Note-­Taking Strategies

Developing a Note-­Taking System

A few popular systems to use when taking notes are the Cornell System, informal outlining,
mapping, and précis. Good note takers use some variation of these systems without necessarily
NQRZLQJWKHQDPH(DFKV\VWHPFDQEHDGRSWHGDQGDGDSWHGWRVXLW\RXUSHUVRQDOQHHGV/HW·V
look a little more closely at the defining features of each system.

The Cornell System

The Cornell System makes use of two columns: a right-­hand column for recording main ideas,
concepts, facts, and examples, and a left-­hand column (perhaps a two-­inch-­wide margin) where
the notes from the right are summarized or recalled with key words and phrases. The recall
column should be completed as soon after the lecture as possible. This system can help you
study by offering a built-­in, self-­test feature: Cover the record column and try to recall the
information it contains by using the key words and phrases in the recall column.
There are variations of the Cornell System for note taking that also use columns and key
words. Your paper (or screen) can be split in half to record principles (main ideas) on the right
and facts or examples (supporting data) on the left. If the lecture is organized by cause/effect or
to compare/contrast two entities, this split-­screen method also makes good sense. Use a
variation like this for taking notes only if you are able to discern the pattern or organization the
speaker, your instructor, is using.

(c) 2011 Bedford/St. Martin¶s. All rights reserved.

The Informal Outline

Perhaps the method college students use most frequently to take notes is the informal
outline. In this outline, indentation and numbers serve to group information categorically,
keeping ideas of equal importance visually separated from ideas of lesser, or subordinate,
importance. Done well, this produces orderly, tidy notes;; however, it requires an ability to
grasp emphasis³or relative importance of data³very quickly on first hearing. If the
VSHDNHU·VPDWHULDOLVRUJDQL]HGDQGSUHVHQWHGDVVXFKRXWOLQLQJFDQEHDJUHDWV\VWHP
&RQYHUVHO\LWFDQEHIXWLOHIUXVWUDWLQJDQGSURGXFHLQIHULRUQRWHVLIWKHVSHDNHU·V
presentation is disorganized.

(c) 2011 Bedford/St. Martin¶s. All rights reserved.

The Mapping Method
The mapping method LVSDUWLFXODUO\DSWIRUYLVXDOOHDUQHUV7R´PDSµ\RXUQRWHVORFDWHWKH
main idea or lecture topic in the center, at the hub. Then, as significant details are presented,
write them along lines (or spokes) that connect to the main idea they support. This method
functions well with lectures that seem disorganized, or if the inherent structure is not
immediately clear.

(c) 2011 Bedford/St. Martin¶s. All rights reserved.

The Précis System
The Précis system is perhaps the most difficult and most sophisticated way of taking notes
discussed here. A précis is a summary or a synopsis, and skill with paraphrasing and
summarizing is required for using this system to best advantage. With this approach, after
listening for a few minutes and mentally processing input, you intermittently records brief
summaries or short paragraphs of what you have heard. Advantages include having put the
material into your own words, thus personalizing it for ease of recollection. Disadvantages
include the difficulty of precise paraphrasing DQGWKHFKDQFH\RX·OOPLVVLPSRUWDQW
information while composing summaries as you listen.

(c) 2011 Bedford. St. Martin's. All rights reserved.

Note Taking Tip from the Video
Reading Strategies clip 14 suggests breaking down the first two chapters into three sections
at the beginning of the year. Ask students to try a different note taking style on each section
and see what works for them (flash cards, outlining, highlighting), and then have a multiple-­
choice quiz after each section. This will force students to test out different note taking
methods and decide which one will be most effective for the course.

Additional Suggestions
Becoming a better note taker takes practice. Here are some suggestions you might try when
taking notes from a class lecture:

1. Sit front and center. From here you can see the board, hear the instructor, and make
eye contact.
2. Date notes and number pages3XWQDPHSKRQHQXPEHUDQG´UHZDUGIRUUHWXUQµ
on the front and back cover of your binder/folder. Notes sometimes do get lost;; they
are more likely to come back to you if a reward is offered.
3. Keep notes separate for separate classes.
4. Write legibly.
5. Use a system to distinguish points of emphasis, more or less important ideas,
main ideas, and supporting data.
6. Use standard and personalized abbreviations (e.g., B=Bartleby;; char dev =
character development).
7. More is generally better than less. If unsure as to importance, write it down. You
FDQDOZD\VFRQGHQVHRURPLWEXW´DGGLQJµDIWHUWKHIDFWLVGLIILFXOW
8. Write down even the obvious,WPD\VHHPREYLRXVWRGD\EXW\RX·OOKDYHIRUJRWWHQ
ZKDW´LWµZas three weeks down the road.
9. 5HUHDGHDFKGD\·VQRWHV. Try to do it quickly, before leaving the lecture hall. Add to
anything that needs clarifying;; flesh out half-­formed thoughts;; fill in gaps.
10. Write a one-­VHQWHQFHVXPPDU\RIHDFKOHFWXUH·VPDLQLGHD. Summarizing is a very
good way to wrap up notes.
11. When reading and studying from your notes, get involved. Highlight your notes or
retype them;; read aloud. Shuffle notes up, read them out of order, and then
resequence them properly.
12. Compare your notes with a FODVVPDWH·V, or ask the instructor to review. Both of
these acts require courage but can be very rewarding.

(c) 2011 Bedford/St. Martin¶s. All rights reserved.