Common Note-taking

Methods
 The Cornell Method
 The Outlining Method
 The Mapping Method
 The Charting Method
 The Sentence Method

The Cornell Method

The Cornell method provides a systematic format for condensing and organizing notes
without laborious recopying. After writing the notes in the main space, use the left-hand
space to label each idea and detail with a key word or "cue."
 Method: Rule your paper with a 2 _ inch margin on the left leaving a six-inch area
on the right in which to make notes. During class, take down information in the six-
inch area. When the instructor moves to a new point, skip a few lines. After class,
complete phrases and sentences as much as possible. For every significant bit of
information, write a cue in the left margin. To review, cover your notes with a card,
leaving the cues exposed. Say the cue out loud, then say as much as you can of the
material underneath the card. When you have said as much as you can, move the
card and see if what you said matches what is written. If you can say it, you know it.
 Advantages: Organized and systematic for recording and reviewing notes. Easy
format for pulling outmajor concept and ideas. Simple and efficient. Saves time and
effort. "Do-it-right-in-the-first-place system."
 Disadvantages: None
 When to Use: In any lecture situation.
The Outlining Method
Dash or indented outlining is usually best except for some science classes such as physics
or math.

1. The information which is most general begins at the left with each more specific
group of facts indented with spaces to the right.
2. The relationships between the different parts are carried out through indenting.
3. No numbers, letters, or Roman numerals are needed.

 Method: Listening and then write in points in an organized pattern based on space

indention. Place major points farthest to the left. Indent each more specific point to
the right. Levels of importance will be indicated by distance away from the major
point. Indention can be as simple as or as complex as labeling the indentions with
Roman numerals or decimals. Markings are not necessary as space relationships will
indicate the major/minor points.
 Advantages: Well-organized system if done right. Outlining records content as well
as relationships.  It also reduces editing and is easy to review by turning main points
into questions.
 Disadvantages: Requires more thought in class for accurate organization. This
system may not show relationships by sequence when needed. It doesn’t lend to
diversity of a review attach for maximum learning and question application. This
system cannot be used if the lecture is too fast.
 When to Use: The outline format can be used if the lecture is presented in outline
organization. This may be either deductive (regular outline) or inductive (reverse
outline where minor points start building to a major point). Use this format when
there is enough time in the lecture to think about and make organization decisions
when they are needed. This format can be most effective when your note-taking skills
are super and sharp and you can handle the outlining regardless of the note-taking
situation.
The Mapping Method 
Mapping is a method that uses comprehension/concentration skills and evolves in a
note-taking form which relates each fact or idea to every other fact or idea. Mapping is a
graphic representation of the content of a lecture. It is a method that maximizes active
participation, affords immediate knowledge as to its understanding, and emphasizes
critical thinking.
 Advantages: This format helps you to visually track your lecture regardless of
conditions. Little thinking is needed and relationships can easily be seen. It is also
easy to edit your notes by adding numbers, marks, and color coding. Review will call
for you to restructure thought processes which will force you to check understanding.
Review by covering lines for memory drill and relationships.  Main points can be
written on flash or note cards and pieced together into a table or larger structure at a
later date.
 Disadvantages: You may not hear changes in content from major points to facts.
 When to Use: Use when the lecture content is heavy and well-organized. May also
be used effectively when you have a guest lecturer and have no idea how the lecture is
going to be presented.

The Charting Method

If the lecture format is distinct (such as chronological), you may set up your paper by
drawing columns and labeling appropriate headings in a table.
 Method: Determine the categories to be covered in lecture. Set up your paper in advance by
columns headed by these categories. As you listen to the lecture, record information
(words, phrases, main ideas, etc.) into the appropriate category.
 Advantages: Helps you track conversation and dialogues where you would normally be
confused and lose out on relevant content. Reduces amount of writing necessary.
Provides easy review mechanism for both memorization of facts and study of
comparisons and relationships.
 Disadvantages: Few disadvantages except learning how to use the system and locating
the appropriate categories. You must be able to understand what’s happening in the
lecture.
 When to Use: Test will focus on both facts and relationships. Contents is heavy and
presented fast. You want to reduce the amount of time you spend editing and
reviewing at test time. You want to get an overview of the whole course on one big
paper sequence.

The Sentence Method

 Method: Write every new thought, fact or topic on a separate line, numbering as you
progress.
 Advantages:  Slightly more organized than the paragraph. Gets more or all of the
information.  Thinking to tract content is still limited.
 Disadvantages: Can’t determine major/minor points from the numbered sequence.
Difficult to edit without having to rewrite by clustering points which are related.
Difficult to review unless editing cleans up relationship.
 When to Use: Use when the lecture is somewhat organized, but heavy with content which
comes fast.  You can hear the different points, but you don’t know how they fit
together. The instructor tends to present in point fashion, but not in grouping such
as “three related points.”

Example 1: A revolution is any occurrence that affects other aspects of life, such as
economic life, social life, and so forth. Therefore revolutions cause change. (see page 29
to 30 in your text about this.)

Sample Notes: Revolution – occurrence that affects other aspects of life: e.g., econ.,
socl. Etc. C.f. text, pp. 29-30
Example 2:  At first, Freud tried conventional, physical methods of treatment such as
giving baths, massages, rest cures, and similar aids. But when these failed he tried
techniques of hypnosis that he had seen used by Jean-Martin Charcot. Finally, he
borrowed an idea from Jean Breuer and used direct verbal communication to get an
unhypnotized patient to reveal unconscious thoughts.

Sample Notes: Freud 1st– used phys. trtment; e.g., baths, etc. This fld. 2nd – used hypnosis
(fr. Charcot).  Finally – used vrb. commun. (fr. Breuer) – got unhpynop, patnt to reveal
uncons. thoughts. 

Retrieved from [Link]