7/27/2019 Textbook Study Method Inventory
1/13
T extbook Study Method I nventory
You can measure your own knowledge and efficiency in study-reading by completing the Textbook StudyMethod Inventory.Read each question carefully and select one of the three responses from the drop down box followingeach question, indicating whether you almost always, sometimes, or rarely do what the question asks.Answer honestly; remember that you are being asked to tell what you now do, not what you think youshould do or what your teachers expect you to do.When you have completed the inventory, click the "Calculate" button at the bottom of the form. It willcalculate your score, and fill in the "score boxes" in the right hand column.
No. Question Answer Score1. Do you use any organized method for studying textbook assignments
2. Do you read textbooks at about the same speed that you read fiction and lightmagazine articles?
3. At the beginning of a course, do you preview your textbooks by skimming thetable of contents and analyzing the format of the book?
4. Do you know whether your textbooks are up to date or obsolete?
5. Do you know how to identify and use the special typographical helps, such asitalics, headings, and subheadings, that are used in your textbooks?
6. Do you read the preface, foreword, and introduction to your textbooks
7. Do you use the summaries in your textbooks?
8. Do you know what a glossary is and how to use it?9. Do you use the index in looking up ideas, dates, and names that you should
know and remember?
10. Do you use the index for reviewing the textbook's contents before exams?
11. Before you begin studying, do you preview each chapter assignment by readingthe first and last paragraphs and by changing headings into questions?
12. Do you use the pictures; graphs, and maps in your textbooks to clarity the textin an assignment?
13. Do you read an assignment over and over again to learn the material?
14. When you have trouble understanding or learning an assignment, do you try tofind a less difficult or differently written book on the subject?
15. When the textbook material seems easy or is a repetition of what you already
know, do you try to locate a more advanced book on the subject?16. Do you know specifically why you are reading an assignment?
17a. If school regulations permit, do you mark your book with significant marginalsummaries, brackets, boxes, or sequence numbers after you have given theassignment an initial reading?
17b. Do you outline and summarize your assignment in a notebook if schoolregulations do not permit marking in your textbook?
18. Do you make notes on your textbook reading?
19. As you study an assignment, do you frequently recite the material to yourself?
20. Do you study your textbook notes along with your lecture notes when preparingfor exams?
TotalScore
* Answer either 17a or 17 b, whichever applies to your school situation.
Count every Sometimes response that you have entered. Multiply the totalofSometimes responses by 3 and record the product.
1.
Check the Always and Rarely responses against the key below. Cross out every wrong answer.2.Count every correctAlways response. Multiply the total by 5 and record the product.3.Count every correctRarely response. Multiply the total by 5 and record the product.4.Add the three scores.5.If you scored between80 and 100 points on this inventory, you are extremely competent in youruse of your textbooks.
If you scored between60 and 79 points, you are somewhat competent in your use of yourtextbooks.
If you scored below 60 points, you are not using your textbooks expertly, and you should beginnow to become competent in this important skill.
Direct ions for Scorin g & In terpreting th e Textbook Stu dy Method Inventory
Key:
1. A, 2. R, 3. A, 4. A, 5. A, 6. A, 7. A, 8. A, 9. A, 10. A, 11. A, 12. A, 13. R, 14. A, 15. A, 16. A, 17. A, 18.A, 19. A, 20. A*Christ, Frank L., Studying a Textbook, SRA, 1966
Unfiled Notes Page 1
7/27/2019 Textbook Study Method Inventory
2/13
T HE FIRST STEP IN STUDYING A T EXTBOOK:PREVIEWING*
Purpose, limitations and scope of the book as stated in the preface or foreword.1.Degree of difficulty of topics listed in the table of contents and index.2.Extra help that the book will offer you in mastering the contents through summaries, glossaries,
review questions and problems, books for further study, pointers to important ideas through use ofitalics, headings, marginal notes.When you make your preview, look at each component of the book to see what help it can offer youin using the book and understanding what it is trying to teach.
3.
Title - Reword the title to make a question. Write down other questions that you think might beanswered in the book. Apply the classic six questions-- who, what, where, when, how and why--tothe title.
Author - Who is he? What makes him an expert? What else has he done or written?
Copyright date - Is the book up to date? Have there been any new theories or developments in thefield since the book was written?
Preface, foreword, or introduction - Does the author tell you why he wrote the book? Does herecommend the best way to use it?
Table of contents - Turn the entries into questions. Review what you already know about the topicslisted.
Text chapters - Are there introductions to each chapter outlining the contents? Is each chapter
subdivided under different headings? Are there maps, tables, graphs and pictures? Is there asummary at the end of each chapter? Are there questions, exercises, or other study helps for eachchapter?
Glossary - Does the book have a glossary? Is it at the end of the book, or following each chapter?How many new words will you have to learn to understand the subject?
Bibliography - Does the author provide a list of other books on the subject to which you may refer ifyou want more detailed information?
Index - Read down this alphabetical list of the main ideas and people discussed in the book. Howmany items are familiar to you? Remember that in addition to using the index for reference, youmay also use it fo r review before examinations. If you are able to read down the list of entries andremember something relevant about most of them, you probably have a good grasp of the subject.
