Note Making & Note

Taking
BSP/BS/HRM 151
Comprehension from the spoken and written
word (Note Taking and Making)
• Good academic writing skills are
embedded in a person’s ability to
comprehend the spoken and
written communication.
• One should be able to effectively
listen, read, take notes and make
notes in order to successfully write
worthwhile academic pieces of
work.
Comprehension from the spoken and written word
(Note Taking and Making)

• Academic write ups call for proper

grammar, punctuation and well written
introductions and conclusions, which can
be done by ensuring that good notes are
taken and written.
• Giving students notes or copies of power
point slides does not improve their
grades...and asking for notes is like asking
for a copy of what has just been said...
Weimer, M (2013).
Comprehension from the spoken and written
word (Note Taking and Making)
• In order to take notes from verbal or
spoken communication, one should
be a good listener.
• Positive attitude and willingness aid
one’s ability to listen, once you are
attentive and listening, it becomes
easy to take notes that will make
sense and easy to understand later
on.
Comprehension from the spoken and written
word (Note Taking and Making)

•Note taking and making helps

students to interact with the
material and provides a good
starting point for creating
original pieces of work which
is essential in academic
writing.
Comprehension from the spoken and written
word (Note Taking and Making)

• A simple structure in which to

take notes is identifying the
main idea and sub ideas.
• Then be able to separate
details from key issues.
Comprehension from the spoken and written
word (Note Taking and Making)

• These can be taken note of by

using short sentences, symbols or
signs but should avoid over
summarising.
• From this, then good notes can be
made for purposes of studying and
producing good write ups such as
essays and reports.
Note-Taking /Making Notes

The three different methods of note

taking that we will examine are:
•Linear (or Logical Outline)
•The Princeton Method and
•Mind Mapping
1. Linear System
• This is probably them most commonly
used of all note taking methods and is
the best for certain types of
information, e.g. detailed facts
• A common error is taking down too
much information, rather than simple
key words
1. Linear System

•To use this method, subdivide the

notes into paragraphs and sections
using indentations of varying length.
•Indicate the subdivisions with
headings, numbers and other
symbols.
1. Linear System

• The limitations of this method is that it

may be difficult to organise or connect
concepts in the notes, depending on
the difficulty of the subjects.
• You might like to take notes like this
initially, and later organise the ideas
into a mind map
1. Linear System
For example: Study Skills
1. Note Taking
1.1 Linear System
(i)
(ii)
1.2 Princeton Method
(i)
(ii)
1.3 Mind Mapping
(i)
(ii)
2. The Princeton Method
• This method is very simple and gives space for
rereading and responding to notes.
• Divide the page into three columns.
• The first column is used for the heading and main
points and the second for the summary.
• The third column is really useful for reviewing the
notes.
• Or you can note things you did not recall, examples,
your own personal comments or a summary of the
middle column.
2. The Princeton Method
Headings, main Summary of Blank column
points etc Notes to use for ideas
that come into
your head
when reading,
for examples
or for making a
briefer
summary at
exam time.
3. Mind Mapping
• This method provides unexpected
benefits.
• First, you have to organise your thoughts
as you draw the concept tree, which is an
excellent aid to memory.
• Second, mind maps are visual and visual
elements (and the information) are often
more easily remembered
3. Mind Mapping
• Making mind maps is a great aid to
learning but it does require an additional
investment of time.
• Even if you do not want to take your initial
notes using this method, there are several
ways to use it.
• Mind maps can be used to plan tasks, read
and research, plan and write assignments,
and to revise and plan for exams.
How to Draw a Mind Map
• Select a brief phrase (1-2 words) and/or
picture which describes the topic e.g.
study skills
• Write this phrase or picture in the centre
of a blank page.
• Draw branches out from the topic which
represents main ideas.
How to Draw a Mind Map
• Write these main ideas down at the end of
the branch.
• Use only 1-2 key words, not whole
sentences.
• Add further branches to these main ideas to
break the idea down into finer detail.
• Indicate associations between separate
branches by connecting lines.
How to Draw a Mind Map

