How To Improve Your Note-Taking Skills

Struggling to record everything you hear during a lecture is a sure-fire way to miss important points and give yourself a bad case of writers' cramp. A far better approach focuses on capturing essential material and working with it to strengthen understanding and memory. Based on a technique developed by Cornell niversity professor !alter "auk# $he Cornell %ote-taking System begins with the notepaper you use. Set up a note-taking column about & inches wide# and create a cue column about ' ( inches wide running down the left side of the page with a margin ' inches deep across the bottom for your summary. se the large note-taking column to record )telegraphic sentences) from the lecture. ASA" after class# *ot questions based on the lecture notes plus key words or phrases in the cue column. )!riting questions#) says Cornell# )helps to clarify meanings# reveal relationships# establish continuity# and strengthen memory.) +ater# to review your notes or study for an e,am# look at the cue column -cover up the note-taking column. and recite answers to questions or cue-words relating to facts or ideas. ) Reflect on the material by asking yourself/'!hat's the significance of these facts0 !hat principle are they based on0 1ow can 2 apply them0 1ow do they fit in with what 2 already know0') Setting aside at least 34 minutes weekly to review your notes will boost retention. And use the space at the bottom of the paper to write a summary of the notes on that page. %ote-taking# says Christian $oto in The Washington Times article )$aking %ote of $his#) should be )marked by intense listening and occasional writing.) 1e cites American niversity's 5athy Schwart6# who recommends inspecting notes shortly after class to fill in the blanks or clean up handwriting because )7ur memories start to fade within two hours of learning new information.)

How to Write a Researc !aper "part # of $%

&id you miss !art ' of our $-!art series on How to Write a Researc !aper( )lick ere* $he previous issue of 89A: introduced our special series on writing research papers with information on the first steps in the process; selecting a topic and developing your thesis statement. %ow you're ready for in-depth research# and that involves identifying sources. $here are two types of sources; A primary source is an original document or manuscript or account of events such as a diary# letter# novel# play or poem# or an interview or oral history documenting someone's e,periences# or data from a research study. A secondary source is based on and analy6es or interprets a primary source# such as a *ournal article about a play or novel or reviews# biographies and editorials. $o locate primary sources# search using specific keywords such as correspondence# diaries and interviews. "eriodical and newspaper articles may provide primary sources. <ou can search *ournal inde,es such as "sychological Abstracts or Social Sciences 2nde, in print form or via computer database. Archival repositories like the following house many different kinds of primary sources; % C=C %ational nion Catalog of =anuscript Collections %A>A -$he %ational Archives and >ecords Administration . 1arry >ansom Center at the niversity of $e,as at Austin Also useful are +ibrary of Congress ?inding Aids and 2ndiana niversity Archives ?inding Aids. $o locate secondary sources# simply search for books and articles on your topic. %ote-taking is an integral part of the research process# and you should use the system that works best for you. =ake sure to use quotation marks to distinguish direct quotes in your notes and to record all pertinent information including title# author# editor# translator# edition# publisher# city of publication# publication date# issue number# volume number and page numbers. "roperly documenting all your sources -- books# articles# web sites# interviews# etc. @ is essential# and you should always give proper credit to the sources of facts# ideas# and quotations in your notes -footnotes# endnotes# or parenthetical references.# and in your bibliography -also called a reference list or works cited page.. W at do you need to document( ?acts and statistics that are not common knowledgeA direct or paraphrased quotations and e,cerptsA ideas# thought and opinions e,pressed by others that you discover in the course of your research. W at doesn+t need to ,e documented( Common knowledge# accepted wisdom# common facts# and references to -or brief mentions of. commonly known literary# artistic and religious works.

$here are several established formats for documenting your sources. A few popular styles are =odern +anguage Association# American "sychological Association# Chicago =anual of Style# $urabian# and American Sociological Association. se the style required by your instructor. "roper documentation won't be difficult or painful if you remember these tips; 3. '. B. C. D. 5eep clear notes so you'll know which ideas came from a source and which you originated. !rite down your source when you copy a fact or quotation so you don't have to re-find it later. Capture all the information you will need when you cite your source. Start creating your bibliography entries as soon as you know you'll cite a source in your paper. 2t's easier to do this one at a time rather than in a large bunch. 2f you aren't sure whether you need to credit a source# check with your instructor.

In the next issue of Q&A! o! to !rite a research paper" part # $ %e&eloping your outline and !riting your first draft.