The first step toward the successful completion of any course is to preview the textbook. Ideally, youshould make this preview before the end of the first week of class. The textbook has been designed bythe author as a too l for mastering the subject. Besides the text itself, it offers you special help such asthe headings, italics, and footnotes to improve you efficiency in using the book. Previewing your textbookwill help you to discover the:
Reference:
*Christ, Frank L., Studying a Textbook, SRA. 1966
An ato my of a Textbook
What is the title?1.Survey Sheet for T extbook
Unfiled Notes Page 2
7/27/2019 Textbook Study Method Inventory
3/13
What do you already know about the subject as stated in the title?2.What is the copyright date? Why is this important?3.Read the table of contents and list the major divisions or parts in the book.4.Is the book organized chronologically, topically, or does it follow some other organizational plan?5.Make three predictions about what you can expect to learn in the rest of this book.6.Ask one question you would like answered.7.Read the introduction and preface. Who is the author, and what do you now know about him or her?Mention qualifications and background, biases, unusual approach, or any other information about theauthor you find in the introduction or preface.
8.
List three items of useful information in the preface or introduction that will help you read the book.9.
Look at the first chapter of the book. What is its title?10. How are the chapters organized? What do they contain?11.Look at the last chapter of the book. What is its title? Why do you think the author decided to placeit last?
12.
Look to see whether there is an index, glossary, or other built-in aids to help you read the book Listthese aids.
13.
Assume you have just been asked to describe this book in fifty words or less. What would you sayabout it?
14.
Is your name written in the textbook?15.What is your instructor's name?16.
Study Sy stemBefore Readin g
Predict
Question
Activate Schema
Establish Purpose
Stage 1 Preview
While Reading
Predict
Picture
Relate
Monitor and Self-Test
Correct
Stage 2 Int egrate Knowledge
After Readin g
Review
Select
Relate
Recite
Organize
React
Stage 3 Recall
N A Stahl "Historical Analysis of Textbook Study Systems" (Ph.D. diss. University of Pittsburgh. 1983)
SQ4R Study Form ula
Title & Introductory material or First Sentence
Subheadings & First Sentence of each subsection
Last paragraph or Summary
Boldface print or italicsCharts, maps, pictures, graphs
SURVEY
Turn subheadings into questions
Use questions in introduction or at the end
QUESTION
Read to answer the above questions
Read to discover information not pre-questioned
READ
Make marginal notes of reactions, ideas, details, numbering, question- marks, etc. as you read.
RECORD
Answer the questions either orally or write a summary of the chapter or discuss the material.
Use your own words as much as possible.
Check your answers with the text. Revise.
RECITE
Compare the new ideas with what you already know. Ask, "Upon what are these new ideas andinformation based?" and "How can I use this?"
REFLECT
Unfiled Notes Page 3
7/27/2019 Textbook Study Method Inventory
4/13
Surveying a Textbook ChapterThis exercis e provides practice in applying the SQ4R formula, es pecial ly surveying, to reading a textbook chapter. With
practice, it becomes second nature and can be done quickly without writing anything down.
Marking Yo ur T exts
The following ten suggestions will help you mark your textbooks so they
will be of immediate and lasting value to you . On the back of this page is
an illustration of a section of a textbook that has been marked according
to these recommendations.
Read first and then underline selectively.Make conscious decisions about what to underline and limit the amount. Too
much underlining is difficult to study later and often becomes a mechanical process that requires little thought . Read a
section of material first and then go back and underline only the words and phrases that most accurately state what that
chunk of material is mainly about.
1.
Box transitions and number important ideas.Making transitions stand out in the text helps you locate the ideas . When
you box such words as first, for example, next or finally, you not only locate important ideas more easily, you also see
how they relate to each other.
2.
Circle specialized vocabulary. Write brief meanings in the margin if you need to. You need to know these terms to
understand the textbook and the instructor, and take the exams.
3.
Jot down main ideas in the margin. At the end of a paragraph, stop and ask yourself, "What was most of that paragraph
about?" Write the answer in as few words as possible in the margin . This is an especially useful technique for short
dense assignments that are difficult to understand, such as those in philosophy, physics, or chemistry .
4.
Label Examples (ex). When you encounter an example, determine what main idea -it exemplifies and label it. It will helpyou understand the main idea when you study later.
5.
Write your own ideas, including connections with your other classes, in [square brackets]. If you are reading actively,
concentrating and understanding, you will also be thinking. Jot down the ideas that occur to you either at the top or the
bottom of the page and bracket them to indicate they are your own. Your recorded ideas wil l make later study more
6.
Unfiled Notes Page 4
7/27/2019 Textbook Study Method Inventory
5/13
interesting and will a lso provide ideas for class discussions, papers, and exams.
Write questions as you read. Questions help you think, relate new material to what you already know, and wonder
about implications and applications .All these mental activities help you learn the material in the first place and
remember and use it later.
7.
Write brief summaries at the end of each section of material, and later; at the end of chapters and the book. Use the
white space throughout the book to write summaries. Write them in brief phrases only. They should answer the
questions "What was this about? " and "What did the author say about it?" Summarize your own words as much as
possible. Don't read and write at the same time, or you will end up with too many notes .