•Use as much colour and as many

symbols or pictures as possible.
•Give yourself plenty of space.
•Use A3 sheets of paper for very
complex mind maps
Creating a concept or mind map
• Use single words or
short phrases
• Print words to aid Using sources
clarity
• Use colour to
separate ideas
Paraphrase Summari
• Use symbols or Quote ze
images
• Use shapes, arrows,
bullet points etc. 20
How to Draw a Mind Map
Motivation
Exams

Study Skills revision

Essays Notes

learning
Concept and mind maps
• A good concept maps shows the
organization of the subject, the most
important ideas and the connection
between the ideas
• Extra information is added easily
• Revision of ideas is simple and quick
• Diagrams are effective and aid memory
22
Mind map
1.1.4 1.3.1
1.1.3.1 Mapping: Looked
1.1.3
1.2
1.1.3.2 1.3 1.3.2
1.1.2 1.1

1.1.1
TOPIC 1.4
1.7.1 1
1.7
1.7.2
1.5
1.7.4
1.7.3 1.6

http://ww.roma.unisa.edu.au/flc/sls/publictns/researchwrite/welcome.htm
How to Draw a Mind Map

•The note taking method

you use will depend on you
and your subject area, but
this skill is invaluable for
tertiary study.
You have the methods … so
here are some Basic Tips:
Concentrate on lecture or reading
Take notes selectively … do NOT try to write every
word
 Average lecturer speaks approx. 125-140 word per
minute/average note-taker writes at approx. 25 words per minute
Use your own words
Be brief … focus on major points and important
information
Write legibly
Don’t worry about grammar or spelling
 Know WHAT to Write - (How to
Recognize/Remember the Important Stuff!?!)

Lecturers usually pause before or after an important

idea

Lecturers tend to write important ideas on the

board, overhead and/or PowerPoint.

Lecturers often use repetition to emphasize an

important point

Most Lecturers use introductory phrases i.e. “A point

to remember …” or “A critical consideration …”
 Know WHAT to Write (cont.)

You need to mark ideas emphasized in lecture with an

arrow or other special symbol

You need to take down examples which the instructor

presents and “note” them with “EX”

You need to pay close attention to transitional words and

phrases. Listen for words such as “therefore”, “finally”, and
“furthermore”. These words usually signal an important
idea.

Know WHAT to Write (cont.)
You need to listen for signal words
that lead to main ideas/points:
 “There are three reasons why … “
 “First … Second … Third … “
 “… and most important … “
 “A major development … “
that indicate support material:
 On the other hand … “
 “For example … “
 “For instance … “
 “Similarly … “
 “Also …”
 “Furthermore …”
 “In contrast …”
Signal words (cont.)
that signal conclusion or summary:
 “Therefore … “
 “In conclusion … “
 “As a result … “
 “Finally …”
 In summary … “
 “From this we can see … “
that are often said VERY loud:
 “Now this is important … “
 “Remember that … “
 “The important idea is that … “
 “The basic concept here is … “
NOTE TAKING is a critical university
success skill.
The more you practice, the more proficient
you will become.
If you select a method and use it often,
you can really improve your techniques.

With good note taking techniques, you will

soon be able to record the fastest
instructor to your satisfaction and have a
great study tool to use when preparing for
your assignments and exams!!
Comprehension from the spoken and written
word (Note Taking and Making)
• Good academic writing skills are embedded in a person’s ability to comprehend the
spoken and written communication.
• One should be able to effectively listen, read, take notes and make notes in order to
successfully write worthwhile academic pieces of work.
• Academic write ups call for proper grammar, punctuation and well written introductions
and conclusions, which can be done by ensuring that good notes are taken and written.
• Giving students notes or copies of power point slides does not improve their
grades...and asking for notes is like asking for a copy of what has just been said...
Weimer, M (2013).
 Essential tools for writing
In order to produce a well written and structured piece of work, attention must be paid to
the grammar, punctuation, numbering and indentation.
This makes write ups outstanding.
Another important tool in writing is using connecting or leading words as well as leading
sentences that help written work to have a smooth flow of ideas.
Connecting words such as however, hence, thus, furthermore, in addition and so on are
essential in written work.
 Punctuation Marks
• Written communication is made clear and more
comprehensible by the use of a set of universally recognised
marks and signs that are distinct from each other to
separate words and sentences. These marks and signs are
referred to as punctuation marks whose purpose is to aid
the flow of ideas or information in written communication.
Unfortunately, many students use few punctuation marks in
their written work. Collinson et al (2011) laments that even
though it’s possible to write with few punctuation marks,
which is equivalent to building a house with only a hammer
and saw, it can be done but the work would not be done to
the expected standard. Hence, the correct use of
punctuation marks in written communication cannot be
undermined.
 Table 2.0: Commonly used Punctuation Marks

