Note Taking Formats

When students use their skills to analyze literature, they must annotate to look for the main plot points or literary devices, locate the theme of the novel, and determine if the novel is an allegory. Even though analyzing a book is often confused with summarizing a book, they are entirely different things. While summarizing a book is just writing a few sentences about the most important points in the plot, analyzing a book requires you to look deeper into the story and find what the author’s purpose is. One technique students can use when to analyze literature is annotating. Annotating is a process in which students highlight or make a note of any literary device in the book, important plot points, or connections between the plot/characters to the real world.

The Norton Field Guide to Writing covers topics about writing and composing. Several of which I was already familiar with. In chapter 2, Bullock and Weinberg express how “Many readers find it helps to annotate as they read…” (16). I have become very familiar with annotating over the years. I often use this writing method to help me understand and summarize text I come across.

In the section “Tips from the Science of Memory-for Studying and for Life”, found in our textbook, “Experience Psychology”, the Arthur Laura A. King discusses the importance of study habits. She addresses the skills needed to turn short-term memory into long-term memory through organizing, encoding, rehearsing and retrieving the information we study and memorize. “No matter what the model of memory you use, you can sharpen your memory by thinking deeply about the “material” of life and connecting the information to other things you know.” (King. 2013).

Analyzing is one effective reading strategy a reader can use. This method is most effective by thinking about the writer’s arranged ideas. For example, viewing the developed topics and the structure of the paragraph is a way of analyzing. Annotating is beneficial to the reader who is analyzing the text. When using annotating, a reader

of taking pen and paper notes. However, this paper will tell you, from a student's point of view,

RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

memory: every time you read look for comparisons, and ask yourself, “Where have I seen this before?”

Name at least three items that could be considered AT and describe how those devices could support a student with a disability in the classroom.

The Cornell note taking system, developed by former Cornell University professor Walter Pauk in 1949, features three areas. It features a three-part system used for condensing and organizing notes, whether in the classroom or out in the field. One area is for note taking, the second is for review notes, and the last one is for summarizing. Cornell notes was invented to benefit students in the classroom and help them formulate a way in which they can understand the lessons being lectured while at the same time being well organised.

#1-Good organization goes a long ways. The more you are organized the easier it is too find notes and the faster. Plus teachers sometimes grade your notes and they will give you extra credit.

The read/write learner is advised to: develop lists, make outlines, obtain study guides, take notes, and write words to the notes several times. It is also recommended to read notes silently, rewrite and paraphrase ideas into other words. Converting graphs, charts, and diagrams into worded statements help the student with a strong read/write preference to understand the meanings contained in the visual material. Meaning is found in words; therefore the student with a read/write learning preference should search for words that describe the meaning of a concept by breaking the concept into textual points. (Fleming, n.d.).

In regards to study time, we see that students using the note-taking method spent significantly more time than students who used the 3R or reread-only method. Additionally, we see that those who used the 3R method took more time than those who used the reread only method.

In order to combat this forgetfulness, citizens began to leave notes upon objects so they could remember the functions of them. Although these notes were originally simple nouns, they eventually morphed into lengthy descriptions of everyday things. Even this avenue of action failed as “they forgot the values of the written letters” ( Marquez 47) Memory enables interaction with the world, and a failure to remember something such as basic as the meaning of words reduces the scope of what one can learn and how one can change the

c.     Try short hand for word – remember no one has to be able to read these notes but you so come up with short spelling for words that you will be able to read later.

Strategies and devices that help us remember information that requires effortful processing are: encoding its meaning, visualizing, and mentally organizing the