8.
Make outlines of obvious major ideas in the margins. Outlines are a visual representation of ideas and their relation to
each other. At times, obvious transitions will make the ideas stand out. When you encounter such material, write briefoutlines of the ideas in the margins .
9.
Make maps. Outlines force you to isolate and organize important ideas so you can visualize them and thereby
understand and remember them.Writing ideas in map form accomplishes the same thing. You can map major sections,
chapters, or even entire books. Experiment with summaries, outlines, and maps and decide which work best for you.
10.
How to Mark a Section of a Tex tbook Chapter
d
Return to TopPage maintained by [email protected] . Last modified: 11/06/2003.
Mode and Strategy for Reading Different Materials
Unfiled Notes Page 5
http://academic.cuesta.edu/acasupp/AS/611.htmhttp://academic.cuesta.edu/acasupp/AS/608.htm#topmailto:[email protected]:[email protected]://academic.cuesta.edu/acasupp/AS/608.htm#tophttp://academic.cuesta.edu/acasupp/AS/611.htm7/27/2019 Textbook Study Method Inventory
6/13
Material/Purpose Strategy
Analytical
reading
Complex ess ays, technical reports, legal contracts. Previewing; read to identify inference, make
conclusions, and evaluate logic and the writer's craft.
Reading and marginal notations, underlining .
Study
reading
Textbooks, problem-solving material; information
to be recalled for testing; literature.
Previewing; reading and outlining; note making;
mapping.
Generalreading
Any nontechnical material read for enjoyment orgood understanding of content.
Read actively with an inquiring mind, recognizing mainidea and important details .
Skimming Any printed material:
When minimal comprehension is satisfactory
for general information in newspapers,
magazine articles, junk mail," correspondence.
1.
For a preliminary familiarity with format and of
organization lengthy or difficult material in
textbook chapters, novels, instructional
manuals.
2.
To get the gist or main idea of essays, editorials ,
reports.
3.
Read titles and subtitles. Then read introductory
paragraphs, opening sentences of all other paragraphs,
and concluding paragraphs or summary.
Scanning Any printed materials when looking for specificinformation or pertinent facts like names, dates,
quantities, places.
Also used for information from reference guides:
Table of contents
Index
Appendix
Dictionary
Telephone
directory
TV schedule
Want ads
Examine organization of information alphabetical,chronological, I conceptual.
Look for key ideas or words that guide rapid location of
information. When looking up dates or quantity, looking
for names or particular places, think of capital letters .
Reading Flex ibility
Mode Purpose Rate Recommend
ed Rate
Range
Decreas
e
1. Analytical cal
reading (legal
documents, persuasive
essays)
To analyze information for
inference, language, tone, bias; to
evaluate logic and writer's craft.
Usually the slowest rate.Varies
with complexity of material. May
require more than one reading.
150-250
wpm
2. Study reading
(textbooks)
To learn, synthesize, and retain
information; gaining complete
understanding of text material.
Rate varies with amount to be
learned and type of material.
150-300
wpm
BaseRate
3. General reading(newspapers,
magazines, novels)
To read as a leisure-time activity forpleasure and general information.
Rate varies with material,purpose, and familiarity.
250-500wpm
4. Skimming (initial
research)
To get a general idea of the
material and some details; to get a
mental outline of material's
organization.
Can be twice as fast as general
reading rate.
500-1000
wpm
Increas
e
5. Scanning (phone
numbers, airline
schedules)
To locate specific information and
answer questions as quickly as
possible.
Fastest rate with no specific wpm
determined.
1000+ range
Return to Top
Page maintained by [email protected] . Last modified: 11/06/2003.
Organizational Patt erns of Paragraphs
The basic unit of thought
Perhaps one of the best ways to improve your reading abil ity is to learn to read paragraphs effectively. Many experts
believe the paragraph, not the sentence, is the basic unit of thought of a selection . If one can quickly grasp the meaning
Unfiled Notes Page 6
http://academic.cuesta.edu/acasupp/AS/608.htm#topmailto:[email protected]:[email protected]://academic.cuesta.edu/acasupp/AS/608.htm#top7/27/2019 Textbook Study Method Inventory
7/13
of each of these though units while reading, then comprehension will be heightened.
It is important to identify with the author's perspective by discovering the way the message is being sent. Every writer
has a purpose for writing and some plan of action for getting a message across . This plan of action is the order in which
the material will be presented in the text. This order, often called a pattern of organization, should be present in
acceptable writing from the smallest to the largest unit of writing: the paragraph, groups of paragraphs, subchapters,
chapters, groups of chapters, whole books, and even series of books . Each of these, then, contains a certain pattern of
organization.
Anticipating the order in which the material will be presented helps you put the facts into perspective and to see how
the parts fit into the whole. For example, if the selection begins by indicating that there are four important components
of management, you are alert to look for four key phrases to mark and remember. Likewise, if a comparison issuggested, you want to note the points that are similar in nature . For material that shows cause and effect, you need to
anticipate the linkage and note the relationship.