PUNCTUATION MARK PUNCTUATION MARK PUNCTUATION MARK

WHEN IT IS USED WHEN IT IS USED WHEN IT IS USED
EXAMPLE EXAMPLE EXAMPLE
Comma ( , ) Used to Comma ( , ) Used to Comma ( , ) Used to
indicate independent clauses in indicate independent clauses in indicate independent clauses in
a sentence. The business a sentence. The business a sentence. The business
environment is composed of environment is composed of environment is composed of
different factors such as different factors such as different factors such as
economic, political, legal, economic, political, legal, economic, political, legal,
technological and cultural. technological and cultural. technological and cultural.

Full stop ( . ) Used to Full stop ( . ) Used to Full stop ( . ) Used to

indicate the end of a sentence indicate the end of a sentence indicate the end of a sentence
The government needs The government needs The government needs
to establish an association that to establish an association that to establish an association that
will be responsible for will be responsible for will be responsible for
regulating industries that are regulating industries that are regulating industries that are
not clearly defined. not clearly defined. not clearly defined.
 Table 2.0: Commonly used Punctuation Marks

PUNCTUATION MARK PUNCTUATION MARK PUNCTUATION MARK

WHEN IT IS USED WHEN IT IS USED WHEN IT IS USED
EXAMPLE EXAMPLE EXAMPLE

Exclamation Mark (!) Used Exclamation Mark (!) Used Exclamation Mark (!) Used
to indicate shock, surprise, anger or to indicate shock, surprise, anger or to indicate shock, surprise, anger or
frustration or warning Alas! frustration or warning Alas! frustration or warning Alas!
It never came to pass. It never came to pass. It never came to pass.

Colon (:) Used after a Colon (:) Used after a Colon (:) Used after a
complete statement in order to complete statement in order to complete statement in order to
introduce one or more directly introduce one or more directly introduce one or more directly
related ideas or list of things. It may related ideas or list of things. It may related ideas or list of things. It may
also be used to introduce a also be used to introduce a also be used to introduce a
quotation or a list of things quotation or a list of things quotation or a list of things
Ensure that you send in your: Ensure that you send in your: Ensure that you send in your:
application form, certified application form, certified application form, certified
transcripts, CV, recommendation transcripts, CV, recommendation transcripts, CV, recommendation
letter and evidence of medical letter and evidence of medical letter and evidence of medical
health insurance. health insurance. health insurance.
 Table 2.0: Commonly used Punctuation Marks
PUNCTUATION MARK PUNCTUATION MARK PUNCTUATION MARK
WHEN IT IS USED WHEN IT IS USED WHEN IT IS USED
EXAMPLE EXAMPLE EXAMPLE
Semi Colon (;) This is used to Semi Colon (;) This is used to Semi Colon (;) This is used to
make a pause in the sentence make a pause in the sentence make a pause in the sentence
that is longer than a comma but that is longer than a comma but that is longer than a comma but
shorter than a full stop or to join shorter than a full stop or to join shorter than a full stop or to join
related independent clauses in a related independent clauses in a related independent clauses in a
compound sentence. Many compound sentence. Many compound sentence. Many
are demotivated due to several are demotivated due to several are demotivated due to several
factors; remuneration is one factors; remuneration is one factors; remuneration is one
thing, but other terms of thing, but other terms of thing, but other terms of
reference also matter. reference also matter. reference also matter.
Question Mark (?) To Question Mark (?) To Question Mark (?) To
end a sentence that is posing a end a sentence that is posing a end a sentence that is posing a
question. What is the question. What is the question. What is the
government’s justification for government’s justification for government’s justification for
passing that passing that passing that statutory
instrument?
Table 2.0: Commonly used Punctuation Marks