Simplify Your -eyword Searc es

Eon't complicate things. sing unnecessary words in your query will only confuse search engines and bog down your search. niversity of !ashington's >esearch 343 offers some valuable reminders for Selecting 5ey !ords and Concepts# beginning with identifying the central concepts in your research question. ! e,plains why @ and how @ to keep your keyword searches simple; Computers are programmed to match strings of characters and spaces and do not often understand the natural language we use with each other. $hey can't guess what you mean# don't )read) subte,ts# and are easily confused by ambiguity# so clarify for them what you will be looking for. ?ocus only on essential concepts. )media coverage of FG33) )advantages of home schooling over public schools) )dissertations about bioethics) =edia co&er events. nless the media caused the event# this term is unnecessary. Halue words like )favorite#) )advantage#) or )better) are not useful if you need to gather evidence to help you make a decision or develop a solution. Eon't *ust grab an opinion or the )right) answer off someone else's shelf. =any databases and search engines are programmed to ignore common words that don't impact a search. $hese are called )stopwords) and typically include terms like )the#) )from#) )about#) )when#) etc.

The Cornell Note-taking System

2 1/2 6 2 Cue Column Summary After class, use this space at the bottom of each page to summarize the notes on that page.

1. Record: During the lecture, use the noteta ing column to recor! the lecture using telegraphic sentences. 2. Questions: As soon after class as possible, formulate "uestions base! on the notes in the right#han! column. $riting "uestions helps to clarify meanings, re%eal relationships, establish continuity, an! strengthen memory. Also, the &riting of "uestions sets up a perfect stage for e'am#stu!ying later. (. Recite: )o%er the noteta ing column &ith a sheet of paper. *hen, loo ing at the "uestions or cue#&or!s in the "uestion an! cue column only, say alou!, in your o&n &or!s, the ans&ers to the "uestions, facts, or i!eas in!icate! by the cue# &or!s. +. Reflect: ,eflect on the material by as ing yourself "uestions, for e'ample: -$hat.s the significance of these facts/ $hat principle are they base! on/ 0o& can 1 apply them/ 0o& !o they fit in &ith &hat 1 alrea!y no&/ $hat.s beyon! them/ 2. Review: Spen! at least ten minutes e%ery &ee re%ie&ing all your pre%ious notes. 1f you !o, you.ll retain a great !eal for current use, as &ell as, for the e'am. Notetaking Column
Adapted from How to Study in College 7/e by Walter Pauk, 2001 Houg ton !ifflin Company
$ Study Tec niques To .ake It Stick
Are you spending long hours studying but getting poor results0 Iood study techniques can boost your effectiveness and save precious time. The Washington Times suggests striving for consistency. Iabriella Boston's article )+earning how to study) quotes American niversity's 5athy Schwart6 who says that studying consistently and having time to review the material over and over helps achieve a more thorough knowledge that is more likely to stick in the long run. Schwart6 calls this process )overlearning.) 2n 'ur&i&ing (irst )ear *ni" +auren !illiams and John Iermov recommend finding a good time and place to study. +earn whether you're more effective early in the morning or later in the day and if you work more efficiently alone in your room# in the library# or with friends. Also )be realistic about what you will achieve in a day. 2t's better to get a few hours of quality study in# then leave it and go and do something else rather than waste a whole day being unproductive.) Joe +andsberger's rich Study Iuides and Strategies includes these valuable tips for developing habits that will help you succeed in your studies; )recogni6e that... you need to make decisions about your priorities# your time and your resources.) Also# )Consider yourself in a win-win situation.) )+ook for better solutions to problems.) And )+ook to continually challenge yourself.) ?inally# understand that becoming disillusioned about a course you began with high hopes# says Ieoffrey Squires in +anaging )our ,earning" )may have more to do with the teaching or peer group than yourself. $ry to discuss your feelings with one or two others in the group to see if they have the same reactions. <ou may be able to do something about it as a group# or at least support one another.)

How to Write a Researc !aper "part ' of $%

!orrying about your research paper assignment0 Eon't: 89A: will lead you through the process with a comprehensive four-part series which begins right here with a research paper overview and guidelines for selecting your topic and developing your thesis statement. ?irst# a definition; A research paper is true academic writing that requires inquiry into the e,isting literature on your topic as well as your thoughts as compared to the established e,perts in the field. <our ability to use critical thinking will come into play. $hree common types of research papers are @ /nalytical !aper K you investigate and scrutini6e the sub*ect of your paper# then present your analysis K from your own standpoint or perspective. -xample; $he role of the Catholic Church in =edieval Lurope. /rgumentative !aper - you present your particular stand on an issue# and your research serves as evidence to support your position. -xample$ igh-'chool drop-out rate among !hite males is linked to A% %. 0iterary 1ssay K you research a particular author or work to investigate a theme# setting# character or plot# then use analysis or compare and contrast using research or criticisms by others. -xample$ The *se of Animal Imagery in .ohn 'tein/eck0s 1f +ice and +en 2n other words# you'll present your own thoughts @ either arguing a point or analy6ing a concept or perspective @ backed up by your research. Selecting a topic is the first step in the research paper pro*ect# and it's an important one because a good topic helps make your paper more interesting to research and easier to write. <ou'll know you have a good topic if you can answer )yes) to these questions;

