Note Making

Our knowledge is broad and limitless, but our memory capacity

is restricted. We cannot recall everything all of the time. As a
result, note-making is essential. The purpose of taking notes is
to filter key information and help us remember it. Making notes
is more than just writing down what you read or hear; it is also
a process of synthesising and revisiting concepts from lectures
or reading.

Note Making is a way of recording important details from a

source. This source can be any book, article, meeting or any
oral discussion. In note making, the writer records the essence
of the information. It helps us to understand and clarify
thinking. Note making saves a lot of time by going through the
notes made. One can get a glimpse of a lot of information from
a short note.

Advantages of Note Making

A note making is a skill that improves by practising. There are
some advantages of note-making. Let us get to know some of
them.

 It has great importance in exams or in academic writing

 It is an organization of main points for future use
 Note making helps in keeping the information handy
whenever we require
 It helps in recollecting and recalling the past events said
or heard
 It condenses the complete set of data into a reasonable
size.
 It facilitates rapid revision during exam time.
 It has essential points that make it more readable.
 It helps in concentrating, understanding and provides a
permanent record
 Note making format helps a writer to go through bulky
documents quicker
 It helps in understanding a material if the notes are in
their own words
 It distinguishes between main points and details

Note Making Format

There is a fixed note making format. One needs to follow this
note making format in order to have a clear and un understanding
of it. The note making format has-

Heading

It shows the title or the heading of the note. This is the first
section of your note, and it must express the passage’s main
theme. The header represents the passage’s principal idea.

Subheading

As the name suggests, a subheading is a subdivision of the

main topic. Subheadings are essential components of a
paragraph that contain crucial information that must be divided
into points and subpoints. Subheadings describe how the main
topic of the passage was developed. One can use as many
subheadings as he or she wants.
Point
Below subheading, there are some points that are part of the
main topics.

Sub-subheading
One can add more headings below the points for showing the
category, types, advantages, etc.

Key or Keywords
The key portion of the note shows the various codes, symbols
or abbreviations used. It helps to get a clear understanding of
the keys used in the note-making format.

Abbreviations and Symbols

While taking notes, it is usual and acceptable to use
abbreviations to reduce large terms. However, use abbreviative
forms sparingly and include a key at the conclusion of your
message that lists all of the full forms. Common symbols such
as &, @, #, %, and so on are also permitted. They are
employed for word precision and economy and are hence very
useful in note-taking.
Main Processes in Note Making
There are 2 main processes for note-making:

1. Storing –
We are frequently obliged to save information for future use.
This information can be useful in a variety of situations.
Information storage is necessary since we cannot be expected
to recall everything we learn by reading, speaking, or listening.
Also, some information may not be required right now, but at
some point in the future.
 [Link] –
Storing anything is meaningless if we can’t get to it when we
need it. There is no point in taking notes if we don’t use the
information we save later. As a result, the material should be
organised properly, and notes should not be jotted down
carelessly.

The Procedure of Note Making

 Read the passage provided
 Underline the important sentences. It helps to make
headings and subheadings
 Make a rough note first so as to get an idea
 Organize them in logical order or sequence for the final
note
 Use the appropriate note-making format
 Do not change the idea or the message of the passage
Points to Remember for Note Making Format
 Avoid using long sentences as heading or title
 Never lose the main idea of the passage
 Ignore information that is less important
 Be brief, clear, and specific
 Use logical sequencing
 It is vital to give each note a meaningful title and to
maintain proper indentation.
 Only the most important instances should be provided.
 The presentation of this writing skill is critical.
 Leave no spaces to avoid confusion
 Do not include your own version or understandings
 At least four abbreviations must be included in your notes.
To make it apparent to the reader, put a full stop after each
abbreviation.
 Make your note more memorable by adding colours,
drawings, and symbols
Using Abbreviations and Symbols in Note Making
Using abbreviations and symbols when taking notes saves time
and space. There are several techniques to shorten long or
intricate words:

 Using the initials of one or more words, for example, Prime

Minister – PM, India – IND, United Nations – UN, Chief
Marketing Officer – CMO.
 Using only the initial few letters of the words, for example,
construction – Const., abbreviation – abbr., information –
info., and so on.
 Universally recognised abbreviations include, for example,
opposite – opp., government – govt., established – est.,
private limited – Pvt. Ltd, department – dept., etcetera –
etc., that is – i.e., etc.
 Removing the vowels, for example, reading – rdng, books
– bks, cleaning – clng, shopping – shppng, and so on.
 Universally recognised symbols, for example, Q because >
greater, larger, < less, smaller, ↓ falling, decreasing, ↑
rising, increasing.
Note Making Format
Note making involves the selection, analysis, summarization,
and organization of information. There are different types of
note-making formats. Let us make ourselves familiar with
them.