PUNCTUATION MARK PUNCTUATION MARK PUNCTUATION MARK

WHEN IT IS USED WHEN IT IS USED WHEN IT IS USED
EXAMPLE EXAMPLE EXAMPLE

Apostrophes (‘) Apostrophes (‘) Apostrophes (‘)

plural or belong to plural or belong to plural or belong to
Company’s assets or Company’s assets or Company’s assets or
Peoples’ opinion Peoples’ opinion Peoples’ opinion
Square Brackets [ ] To Square Brackets [ ] To Square Brackets [ ] To
make a quoted text more make a quoted text more make a quoted text more
understandable or to understandable or to understandable or to
Change or make comments Change or make comments Change or make comments
They offer two types They offer two types They offer two types
of PhD degrees [the of PhD degrees [the of PhD degrees [the
integrated PhD is for those integrated PhD is for those integrated PhD is for those
with little research with little research with little research
experience or training] experience or training] experience or training]
Table 2.0: Commonly used Punctuation Marks

PUNCTUATION MARK PUNCTUATION MARK PUNCTUATION MARK

WHEN IT IS USED WHEN IT IS USED WHEN IT IS USED
EXAMPLE EXAMPLE EXAMPLE
Dashes (-) These can be Dashes (-) These can be Dashes (-) These can be
used more like brackets to show used more like brackets to show used more like brackets to show
break in sentence or extra break in sentence or extra break in sentence or extra
information To the information To the information To the
traditional marketing mix of price, traditional marketing mix of price, traditional marketing mix of price,
place, promotion and product- the place, promotion and product- the place, promotion and product- the
service sector demands additional service sector demands additional service sector demands additional
elements- people, physical evidence elements- people, physical evidence elements- people, physical evidence
and process and process and process
Quotation Marks (“) Direct Quotation Marks (“) Direct Quotation Marks (“) Direct
speech or exact words speech or exact words speech or exact words
“Word-of-Mouth Marketing is an “Word-of-Mouth Marketing is an “Word-of-Mouth Marketing is an
unpaid form of promotion whether unpaid form of promotion whether unpaid form of promotion whether
oral or written, in which satisfied oral or written, in which satisfied oral or written, in which satisfied
customers tell other people how customers tell other people how customers tell other people how
much they like a business, product, much they like a business, product, much they like a business, product,
service or event.” service or event.” service or event.”
Table 2.0: Commonly used Punctuation Marks
PUNCTUATION MARK PUNCTUATION MARK PUNCTUATION MARK
WHEN IT IS USED WHEN IT IS USED WHEN IT IS USED
EXAMPLE EXAMPLE EXAMPLE
Brackets ( ) Generally used Brackets ( ) Generally used Brackets ( ) Generally used
to write additional information or to to write additional information or to to write additional information or to
show supplementary remarks, or show supplementary remarks, or show supplementary remarks, or
abbreviations or other name The abbreviations or other name The abbreviations or other name The
University of Zambia (UNZA) is the University of Zambia (UNZA) is the University of Zambia (UNZA) is the
biggest and oldest state university biggest and oldest state university biggest and oldest state university
in Zambia. in Zambia. in Zambia.

Ellipsis (...) These are three Ellipsis (...) These are three Ellipsis (...) These are three
full stops that show that some words full stops that show that some words full stops that show that some words
or materials have been left out in a or materials have been left out in a or materials have been left out in a
quotation. This is necessary quotation. This is necessary quotation. This is necessary
especially when the quotation is especially when the quotation is especially when the quotation is
long and some of the material is long and some of the material is long and some of the material is
irrelevant. According to irrelevant. According to irrelevant. According to
Anderson (2014) there are many Anderson (2014) there are many Anderson (2014) there are many
reasons as to why students should reasons as to why students should reasons as to why students should
be profiled…the most common way be profiled…the most common way be profiled…the most common way
of doing this is by using of doing this is by using of doing this is by using
demographics….helps to understand demographics….helps to understand demographics….helps to understand
them better. them better. them better.
Table 2.0: Commonly used Punctuation Marks