The importance of these patterns is that they signal how the facts will be presented. They are blueprints for you to use.
In textbook reading the number of details can be overwhelming. The mind responds to logical patterns; relating the
small parts to the whole simplifies complexities of the material and makes remembering easier.
Although key signal words help in identifying the particular type of pattern, a single paragraph can be a mixture of
different patterns. Your aim is to anticipate the overall pattern and then place the facts into a broad perspective .
The following six examples are the patterns of organization that are most frequently found in textbooks .
Simple Listing
Items are randomly lis ted in a series of supporting facts or details . These supporting elements are of equal value, and the
order in which they are presented is of no importance. Changing the order of the items does not change the meaning of
the paragraph.
Signal words often used for simple listing are:in addition
several
for example
another
a number of
Description
Description is like listing; the characters that make up a description are no more than a simple listing of details .
Definition
Frequently in textbook reading an entire paragraph is devoted to defining a complex term or idea . The concept is initially
defined and then further expanded with examples and restatements .
Signal words used for definition are:
is defined as
is called
means
refers to
is described as
term or concept
Chronological (Time) Order or Sequence
Items are listed in the order in which they occurred or in a specifically planned order in which they must develop . In this
case, the order is important and changing it would change the meaning .
Signal words often used for chronological order or sequence are:
first, second, third
until etc.
al last
before, after
later
Comparison - Contrast
Items are related by the comparisons (similarities) that are made or by the contrasts (differences) that are
presented. The author's purpose is to show similarities and differences .
Signal words often used for comparison-contrast are:
similar, different
bigger than, smaller
on the other hand
in the same way
however
parallels
Cause and Effect
In this pattern, one item is showed as having produced another element. An event (effect) is said to have happenedbecause of some s ituation or circumstance (cause). The cause (the action) stimulates the event, or effect (the outcome) .
Signal words often used for cause and effect are:
for this reason
hence
Unfiled Notes Page 7
7/27/2019 Textbook Study Method Inventory
8/13
consequently
because
on that account
Study Strategy
Everyone looks for ways to be more successful. American executives strive to compete with aggressive foreign
competitors, teachers seek ways to enrich student learning, and students, like you, search for ways to improve academic
performance.
So, how can you, like a company president or a college professor, improve your chances for succes s? First, realize thatwhether your goal is to improve performance on a widget production line or a sociology final exam, the basic blueprint
can be the same: you plan what you need to do; you implement your plan; you review how well you did. Then, since
goals such as zero defects or, in your case, understanding more of what you read, can't always be met the first time you
complete your plan, you view reading as a cycle instead of a one-shot activity.
PLAN: Pre-Reading Strategies
Establish a good physical environment
Relax and set a positive attitude
Review instructions
Review lecture notes
Set your purpose
Preview the assignment
Organize your thoughts
Determine what you want to know when you finish reading
DO: Reading Strategies
Be actively involved
Check your comprehension as you read
Restate ideas in your own words
Form mental pictures
Compare what you are reading to what you know
Answer the questions you developed during pre-reading
Fix-up your comprehension when needed
Define unfamiliar words
Keep problem on hold and hope it will clarify itself
Re-read a portion of the text
Compare information with notes or another sourceAsk someone for help
REVIEW: Post-Reading Strategies
Consolidate and integrate information
Answer questions
Test yourself
Participate in a study group
Space review over time
Decide what else you need to know
More detail on using this strategy
Return to Top
Page maintained by [email protected] . Last modified: 11/06/2003.
More Abo ut Effective Textbook Study
Plan. Prime your brain.Establish a good environment. Place yourself in surroundings that help your ability to concentrate and encourages good
posture, and a ready-to-work attitude.
Relax and set a positive mental attitude . Set yourself up to be successful. Do your study-reading when you are at your
mental best. Have confidence in yourself; know that you can read successfully and accomplish the goals you set .
Review instructions. Check any comprehension guidelines you have been given such as "read this in preparation for
tomorrow's lecture," or "read to see how this author differs from what I've said today," or "review all of the material we
covered in preparation for the exam."
Review any lecture notes. Reread any notes you have on this topic looking for topics or ideas you need to clarify, words
you need to define, or names and dates you need to fill-in.
Set your purpose. Match the way you read to your purpose. For instance, reading for enjoyment does not require the full
understanding that reading to prepare for a psychology lecture requires, and those demands are different from readingfor a chemistry exam. Clarify your purpose before you begin to read, and you're more likely to be successful and less
likely to waste time.
Preview the assignment. To preview, *read the chapter objectives, -read headings/subheadings, -read introductory and
concluding paragraphs, -read boldface and italic words and phrases, -highlight/ clarify unfamiliar vocabulary, -examine
graphics , and -review end-of-chapter s ummaries and questions. Take advantage of anything that will help you
Unfiled Notes Page 8
http://academic.cuesta.edu/acasupp/AS/616.htmhttp://academic.cuesta.edu/acasupp/AS/608.htm#topmailto:[email protected]:[email protected]://academic.cuesta.edu/acasupp/AS/608.htm#tophttp://academic.cuesta.edu/acasupp/AS/616.htm7/27/2019 Textbook Study Method Inventory
9/13
understand the organization and core ideas.