Split – Page Format (A narrative note making format

method)
In this method, the page is divided into two columns. The first
column had the standard notes. The second column will have a
summary. This is the most common note making format to note
down lecture notes.

Diagram / Pattern format (A visual note making

format method)
In this method, the information is presented by a diagram. The
main topic is linked together by related ideas. This method is
visually more appealing and easy to understand.

Mind Map (A visual note making method)

In this method, the main points and all the related points are
presented through a map. It contains text and images both. For
a clear understanding, the information is linked in the proper
sequence.

Outline Format (A visual note making format

method)
In this method, the information is presented as an outline.
Proper titles and subtitles are numbered accordingly for this
outline.

Question and Prompt Format (A visual note making

format method)
In this method, the main points are highlighted as a series of
questions and appropriate answers. It helps in revising the note
in an easy way.

Examples
♦ Previous Years’ CBSE Examination
Questions

Title) (

Note Format example-

1.
1.1 (sub-points)
1.2
1.3
2.
2.1
2.2
2.3
3.
3.1
3.2
3.2.1 (sub-sub points)
3.2.2
4.
4.1
4.2

Key to Abbreviations
1
2
3
4
5

Summary
Summary
(Heading)
–Body–
Question 1.
Read the passage given below and answer
the questions that follow: (Delhi, All India
2009)

Effective speaking depends on effective listening.

It takes energy to concentrate on hearing and to
concentrate on understanding what has been
heard. Incompetent listeners fail in a number of
ways. First, they may drift. Their attention drifts
from what the speaker is saying. Second, they
may counter. They find counter-arguments to
whatever a speaker may be saying. Third, they
compete. Then, they filter. They exclude from
their understanding those parts of the message
which do not readily fit with their own frame of
reference. Finally, they react. They let personal
feelings about a speaker or subject override the
significance of the message which is being sent.

What can a listener do to be more effective? The

first key to effective listening is the art of
concentration. If a listener positively wishes to
concentrate on receiving a message his chances
of success are high.

It may need determination. Some speakers are

difficult to follow, either because of voice
problems or because of the form in which they
send a message. There is then a particular need
for the determination of a listener to concentrate
on what is being said.

Concentration is helped by alertness. Mental

alertness is helped by physical alertness. It is not
simply physical fitness, but also positioning of the
body, the limbs and the head. Some people also
find it helpful to their concentration if they hold
the head slightly to one side. One useful way for
achieving this is intensive note-taking, by trying
to capture the critical headings and sub-headings
the speaker is referring to.

Note-taking has been recommended as an aid to

the listener. It also helps the speaker. It gives
him confidence when he sees that listeners are
sufficiently interested to take notes; the patterns
of eye-contact when the note-taker looks up can
be very positive; and the speaker’s timing is
aided-he can see when a note-taker is writing
hard and can then make effective use of pauses.

Posture too is important. Consider the impact

made by a less competent listener who pushes
his chair backwards and slouches. An upright
posture helps a listener’s concentration. At the
same time it is seen by the speaker to be a
positive feature amongst his listeners. Effective
listening skills have an impact on both the
listener and the speaker.

(a) On the basis of your reading of the above

passage, make notes on it using headings and
sub-headings. Use recognisable abbreviations
wherever necessary. 5
Answer:
Title: The Art of Effective Listening Notes:
1. Eff. speaking depends on:

1.1 eff. listening

1.2 concen. on listening
1.3 concen. on understanding what you hear

2. Reasons why incompetent listeners fail:

2.1 their attention drifts

2.2 they find counter arguments
2.3 they compete & then filter 2.4. they react

3. Ways for a listener to be more eff.:

3.1 concen. on the msg. reed.
3.1.1 mental alertness
3.1.2 phys. alertness-positioning body
3.1.3 note-taking-aid to listener helps speaker-
gives him confidence encourages the eye contact

4. Impce. of posture

4.1 helps listeners in concen.