PUNCTUATION MARK PUNCTUATION MARK PUNCTUATION MARK

WHEN IT IS USED WHEN IT IS USED WHEN IT IS USED
EXAMPLE EXAMPLE EXAMPLE

Hyphen (-) This is Hyphen (-) This is Hyphen (-) This is

different from a dash different from a dash and different from a dash and
and is used to link two is used to link two or is used to link two or
or more words or a more words or a phrase more words or a phrase
phrase WOMM is WOMM is the WOMM is the
the abbreviation used in abbreviation used in abbreviation used in
marketing for Word-of- marketing for Word-of- marketing for Word-of-
Mouth Marketing Mouth Marketing Mouth Marketing
 Numbering, Bullets and Indentation

• Numbering and indenting in written pieces of

work is important and communicate something.
• These are also important tools because they help
to structure work and introduce different topics
or ideas.
• Numbering also shows how ideas are connected
to each other and make it easy for the reader to
follow the line of thinking of the writer.
Rule Example Rule Example

To list things or group ideas into separate main To list things or group ideas into separate main heading
heading use: 1, 2, 3….or A, B, C….or I, II, III use: 1, 2, 3….or A, B, C….or I, II, III There are many

analyses a company.
Table 2.1 Numbering Rules
There are many are many models that can be used to are many models that can be used to analyses a
company.
1. SWOT 1. SWOT

This refers to the strengths, Weaknesses, Opportunities This refers to the strengths, Weaknesses, Opportunities
and threats that are company is faced with. and threats that are company is faced with.
2. Stakeholder Analysis 2. Stakeholder Analysis

Takes into account individuals, groups and Takes into account individuals, groups and organizations
organizations that are affected and can be affected by that are affected and can be affected by the operations
the operations of the company. of the company.
3. Potters Five forces Model 3. Potters Five forces Model

Refers to all the competitive forces that a company is Refers to all the competitive forces that a company is
faced with such as threat of new entrants, rivalry faced with such as threat of new entrants, rivalry among
among competitors, threat of a substitute etc. competitors, threat of a substitute etc.
To show sub headings that fall under the main heading, To show sub headings that fall under the main heading,
Use: 1.1, 1.2, 1.3 Use: 1.1, 1.2, 1.3
1. Stakeholder Analysis 1. Stakeholder Analysis

Takes into account individuals, groups and Takes into account individuals, groups and organizations
organizations that are affected and can be affected by that are affected and can be affected by the operations
the operations of the company. of the company.
1.1 Community- these have an interest and are often 1.1 Community- these have an interest and are often
affected by businesses. affected by businesses.
1.2 Competitors- the actions of competitors such as 1.2 Competitors- the actions of competitors such as
 product introduction and pricing can affect
a company’s profitability.
1.3 Employees- are very important
because the daily operations of a company
are dependent on employees.

To indicate the chapter or unit in which a figure or table To indicate the chapter or unit in which a figure or table
or diagram is located: Figure, Table or Diagram 1.1, 1.2, or diagram is located: Figure, Table or Diagram 1.1, 1.2,
….2.1, 2.1, 2.3….. Figure 1.1 Sales over a period ….2.1, 2.1, 2.3….. Figure 1.1 Sales over a period
of ten years (figure number 1 in unit or chapter one ) of ten years (figure number 1 in unit or chapter one )
Figure 1.2 Sales over a period of ten years (figure Figure 1.2 Sales over a period of ten years (figure
number 2 in unit or chapter one ) number 2 in unit or chapter one )
Figure 1.3 Sales over a period of ten years (figure Figure 1.3 Sales over a period of ten years (figure
number 3 in unit or chapter one ) number 3 in unit or chapter one )
Figure 2.1 Sales over a period of ten years (figure Figure 2.1 Sales over a period of ten years (figure
number 1 in unit or chapter two ) number 1 in unit or chapter two )
Figure 2.2 Sales over a period of ten years (figure Figure 2.2 Sales over a period of ten years (figure
number 2 in unit or chapter two ) number 2 in unit or chapter two )
To list things or introduce sub-headings The key items to be looked at are;
using bullets  Cost
 Source
 Selling price
 Margin
 Turnover