Organize your thoughts. Based on the chapter objectives and headings/ subheadings, jot down the major topics you are
going to be reading about.Then, write a few words about what you know on each of the topics .
Clarify what you want to know when you finish reading. If you don't read to find out something 'specific, you probably
won't. One way to read for something specific is to phrase the chapter's objectives or headings/subheading as questions
and then read to answer those questions .Do. Be active. Think.
Restate ideas in your own words. At the end of a sentence or paragraph, rephrase the idea in your own words .
Form mental pictures. Stop and build a mental picture of what the author is saying .
Compare what you are reading to what you know. Ask how does new information fits with what I know? Does it
reinforce, contradict, or add new information?
Answer questions. Connect what you are reading to questions you need to answer .
If you don't understand what you are reading, use one of these fix-up strategies to get back on track :
Define unfamiliar words. Understand the words the author uses. Check the context, g loss ary, lecture notes, a dictionary
or ask someone.
Use chapter objectives and headings/subheadings. Reread objectives and headings/subheadings for the unclear passage
for ideas or concepts that help you to understand .
Review related graphics. Reread any graphic and its explanation to see if it clarifies the text information .
Reread a portion. Try reading the sentence or paragraph again with the specific goal of clarifying your question.
Keep the problem on hold and hope it will clarify itself. If the problem is just one sentence or paragraph, you can mark it
and continue reading. It's possible the next sentence or paragraph will help you.
Compare information with notes or another source. Find and read about the topic or idea in another book to see if a
different approach helps your understanding.
Ask someone. When you've clarified the vocabulary; reread the objectives, headings/subheadings, graphics, and unclear
passages ; reviewed other information you have and you still don't understand what you need to, ask someone for help.Review. For perspective & memory.
Reread thoughts you've organized and questions you've answered during reading.Make use of the work you did during
your planning and reading.
Answer questions. Write out or talk through the answers to the questions you set out in your plan.
Consolidate and integrate information. Combine your knowledge, what you've gained from reading and your lecture
notes to form one coherent picture.
Participate in a study group. Join a group of classmates to talk about what you have read . Try reviewing concepts with
one another, sharing notes, and taking practice tests .
Test yourself. Make up a test on the material or have a classmate make one up and test yourself. Make a set of Question-
Answer flash cards for a convenient carry-along review tool by writing the question on one side of a 3x5 card and the
answer on the reverse side.
Continue the cycle
Occas ionally, on small assignments or familiar material, you will achieve your reading comprehension goals at the end of
one plan >> do >> review cycle. On the other hand, when you're reviewing; don't be surprised to discover gaps in your
knowledge. When you do, just develop a new plan that will help you fill in the gaps . Reread the portion of the
assignment you need to get the information and then review, making sure to integrate the new information with what
you already have.
Reference :
(c) 1993 JL McGrath, Paradise Valley Community College
Clues to Fin ding the Main Idea in T extbooks and Articles
Titles, heads, and subheads. These announce major subjects and ideas in boldface type .1.
Purpose sentence. Look for a sentence in the first paragraphs of a book, chapter, or article that states what the rest of
the text will be about.
2.
Pre-outline. Look for sentences listing the ideas that will be developed in the coming paragraphs .3.
Topic Sentence. Recognize the sentences in paragraphs and sections of material that state the subject and focus of the
rest of the discuss ion.
4.
Italics. Sometimes main ideas appear in italics as well as boldface type to make them stand out from the rest of the text.5.
Repetition. Repetition of a key word or idea throughout a text is a signal that it is a major topic in the discussion.6.
Questions. Questions invite readers to look for answers, and the answer is often one of the major ideas being
developed.
7.
Numbering. Ideas that are numbered are important. Either write them or make them into a mental list and put a label or
title at the top.
8.
Visuals. Pictures, graphs, diagrams, figures, and other materials are often used to highlight and emphasize main
ideas. Study them carefully.
9.
Details. The use of examples, statistics, and other details always signals a main idea is being clarified, proved, or
developed. Look back or ahead and discover the idea.
10.
Organizational Patterns. The major parts of the pattern, such as the topics, the divisions in time, the two objects being
compared, the cause and the effect, or the problem and the solution are the main ideas . Recognize the pattern and look
for the ideas.
11.
Unfiled Notes Page 9
7/27/2019 Textbook Study Method Inventory
10/13
Summary. Summaries restate the main ideas in brief form.12.
Reference :
Adapted from College Reading and Study Skil ls, Nancy V. Wood, 1996.
T aking Lecture Notes: TheCornell Method
---- 2 1/2 inches ----
Reduce ideas to concisejottings and summaries as
cues for reciting
---- 6 1/2 inches ----
Record the lecture as fully and as meaningfully as possible.
Cornell Method This sheet demonstrates the Cornell method of taking classroom notes. It is
recommended by experts from the Learning Center at Cornell University.
Line drawn down paper You should draw a line down your note page about 2 1/2 inches from the left side. On the
right side of the line simply record your clas sroom notes as you usually do. Record on one
side of page only and write legibly.