4.2 seen by spkr. as a +ve feature among his
listeners

♦ List of Abbreviations

Eff. – effective
concen. – concentrating
msg. – message
reed. – received
phys. – physical
+ve – positive
impce. – importance
spkr. – speaker

(b) Write a summary of the passage in not

more than 80 words using the notes made
and also suggest a suitable title.
Answer:
Title: The Art of Effective Listening
Summary: Effective speaking and effective
listening are two sides of the same coin, both
equally important. An incompetent listener will
always fail as he drifts away from counters,
competes and finally filters what the speaker is
saying. To be a good listener concentration is
important combined with mental and physical
alertness. The importance of other factors like
note-taking and posture cannot be ignored. All
these are effective listening skills and are viewed
as a positive feature by the speaker among his
listeners. They have an impact not only on the
listener but also on the speaker.

Question 2.
Read the passage given below and answer
the questions that follow: (Delhi, All India
2010 )

Despite all the research every one of us catches

cold and most of us catch it frequently. Our
failure to control one of the commonest of all
ailments sometimes seems ridiculous. Medical
science regularly practises transplant surgery
and has rid whole countries of such killing
diseases as Typhus and the Plague. But the
problem of common cold is unusually difficult and
much has yet to be done to solve it. It is known
that a cold is caused by one of a number of viral
infections that affect the lining of the nose and
other passages leading to the lungs but the
confusing variety of viruses makes study and
remedy very difficult. It was shown in 1960 that
many typical colds in adults are caused by one or
the other of a family of viruses known as
rhinoviruses, yet there still remain many colds for
which no virus has as yet been isolated.
There is also the difficulty that because they are
so much smaller than the bacteria which cause
many other infections, viruses cannot be seen
with ordinary microscopes. Nor can they be
cultivated easily in the bacteriologist’s
laboratory, since they only grow within the living
cells of animals or plants. An important recent
step forward, however, is the development of the
technique of tissue culture, in which bits of
animal tissue are enabled to go on living and to
multiply independently of the body. This has
greatly aided virus research and has led to the
discovery of a large number of viruses. Their
existence had previously been not only unknown
but even unsuspected.

The fact that we can catch a cold repeatedly

creates another difficulty. Usually, a virus strikes
only once and leaves the victim immune to
further attacks. Still, we do not gain immunity
from colds. Why? It may possibly be due to the
fact that while other viruses get into the
bloodstream where anti-bodies can oppose them,
the viruses causing cold attack cells only on the
surface. Or it may be that immunity from one of
the many different viruses does not guarantee
protection from all the others. It seems,
therefore, that we are likely to have to suffer
colds for some time yet.

(a) On the basis of your reading of the

above passage, make notes on it in points
only, using abbreviations, wherever
necessary. Also, suggest a suitable title. 5
Answer:
Title: No Control over Common Cold Notes:
1. How to control com. cold:

1.1 No cure to control it

1.2 Cure avail, for Typhus & Plague
1.3 Prob. of com. cold not yet solved

2. Reasons for cold:

2.1 It is a viral infec. that affects nose-lining

2.2 Caused by fmly. of viruses called
Rhinoviruses
2.3 For certain colds no viruses hv yet bn isolated

3. Prob. of identifying viruses:

3.1 Smaller than bacteria so can’t be seen with

ordinary microscopes
3.2 Cannot be easily cultivated in bacteriologists
lab. v grow within the living cells of plants &
animals.

