same day. Just as you may generate questions as you read new material, you may leave class with new questions. Write those down in your notes for that class and make it a point to ask the instructor, read more on the topic, do a little research, or combination of all of these.
Just as we calculated the amount of time you will need to read the various texts assigned in your classes then setting a schedule, it is just as important to intentionally schedule time to revisit your notes - notes from lectures as well as readings. Write it in your planner, set a reminder on your phone, include it in your plan for the day or week - whatever works best for you.
Your notes should enhance how you understand the lessons, readings, lab sessions, and assignments, helping you prepare for not only the next test but for a growing understanding of the subject. The cycle of reading, notetaking in class, reviewing and enhancing your notes, and preparing for tests is part of a continuum you will ideally carry into your professional life.
Try not to take short cuts; recognize each step in the cycle as a building block. Learning doesn’t end, which shouldn’t fill you with dread; it should help you recognize that all this work you’re doing in the classroom and during your study and review sessions is ongoing and cumulative. Practicing effective strategies now will help you be a stronger professional.
Attributions
Content on this page is a derivative of “Reading and Notetaking: Taking Notes” by Amy Baldwin, published by OpenStax, and is licensed CC BY 4.0. Access for free at https://openstax.org/books/college-success/pages/1-introduction.
Chapter Summary
Reading and notetaking are major components of successful studying and learning. In college the expectation is that you will likely consume considerable amounts of information in each subject through readings, research, lectures, conversation, and more. You may encounter reading situations, such as journal articles and long or technical textbook chapters, that are more difficult to understand than texts you have read previously. As you progress through your college courses, use reading strategies to help you complete the reading assignments and retain the information. Likewise, you will need to take notes that are complete and comprehensive, yet organized, to help you study and recall the information. Learn to be deliberate in your reading and notetaking.
Remember the questions we asked at the beginning of this chapter? It is time to revisit them. As you answer them, consider what we’ve discussed in this chapter and reflect on your progress as a reader and notetaker. As a reminder, answer on a scale of 1 (weak) to 4 (strong).
- I am reading on a college level.
- I take good notes that help me study for exams.
- I understand how to manage all the reading I need to do for college.
- I recognize the need for different notetaking strategies for different college subjects.
Compare your scores to those you recorded at the beginning of the chapter. What has changed? Are there strategies or practices you have been trying as you’ve read through this text or one that you plan on trying this semester? Develop a plan and put it into action.
Attributions
Content on this page is a derivative of “Reading and Notetaking: Summary” and “Reading and Notetaking: Rethinking” by Amy Baldwin, published by OpenStax, and is licensed CC BY 4.0. Access for free at https://openstax.org/books/college-success/pages/1-introduction.