After the lecture After the lecture you should read the notes, use your textbook to fill in any information
you missed and underline important information. Mark any items that are unclear. Ask
another classmate for their notes.
Use the Recall Column Key
Phrases
The recal l column on the left wil l help you when you study for your tests. Jot down any
important words or key phrases in the recall column. This activity forces you to rethink
and summarize your notes. The key words should stick in your mind.
Five R's The Five R's will help you take better notes based on the Cornell Method:
Record 1. Record any information given during the lecture that you believe wil l be important.
Reduce 2. When you reduce your information you are summarizing and listing key words/phrases
in the recall column.
Recite 3. Cover the notes you took for your class. Test yourself on the words in the recall section.
This is what we mean by recite, say the words out loud . This multi-sensory approach will
improve your recall.
Reflect 4. You should reflect on the information you received during the lecture. Determine how
your ideas fit in with the information.
Review If you review your notes within 24 hours , you will remember a great deal more when you
take your test.
Notebook & Paper Remember it is a good idea to keep your notes in a 3-ring notebook. Also you should use
only full-sized paper. You will be able to add handout materials easily to your notebook.
Hints Abbreviations and symbols should be used when possible.Abbrev. & sym. give you time
when used auto.
Summary Record a brief summary in your own words at the bottom of the page within 24 hours of
the lecture. This gives you the opportunity to check your overall comprehension and
strengthen memory.
T he C ornell Notetaking System Diagramed and Explained
---- 2 1/2 inches ----
Reduce ideas and facts to concise jottings and summaries as cues for Reciting, Reviewing, and
Reflecting.
(CUE COLUMN)
---- 6 1/2 inches ----
Record the lecture
as fully and asmeaningfully as
possible.
(NOTETAKING
COLUMN)
THE CORNELL NOTETAKING SYSTEM
Record. In the Notetaking Column, record as many meaningful facts and ideas as you can . Use
telegraphic sentences. but, make sure you will be able to gain full meaning later. Write legibly.
1.
Reduce. After class, summarize your notes by writing in single words and short phrases in the
Cue Column. Summarizing clarifies meanings, reveals relationships, establishes continuity, and
strengthens memory. Also, this thinking and writing of cues sets up a perfect stage for studying
for exams later.
2.
Recite. Cover the Notetaking Column with a sheet of paper. Then, looking at the words andphrases in the Cue Column only, recite aloud and in your own words the full lecture .3.
Reflect. Professor Hans Bethe, nuclear physicist and Nobel Prizewinner, said, "...creativity
comes only through reflection." You reflect by asking yourself the following questions, for
example. What's the s ignificance of these facts? What principle are they based on? How can I
apply them? How do they fit in with what I already know? What's beyond them?
4.
Unfiled Notes Page 10
7/27/2019 Textbook Study Method Inventory
11/13
Review. Spend ten minutes every week reviewing your notes. If you do so, you'll retain a great
deal for current use, as well as, for the exam, which comes later.
5.
Summary. Leave space at the bottom of each sheet for a summary.
How to Read and Study Medical Texts
PREVIEW SELECTIONS. Since much of the information is probably unfamiliar, previewing is essential to
comprehension. Read the title, learning objectives, headings and subheadings (turn these into questions), summary, and
the review questions. Skim for main ideas, terminology, and important points . Skim all the diagrams, charts, flow charts,
and other graphics.
1.
READ ACTIVELY AND CAREFULLY. Unlike other subject areas, you need to read everything in medical material . Do not
skip anything. Read with a pen and a highlighter in your hand . Underline or highlight main ideas (only after reading the
paragraph); circle important words or phrases; draw boxes around the names or persons or places that seem important;
put a check mark in the margin next to any important statement or opinion; use numbers to indicate chronology or a
series ; use margins to write your own reactions; put a question mark in the margin when you don't understand.
2.
ASK QUESTIONS AS YOU READ and LOOK FOR ANSWERS. Remember the questions at the end of the chapter or the
questions you posed using the headings and subheadings . Find these answers as you read. Constantly ask "Why?" "How"
and "Under what conditions?" For each occurrence; be sure you understand how and why it happens .
3.
LEARN THE VOCABULARY AND NOTATION SYSTEM. Create a master file for each course -- a list of new terminology and
essential prefixes, roots, and suffixes as well as the symbols, acronyms, signs, and characters that have become s tandard
abbreviations or notations. Make index cards, or use a separate part of your notebook, or make a computer file with a
working list of the words and symbols with their definitions .
4.
TRANSLATE FORMULAS INTO WORDS. To be certain you understand a formula, express it in your own words . Write itdown in your notes.
5.
ANALYZE THE THOUGHT PATTERN OF THE MATERIAL. The three most commonly used thought patterns in medical text
are cause and effect, process, and problem-solution. Others important ones are clas sification, factual-s tatement, and
experiment-instruction patterns. Recognizing the transition words, or signal words, help you identify which pattern of
organization the author is using.
6.
WRITE A SET OF NOTES FROM THE CHAPTER. Using your highlighted main ideas and other markings, reduce the chapter
to its most important information. Use whatever system fits your learning style: the Cornell Notetaking Method, concept
mapping, or outlining.