4. Div. of tissue culture aided by:

4.1 bits of animal tissue go on living

4.2 multiply independently off the body
4.3 has led to the discovery of large no. of
viruses
4.4 their existence previously unknown and
unsuspected
5. No imm. from cold:

5.1 viruses causing cold attacks only on surface

& not bloodstream
5.2 cannot be opposed by anti-bodies
5.3 imm. from one virus doesn’t guarantee
protection from all
5.4 you hv to suffer from cold for some more
time

♦ List of Abbreviations

Eff. – effective
com. – common
& – and
avail. – available
prob. – problem
infec. – infection
fmly. – family
hv – have
bn – been
lab. – laboratory
V – because
Dev. – development
no. – number
fm – from
imm. – immunity

(b) Write a summary of the passage in not

more than 80 words using the notes made.
3
Answer:
Summary: Despite having the cure to killing
diseases like Typhus and Plague it seems
ridiculous that medical science has not done
much yet to solve the problem of common cold.
This is because the study of viruses remains
confusing as they cannot be seen with ordinary
microscopes. Now with the development of the
technique of tissue culture a large number of
viruses have been discovered whose existence
was earlier unknown. We keep catching cold and
never become immune to it because the viruses
causing cold attack only on the surface unlike
other viruses tht get into the bloodstream and so
can be opposed by anti-bodies.

Question 3.
Read the passage given below and answer
the questions that follow: (Delhi, All India
2011 )

There is nothing more frustrating than when you

sit down at your table to study with the most
sincere of intentions and instead of being able to
finish the task at hand, you find your thoughts
wandering. However, there are certain
techniques that you can use to enhance your
concentration. “Your concentration level depends
on a number of factors,” says Samuel Ghosh, a
social counsellor. “In order to develop your
concentration span, it is necessary to examine
various 2 facets of your physical and internal
environment,” she adds.
To begin with one should attempt to create the
physical environment that is conducive to
focussed thought. Whether it is the radio, TV or
your noisy neighbours, identify the factors that
make it difficult for you to focus. For instance, if
you live in a very noisy neighbourhood, you could
try to plan your study hours in a nearby library.

She disagrees with the notion that people can

concentrate or study in an environment with
distractions like a loud television, blaring music
etc. “If you are distracted when you are
attempting to focus, your attention and retention
powers do not work at optimum levels,” cautions
Ghosh. “Not more than two of your senses should
be activated at the same time,” she adds. What
that means is that music that sets your feet
tapping is not the ideal accompaniment to your
books.

Also do not place your study table or desk in

front of a window. “While there is no cure for a
mind that wants to wander, one
should try and provide as little stimulus as
possible. Looking out of a window when you are
trying to concentrate will invariably send your
mind on a tangent,” says Ghosh.

The second important thing, she says, is to

establish goals for oneself instead of setting a
general target and then trying to accomplish
what you can in a haphazard fashion. It is very
important to decide what you have to finish in a
given span of time. The human mind recognizes
fixed goals and targets and appreciates
schedules more than random thoughts. Once
your thoughts and goals are in line, a focussed
system will follow.

She recommends that you divide your schedule

into study and recreation hours. When you study,
choose a mix of subjects that you enjoy and
dislike and save the former for the last so that
you have something to look forward to. For
instance, if you enjoy verbal skill tests more than
mathematical problems, then finish Maths first.
Not only will you find yourself working harder,
you will have a sense of achievement when you
wind up.

Try not to sit for more than 40 minutes at a

stretch. Take a very short break to make a cup of
tea or listen to a song and sit down again. Under
no circumstances, should one sit for more than
one and a half hours. Short breaks build your
concentration and refresh your mind. However,
be careful not to overdo the relaxation. It may
have undesired effects.

More than anything else, do not get

disheartened. Concentration is merely a matter
of disciplining the mind. It comes with practice
and patience and does not take very long to
become a habit for life.
(a) On the basis of your reading of the
above passage, make notes on it in points
only, using abbreviations, wherever
necessary. Also suggest a suitable title. 5
Answer:
Title: Techniques to Enhance Concentration
Notes:

1. Hurdles to Concen.

1.1 wandering thoughts

1.2 radio or TV
1.3 noisy environ.
1.4 distracting environ.

2. Techniques for enhancement of Concen.

2.1 examine the environmental factors- both

phys. & internal
2.2 identify the distracting factors
2.3 activate one sense at a time
2.4 keep study table away from the window

3. Managing concen.

3.1 estab. specific goals rather than gen. targets

3.2 set your thoughts & goals in line
3.3-time mgmt.