Am 2 interested in this topic0 2s the topic large or broad enough0 2s it specific enough0 Eo 2 have anything to say about this topic0 2s the topic appropriate to the style of my paper0 Eo 2 have access to the types of resources and the time 2 need to research the topic0

?ollow this four-step process to narrow down your topic; 3. '. B. C. 2dentify a broad sub*ect area in which you're interested 2dentify more specific aspects within this area Eo preliminary research to answer the questions above Ad*ust your topic ideas as needed based upon your preliminary research# and select the most interesting and appropriate one

7nce you've selected your topic# you're ready to develop a t esis statement which defines the main point of your paper and tells what you intend to prove about your topic. sually one sentence -or several sentences in longer papers.# it is typically located at the end of your introductory paragraph where it sets the tone of your paper and prepares the reader for what will follow. $ake note; 2f you can't e,press your approach to your topic as a thesis statement# you need to reconsider and# perhaps# select another topic. An analytical t esis statement answers the question of how or why. -xample$ An analysis of modern day female artists re&eals that they are under&alued and rarely see the same success of their male counterparts for t!o reasons$ the media and the go&ernment. An argumentative t esis statement makes a claim @ via an opinion# an evaluation or an interpretation @ and *ustifies the claim with supporting evidence. -xample$ There is nothing of 2uality on tele&ision since (riends !ent off the air. 2nspiration for finding a topic can come from class lectures and readings# reference books# *ournals and maga6ines# $H# radio or the 2nternet. 8uestia provides over &#444 specific research topic ideas# and links each to related materials within the library's vast collection of nearly ' million books# *ournals and articles.

?or e,ample. within a broad area such as Art and Architecture# you can e,plore such categories as Art of Specific Countries and "eoples# Artistic Styles and =ovements# or Artists# among others. Click on a category or on any of the many listed topics to narrow your sub*ect and review the resources which relate to that sub*ect. Along with Art and Architecture# other 8uestia research topic areas include Lconomics and Business# +iterature# and "sychology# and many more.

Is Your 2nline Resource Relia,le(

<ou've found a wonderful web site which includes tons of information on your topic. $o make sure it's legitimate# thorough# unbiased# etc.# give it a quick litmus test. Colorado State niversity's libraries e,plain 1ow to Lvaluate a !eb Site by looking for the following; !urpose3 !hy was the page created0 $o; 2nformA LntertainA Share informationA AdvertiseGSell a product or service -businessGmarketing.A 2nfluence views# beliefs# elections -advocacy.A "rovide up-to-the-moment newsA "ersonal en*oyment. Sponsor42wner3 7n what type of 2nternet provider or organi6ation does the page reside0 -"rovenance.. Iovernment agencyA LducationalA BusinessGCompanyA Association; "rofessional# $rade# LntertainmentA %ews bureauA "ersonal -2ndividual.. 2rgani5ation and )ontent3 2s the page organi6ed and focused0 2s it well designed0 2s the te,t well written0 Are the links relevant and appropriate0 Are the links evaluated0 6ias--political or issue stance3 -of the author or sponsor.. &ate of !roduction4Revision3 !hen was the !eb page produced0 !hen was it last revised0 1ow up-to-date are the links0 Are the links still viable0 7sefulness3 2s the !eb page relevant to the current research pro*ect0 /ut ority4aut or3 !ho is responsible for the page0 2s the author an e,pert in this field0 !hat else has heGshe written or produced0 Eoes the author provide an e-mail address0 1ow accurate is the provided information0 2s a bias evident0 W at is it( !eb-only page# *ournal article# government source# blog# etc.0 /udience3 $o what type of reader is the !eb page directed0 )overage3 Eoes the page cover the topic comprehensively# partially or is it an overview0 Illustrations3 Are the graphics clear in intent# relevant and professional looking0 Eo the graphics add to or enhance the content0 Security3 Are security andGor encryption systems employed when necessary0