7.
REVIEW WITHIN 24 HOURS AND FREQUENTLY AFTER THAT.8.
Reference :
Adapted from "Now the Read Effectively in the Sciences"
How to Read Effectiv ely in the Sciences
To read effectively in the sciences you need to:
explore your science textbook(s);1.
check the vocabulary;2.
analyze for comprehension; and3.
synthesize for understanding.4.
Explore Your Science Textbook(s )
Explore The Textbook: go over the course outline; the table of contents; and compare the course outline with the table
of contents. In addition, explore the Lab manual. Go over the course outline or lab sheet; and go over the table of
contents, and compare them. This process helps you to develop a schema for how the material that will be covered in
your science course is organized.Knowledge of how your science texts are organized is key to understanding the course,
or course contents.Explore Your Assignments: similar to other reading tasks you need to know what you're required to learn. After the
aforementioned process , read the introduction of your ass igned chapter and connect it with previous chapters or your
prior knowledge of the topic. It is important to read the headings, subheadings, summary, and review
questions. Remember that most science texts contain review questions; use them to guide you readings.
Look Over: the pictures, tables, diagrams, photographs and the likes .Sometimes those elements are easier to
understand than the words.
Explore Your Lab Manual Assignments:pre-read lab directions before going to class; read the captions of diagrams; look
to see if writing is involved; and check to see what materials are needed. Try to see the connection between your class
lectures and notes with those of your lab assignments .
Check The Vocabulary
As For Vocabulary: learn basic scientific root, prefixes and suffixes; use glossary and indexes; use context clues contain in
the paragraphs; and as last resort, use dictionary or encyclopedia to understand and develop scientific concepts or
vocabulary.Analyze For Comprehension
Remember that scientific texts usually deal with writing patterns. Once you can recognize and analyze them, your
comprehension will increase.
The Classification Pattern: it is a pattern or writing procedure used by scientists to group and sub-group various things,
Unfiled Notes Page 11
7/27/2019 Textbook Study Method Inventory
12/13
objects, or areas. For example, a scientist who wish to discuss the structure of a plant may break his topic into various
subheadings as roots, stems, leaves, or flowers. Even within these subheadings, the scientist may break down the parts
even further. Recognizing these structural parts in order of importance or position is essential to good comprehension
and note taking.
The Process Description Pattern: this pattern is concerned with what the process is and how the process works . You
need to understand what the description pattern is about . Is it about the process? or how the process works?
The Factual-Statement Pattern: facts are usually used in defining things, in comparing or contrasting things and citing
examples or il lustrations. In science, the word fact has a more exacting meaning that other areas . Factual Statement
refers to a statement which, because of scientific observation and experimentation, defines something, or explains its
actions, and which, so far, has not been disproved .The Problem-Solving Pattern: this pattern is usually found in passages from science tests which describe or recount past
problems in science or discoveries in science made through experimentation. When you're confronted with the problem
solving pattern, use the following questions to help you understand and analyze the passages . What is the question or
problem? How was the question answered? How do we know it was answered ? In addition, application of these
questions can help you to separate the major and minor points.
Experiment-Instruction Pattern: to understand the experiment-instructions pattern and to make sure that you follow
the instructions exactly, use the following questions. What is the purpose of the experiment? What equipment is
needed? What, in order, are the basic steps involved? What are the results?Usually you must alternate between the
reading matter and the experimental tool, so have the questions firmly in mind before attempting the experiment . In
addition, use the questions when you have been given an assignment from your lab manual.
The Combination Pattern:not all science texts follow one pattern. Sometimes the writer may use a combination of
patterns . For instance, a reading passage may begin with factual statement of definition, move to classifying the
components or parts of the term being classified, and end up discussing a process . An awareness of all patterns isneeded in this case to aid in distinguishing the main ideas and supporting detai ls in the various pattern used.
Synthesize For Understanding
Taking Notes: is important for several reasons: (a) it helps you keep your mind on what you are reading; (b) paying close
attention as you read will result in longer retention if you connect it to what you already know; (c) good notes are
helpful for review; and (d) if you mark correctly, not only will you connect the author's ideas with your own, but you will
also have a record of your thoughts and reactions .
Marking Your Texts: use a pen marker, not a pencil (pencils will smear and fade away); underline the main idea in a
paragraph, circle important words or phrases , draw boxes around the names or persons or places that seem important;
put a check mark in the margin next to any important s tatement that is an opinion rather than a fact; underline minor
but important facts or statis tics with broken lines; use numbers or letters in the margin to indicate chronology or a series
of items; use margins to write in anything that you feel will be important to you in the future, as you read, questions can
pop up in your head [write those questions in the book so that you will remember to ask the instructor for the answer];
use margins to write personal reactions to what is being said; and note page numbers where related subjects arediscussed in the text, don't feel that you must use all or any of these marks . Whatever marks you decide to use should
make sense to you.