4. Recommendations
4.1 estab. your goals & schedules
4.2 plan your study and [Link] hrs.
4.3 make concen. a habit for life

5. Ultimate help

5.1 don’t get disheartened

5.2 discipline the mind
5.3 practice & develop patience

List of Abbreviations

concen. – concentration
environ. – environment
phys. – physical
& – and
mgmt – management
estab – establish
gen. – general
[Link] – recreational
hrs. – hours

(b) Write a summary of the above in 80

words.
Answer:
Summary: There can be many hurdles to
concentration. Your wandering thoughts, radio,
TV and a noisy or distractive environment. But
one can overcome these hurdles by following
certain techniques to enhance concentration.

The environmental facets-both physical and

internal need to be identified and dealt with
separately, one at a time. Concentration can also
be managed by establishing specific goals
instead of setting general targets. Our goals and
thoughts should be set in line and we also need
to manage time. The recommendations for
improving concentration are that one should
establish goals and schedules and plan his study
and recreational hours. This will make
concentration a habit for life.

Question 4.
Read the passage given below and answer
the questions that follow: (Delhi, All India
2012)

Research has shown that the human mind can

process words at the rate of about 500 per
minute, whereas a speaker speaks at the rate of
about 150 words a minute. The difference
between the two at 350 is quite large.

So a speaker must make every effort to retain

the attention of the audience and the listener
should also be careful not to let his mind wander.
Good communication calls for good listening
skills. A good speaker must necessarily be a good
listener.

Listening starts with hearing but goes beyond.

Hearing, in other words is necessary but is not a
sufficient condition for listening. Listening
involves hearing with attention. Listening is a
process that calls for concentration. While,
listening, one should also be observant. In other
words, listening has to do with the ears, as well
as with the eyes and the mind. Listening is to be
understood as the total process that involves
hearing with attention, being observant and
making interpretations. Good communication is
essentially an interactive process. It calls for
participation and involvement. It is quite often a
dialogue rather than a monologue. It is necessary
to be interested and also show or make it
abundantly clear that one is interested in
knowing what the other person has to say.

Good listening is an art that can be cultivated. It

relates to skills that can be developed. A good
listener knows the art of getting much more than
what the speaker is trying to convey. He knows
how to prompt, persuade but not to cut off or
interrupt what the other person has to say. At
times the speaker may or may not be coherent,
articulate and well organised in his thoughts and
expressions. He may have it in his mind and yet
he may fail to marshal the right words while
communicating his thought.

Nevertheless, a good listener puts him at ease,

helps him articulate and facilitates him to get
across the message that he wants to convey. For
listening to be effective, it is also necessary that
barriers to listening are removed. Such barriers
can be both physical and psychological. Physical
barriers generally relate to hindrances to proper
hearing whereas psychological barriers are more
fundamental and relate to the interpretation and
evaluation of the speaker and the message.

(a) On the basis of your reading of the

above passage, make notes in points only,
using abbreviations wherever necessary.
Supply a suitable title. 5
Answer:
Title: The Art of Good Listening and
Speaking Notes:

1. Research has shown:

1.1 human mind processes words @ 500/ min.

1.2 spkr. speaks @ 150 words/min.
1.3 large diff. b/ w the two – at 350.

2. Essentials to being a good spkr. & listener:

2.1 spkr. should be able to retain aud. attention.

2.2 listener should not let his mind wander.
2.3 a good spkr. must be a good listener also.

3. Listening skills:

3.1 start with hearing – tho’ it is not a sufficient

condition
3.2 involve hearing with attention
– being observant
– using one’s ears, eyes & mind
– calls for participation & involvement
3.3 It is dial, rather than monologue.
4. Good listening is an art:

4.1 can be cultivated & its skills can be

developed
4.2 A good listener knows
– how to get much more than what spkr. wants to
convey
– to be prompt, persuade without interruption
4.3 A good listener
– puts spkr. at ease
– helps him articulate
– facilitates him to get across msg. he wants to
convey

5. Barriers to listening

5.1 phys.
– relating to hindrances to proper listening
5.2 Psycho.
– more fundamental
– related to interpretation & evaluation of spkr.
and msg.
5.3 These barriers must be removed

Key: List of Abbreviations

@ – at the rate of
/ – per
min. – minute
spkr. – speaker
diff. – difference
b/w – between
aud. – audience
tho’ – though
& – and
dial. – dialogue
msg. – message
phys. – physical
psycho. – psychological

(b) Write a summary of the above passage

in about 80 words. 3
Answer:
Summary: There is a vast difference between
words the human mind can process and speak.
The speaker must be able to retain audience
attention and also be a good listener. Listening
goes beyond hearing, it is hearing with attention
and calls for concentration. One also needs to be
observant, using not only one’s ears but also
one’s eyes and mind. Good listening needs
participation and involvement and involves
dialogue more than monologue. It is an art that
needs to be cultivated. A good listener must
know how to be prompt and persuade but not
interrupt the other person. He puts the speaker
at ease, helps him to articulate and get across
the message he wants to convey. For effective
listening physical and psychological barriers need
to be removed.

Question 5.
Read the passage given below and answer
the questions that follow: (Delhi, All India
2011)
The term dietary fibres refers collectively to
indigestible carbohydrates present in plant foods.
The importance of these dietary fibres came into
the picture when it was observed that the people
having diet rich in these fibres, had low incidence
of coronary heart disease, irritable bowel
syndrome, dental caries and gall stones.

The foodstuffs rich in these dietary fibres are

cereals and grains, legumes, fruits with seeds,
citrus fruits, carrots, cabbage, green leafy
vegetables, apples, melons, peaches, pears etc.

These dietary fibres are not digested by the

enzymes of the stomach and the small intestine
whereas most of other carbohydrates like starch
and sugar are digested and absorbed. The
dietary fibres have the property of holding water
and because of it, these get swollen and behave
like a sponge as these pass through the
gastrointestinal tract. The fibres add bulk to the
diet and increase transit time in the gut. Some of
these fibres may undergo fermentation in the
colon.

In recent years, it has been considered essential

to have some amount of fibres in the diet. Their
beneficial effects lie in preventing coronary heart
disease, and decreasing cholesterol level. The
fibres like gums and pectin are reported to
decrease postprandial (after meals) glucose level
in the blood. These types of dietary fibres are
recommended for the management of certain
types of diabetes. Recent studies have shown
that the fenugreek (Methi) seeds, which contain
40 per cent gum, are effective in decreasing
blood glucose and cholesterol levels as compared
to other gum containing vegetables.

Some dietary fibres increase transit time and

decrease the time of release of ingested food in
colon. The diet having less fibres is associated
with colon cancer and the dietary fibres may play
a role in decreasing the risk of it.

The dietary fibres hold water so that stools are

soft, bulky and readily eliminated. Therefore,
high fibre intake prevents or relieves
constipation.

The fibres increase motility of the small intestine

and the colon and by decreasing the transit time
there is less time for exposure of the mucosa to
harmful toxic substances. Therefore, there is a
less desire to eat . and the energy intake can be
maintained within the range of requirement. This
phenomenon helps in keeping a check on
obesity. Another reason in helping to decrease
obesity is that the high-fibre diets have
somewhat lower coefficients of digestibility.

The dietary fibres may have some adverse

effects on nutrition by binding some trace metals
like calcium, magnesium, phosphorus, zinc and
others and therefore preventing their proper
absorption. This may pose a possibility of
nutritional deficiency especially when diets
contain marginal levels of mineral elements. This
may become important constraints on increasing
dietary fibres. It is suggested that an intake of 40
grams dietary fibres per day is desirable.
(Extracted from ‘The Tribune’)

(a) On the basis of your reading of the

above passage make notes on it in
points only, using recognizable
abbreviations wherever necessary.
Also suggest a suitable title. 5

Title: The Importance of Dietary Fibres

Notes:

1. Definition and importance of dietary fibres:

1.1 Refer to indigestible carbohydrates present in

plant foods.
1.2 People having diet rich in fibres had low
incidence of-
1.2.1 coronary heart disease
1.2.2 IBS
1.2.3 dental caries
1.2.4 gall stones.
1.3 Egs. of foodstuffs rich in dietary fibres:
cereals, legumes, cabbage, carrots, green leafy
vegetables, etc.

2. Characteristics of dietary fibres:

2.1 Unlike other carbohydrates, they are not
digested by the enzymes of the stomach and the
small intestines.
2.2 Have properties of holding H20 & v of it they
get swollen.
2.3 Add bulk to the diet and increase transit time
in the gut.