Writing Notes From Texts To Notebook: there is no right way to write out notes; however, here are some guidelines: (1)
always put down the title of the book, chapter, date and number of pages being covered; (2) write the main ideas of the
passages as your major headings and list the minor ideas or facts under them; (3) let the writing pattern of the author
help you write your notes, if he defines a term, be sure your notes contain a good definition of the term, if she compares
and/or contrasts, be sure you notes compares and/or contrasts the ideas, If he/she is classifying, your notes should
contain an outline; (4) make sure you avoid copying the exact wording used in the text [use your own words]; and (5)
make a list of words you don't know in order to look them up, and if you're having problems with your notes because of
vocabulary that is unfamiliar, look up the words as you write your notes.
Before The Test: think of questions your professor may ask, if you're not sure, ask your professor . Try writing a brief
summary of commentary for each chapter you have studied. Recite to yourself the important names, theories, dates,
terms, and any relevant information connected with what you have been studying in class . Take time to define thewords in each chapter. Put together what you've learned from lectures, class, readings, and outside readings . Look over
the last test you took to figure out the type of questions you can expect and to recall the instructor's comments on that
text.
During the Test: read the directions carefully before you mark in your answers .If the directions are not clear, ask your
professor to clarify them before you start.Make certain that you understand the grading system. If some questions are
worth more than others, devote more time and effort to them. Keep track of the time. Explore all questions, then begin
with the ones you can answer most readily . Answering what you are sure of first will help you bring out all that you know
and remember. Save some time at the end of the testing period (i f you can) to fill in poss ible blanks and proofread your
written response. Write legibly, your professors usually don't have time to decode your scribbles .
Reading Univ ersity Level Materials
Summary
Through "Reading University Level Materials " you have encountered a number of principles and strategies related to
reading effectively at university. You have learned about the importance of reading actively through setting reading
goals , developing a purpose for reading, us ing the Survey, Question, Read, Recite, Review (SQ3R) strategy, thinking
Unfiled Notes Page 12
7/27/2019 Textbook Study Method Inventory
13/13
critically and analytically about the notes and summaries you make from your various readings, and about reviewing and
reciting in preparation for exams. As well, you have read about the intentional use of question frames which prompt you
to read and think at a variety of levels, including: summary and definition, analysis, hypothesis, and critical
judgment.Throughout, I have tried to underscore the importance of reading with a strategy that matches your purpose
for reading, in a way that is "thinking intensive", with the aim of assisting you in becoming an effective and efficient
reader. Remember, no strategy can guarantee that readings will proceed without difficulty. As you continue to apply
these new-found strategies, endeavor to remain flexible in your approach to reading and to always read with a view of
improving your skills.
Be an active reader. Being an active reader means setting reading goals, having a personal purpose for reading,
developing an understanding of the organization of the reading, reading selectively, reading to link key ideas toimportant details and with a view to connecting ideas to a context, and reading thoughtfully and critically.
1.
Use a strategy. We have discuss ed a strategy that involves surveying, questioning, reading, reciting and reviewing. If you
choose not to subscribe to any particular strategy, use the principles that underlie them: previewing for an overview,
questioning, summarizing, recording ideas in key word form, reciting ideas, reflecting about what was read, reviewing
learning regularly.
2.
Skimming and scanning processes have specialized applications for reading. The process of skimming is helpful for
establishing general awareness about the contents of a s pecific reading. Skimming the structural elements of a reading
(headings, sub-headings, topic sentences etc.) is a common way to preview a reading. The process of scanning is used to
identify the organization of a reading and then to locate specific information quickly and accurately . Finding a number in
a phone book is an example of scanning.
3.
Record the ideas you find important. in your readings and reflect on and review these regularly . Taking notes provides
us with a fairly permanent, abbreviated record to return to s o that we can continue to process and think about the ideas
we have read. Reviewing these notes regularly helps to keep us thinking and helps support our memory of theknowledge we have encountered.
4.
Apply questions to what you read. Reading is a tool of thinking. Questioning at various levels moves you to thinking at
those various levels.When we ask only the most basic questions, we think only the most basic thoughts . When we
question at deeper levels, we think more deeply. The four levels of questions that we discussed were (1) fundamental
questions; (2) part-whole-connection questions; (3) hypothesis questions; (4) critical questions.
5.
Source :
http://www.yorku.ca/cdc/lsp/readingonline/read5.htm , Counsell ing and Development Centre, 145 Behavioural Sciences
Building, York University 4700 Keele St., Toronto, ON M3J 1P3 (416) 736-5297 Chair of CDC: Dr. Marc Wilchosky E-mail:
[email protected] Associate Chair, Dr. Polly MacFarlane E-mail:[email protected]
Return to Top
Page maintained by [email protected] . Last modified: 11/06/2003.
http://www.yorku.ca/cdc/lsp/readingonline/read5.htmhttp://www.yorku.ca/cdc/lsp/readingonline/read5.htmhttp://www.yorku.ca/cdc/lsp/readingonline/read5.htmmailto:[email protected]://academic.cuesta.edu/acasupp/AS/608.htm#topmailto:[email protected]:[email protected]://academic.cuesta.edu/acasupp/AS/608.htm#topmailto:[email protected]://www.yorku.ca/cdc/lsp/readingonline/read5.htmTop Related