3. Benefits of dietary fibres:

3.1 Prevent coronary heart disease.

3.2 ise cholesterol level.
3.3 Tse prandial glucose level in the blood.
3.4 Recommended for the management of
certain types of diabetes.
3.5 tse transit time and ise the time of release of
ingested food in colon.
3.6 Prevent or relieve constipation.

4. Dietary fibres check obesity:

4.1 tse motility of small intestine and colon by

decreasing transit time.
4.2 v there is less desire to eat and energy intake
can be maintained within the requirement range.
4.3 This phenomenon helps to keep a check on
obesity.
4.4 High-fibre diets also have lower coefficients
of digestibility.

5. Adverse effects of dietary fibres on nutrition:

5.1 Bind some trace metals like calcium,
magnesium, phosphorous etc. & prevent their
proper absorption.
5.2 This poses possibility of nutritional deficiency.
5.3 May also become an imp. constraint on
increasing dietary fibres.
5.4 Suggested intake of 40 gm dietary

Key: List of Abbreviations

(b) Write a summary of the above in about

80 words. 3
Answer:
Summary: Dietary fibres are the indigestible
carbohydrates present in plant food. Their intake
is important as they lower coronary heart
disease, irritable bowel syndrome, gall stones
etc. These dietary fibres, which are found in
cereals, grains and some fruits, have the
property of holding water and so are beneficial to
prevent and reduce heart disease and cholesterol
level. They also help to keep a check on obesity
and relieve constipation. It is suggested that an
intake of 40 grams dietary fibres per day is
desirable because an excess of these can have
an adverse effect on nutrition.
Question 6.
Read the passage given below and answer
the questions that follow: (Delhi, All India
2014)

1. I remember my childhood as being generally

happy and can recall experiencing some of the
most carefree times of my life. But I can also
remember, even more vividly, moments of being
deeply frightened. As a child, I was truly terrified
of the dark and getting lost. These fears were
very real and caused me some extremely
uncomfortable moments.

2. May be it was the strange way things looked

and sounded in my familiar room at night that
scared me so much. There was never total
darkness, but a street light or passing car lights
made clothes hung over a chair take on the
shape of an unknown beast. Out of the comer of
my eye, I saw curtains move when there was no
breeze. A tiny creak in the floor would sound a
hundred times louder than in the daylight and my
imagination would take over, creating burglars
and monsters. Darkness always made me feel
helpless. My heart would pound and I would lie
very still so that ‘the enemy’ wouldn’t discover
me.

3. Another childhood fear of mine was that I

would get lost, especially on the way home from
school. Every morning, I got on the school bus
right near my home-that was no problem. After
school, though, when all the buses were lined up
along the curve, I was terrified that I would get
on the wrong one and be taken to some
unfamiliar neighbourhood. I would scan the bus
for the faces of my friends, make sure that the
bus driver was the same one that had been there
in the morning, and even then ask the others
over and over again to be sure I was in the right
bus. On school or family trips to an amusement
park or a museum, I wouldn’t let the leaders out
of my sight. And of course, I was never very
adventurous when it came to taking walks or
hikes because 1 would go only where I was sure I
would never get lost.

4. Perhaps, one of the worst fears I had as a child

was that of not being liked or accepted by others.
First of all, I was quite shy. Secondly, I worried
constantly about my looks, thinking people
wouldn’t like me because I was too fat or wore
braces. I tried to wear ‘the right clothes’ and had
intense arguments with my mother over the
importance of wearing flats instead of saddled
shoes to school. Being popular was very
important to me then and the fear of not being
liked was a powerful one.

5. One of the processes of evolving from a child

to an adult is being able to recognize and
overcome our fears. I have learnt that darkness
does not have to take on a life of its own, that
others can help me when I am lost and that
friendliness and sincerity will encourage people
to like me. Understanding the things that scared
us as children helps to cope with our lives as
adults.

(a) On the basis of your reading of the

above passage, make notes using headings
and subheadings. Use recognizable
abbreviations wherever necessary. 5
Answer:
Title. My Childhood Fears Notes:
1. Recalling my childhood:

1.1 Generally happy.

1.2 exp. rather carefree life.
1.3 truly terrified of dark & getting lost.
1.4 These fears caused me very uncomfortable
moments.

2. My room at night:

2.1 things looked & sounded strange at night.

2.2 never total darkness.
2.3 always a street light or a passing car light.
2.4 made clothes hung over chair take shape of
beast.
2.5 curtains moved even when there was no
breeze.
2.6 a tiny creak sounded louder at night.
2.7 Darkness made me feel helpless.

3. Another childhood fear:

3.1 that I would get lost – esp. on my way home
from school.
3.2 terrified that I would take the wrong school
bus.
3.3 To reassure myself I would:
3.3.1 scan the bus for faces of my friends
3.3.2 make sure same driver as momg.
3.4 on school/fmly trips-would not let leaders out
of my sight.

4. Worst childhood fear:

4.1 not being liked or accepted by others.

4.2 This was v I was:
4.2.1 shy
4.2.2 worried about my looks
4.3 Being pop. V. imp. for me

5. Process of evolving from childhood to adult:

5.1 We are able to recognize & overcome our

fears.
5.2 learnt darkness does not take on its own life.
5.3 Ppl. will like me if I am friendly & sincere.

List of Abbreviations used:

exp. – experienced
& – and
esp. – especially
momg – morning
v – because
pop. – popular
fmly – family
Ppl. – people
[Link]. – very important

Common Note-Taking Symbols

The following symbols offer a quick way to record
what you hear or read. They are also familiar to
most people, so if you plan to share your notes
with someone else, they can be very useful.
 → - Leads to or results in
 ↓ - Decrease
 ↑ - Increase
 = - Is equivalent to
 < - Less than
 > - More than
 @ - At
 ? - Question
 / - Per
 ~ - Approximately or about
 # - Number
 & - And
 ! - Important

∴ - Therefore
 $ - Money

∵ - Because


General Note-Taking Abbreviations to Use

You can also use note-taking abbreviations to
save time. These shortened versions of words are
quick to write and easy to understand.
 ASAP - As soon as possible
 b/c - Because
 b/w - Between
 c. - Circa
 gov. or gov/t - Government
 edu. or educ. - Education
 e.g. - For example (from the Latin term,
exempli gratia)
 esp. - Especially
 et. al. - And others (from the Latin term, et
alii)
 etc. - And so on (from the Latin term, et
cetera)
 ex. - Example
 i.e. - In other words (from the Latin term, id
est)
 indv. - Individual
 lrg. - Large
 max. - Maximum
 min. - Minimum or minute
 n/a - Not applicable
 prob. - Probably
 re: - Regarding or about
 ref. - References needed or refer to
 sim. - Similar
 sm. - Small
 thru - Through
 vs. - Versus
 w/ - With
 wd. - Word
 w/o - Without
 yr. - Year or years
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Note-Taking Abbreviations for Subjects
Certain subjects have specific note-taking
abbreviations and symbols that go with them. If
you’re studying one of these, familiarize yourself
with the associated abbreviations.
History and Social Studies Note-Taking
Abbreviations
In addition to getting to know the abbreviations
for the US states, countries of the world, and
other geographical areas, use these
abbreviations for social studies and history notes:
 19th C. - 19th century (can be used with
other numbers for other centuries)
 Can. - Canada
 Eng. - English
 Fr. - French
 Fr. Rev. - French Revolution
 GB - Great Britain
 Ind. Rev. - Industrial Revolution
 pop. - Population
 US - United States
 WWI - World War I
 WWII - World War II
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English and Literature Note-Taking
Abbreviations
If you’re studying language arts or English, these
abbreviations and symbols can come in handy
when you take notes:
 chap. - Chapter
 p. - Page
 pp - Pages
 rev. - Revised
 wrt. - Written or written by
Note-Taking Symbols for Science
Use these abbreviations to speed up your note-
taking during science lectures or while reading
scientific information. Also take some time to
familiarize yourself with common abbreviations
for measuring time and distance.
 alt. - Altitude
 at. no. - Atomic number
 at. wt. - Atomic weight
 C - Celsius
 F - Fahrenheit
 fl. oz. - Fluid ounces
 K - Kelvin
 mph - Miles per hour
 oz. - Ounce
 rpm - Revolutions per minute