Study Guide1733

7/28/2019 Study Guide1733

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ENGLISH 101

Review of English Grammar &

Study Skills


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STUDY SKILLS

Compiled by

Rasheedah Abdul-Hakeem, M.S. Education


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TIPS FOR GOOD STUDY SKILLS

Study Environment Quiet Suitable- desk, chair

Organized Time Management To Do List Suitable time- Qiyamul Layl, then study Enough sleep

Avoid procrastination Note cards


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NOTE-TAKING SKILLS

Article fromhttp://www.lhps.org/studyskills/page3.htm

Why take notes? Success begins with being organized and ready to learn during a lecture. You need to take down the important facts that might be asked on a test or quiz. Note taking helps you be focused and on task in class. Often times teachers ask specific questions on an exam/quiz that may have been

discussed in class but where not found in the textbook.

Tips on note taking Begin by writing down the title of the lecture. If the instructor uses a white board,

overhead projector or PowerPoint slides, write down in outline form what theinstructor is emphasizing.

Be brief in your note taking. Summarize your notes in your own words. Remember: yourgoal is to understand what your teacher is saying and not try to record everythingword for word.

Keep the main subject in mind. Listen and watch for key points. Give each subject a

new section in your notes. Watch for keywords used in class taken from textbookheadings, Powerpoint slides or whiteboard notes and write them in your notes. Compare your notes with a classmate to make sure you both have the main points of

the lecture.
http://www.lhps.org/studyskills/page3.htmhttp://www.lhps.org/studyskills/page3.htm


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Note taking skills-from lectures and readings

Article from

http://education.exeter.ac.uk/dll/studyskills/note_taking_s

kills.htmIntroduction

When you are at university, the sheer amount of information that is delivered to you can bedaunting and confusing. You may even think that you have to copy down everythingyou hear orread. When you are at a face-to-face lecture it is sometimes difficult to tell what is important andwhat is not. Distance learning students might feel the need to copy out fact after fact fromreadings and textbooks. When preparing for an exam or assignment, it is tempting to produceextensive notes on page after page of A4 paper. These methods of note taking are generally time

consuming and ineffective and there is an easier way!Effective note taking should have a purpose, should be well organized, and can be a time savingskill. This information sheet outlines the basic lecture and written source note taking skills. Firstly,we will try to understand why notes are an important part of studying. Then we will learn how totake, organize and store notes. At the end of this information sheet you will find an activity thatcan be used to test yourself. Your tutor or the Student Support Officer can provide feedback onthis activity.

When youve finished this study skills package, you should be able to: List the reasons why students should take notes Evaluate which information is useful and important and which is not

Organize lecture or reading notes using a mind-mapping tool Demonstrate good note taking practice in the context of your subject area Understand how to effectively store and review your notes


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Notes as a study tool

While most students anticipate that they will have to take notes at university, not many students

take the time to discover how to take effective notes. In fact, some students even try to avoidtaking notes by using tape recorders or by sharing notes with other students. Initially, thesestrategies may seem like a good idea, but in an academic context note taking is as important asassignment writing in that you are taking in information and then writing it back out again as alearning process (Rowntree, 1976: 112). Tape recorders and buddy note-taking arrangementsshould only ever be used in addition to your original notes, and never as a substitute.*The following list provides a few reasons why note taking is an important activity:

Taking notes will help you to extend your attention span (Rowntree, 1976: 112). When reading orlistening, your mind may tend to wander off. You might be inclined to think about work, money,or relationships. It is quite easy for other aspects of your life to pop into your head while youare listening to a lecture or while you are reading. Taking notes helps keep you focussed on yoursubject area and to the task at hand (Kesselman-Turkel and Peterson, 1982: 2).

Taking notes will help you to remember what you have heard or read (Kesselman-Turkel andPeterson, 1982: 3). We learn more effectively when we use multiple senses and multipleactivities. When note-taking we are using listening and writing skills and we are using our brainand muscles. Also, by writing down notes, you are paraphrasing the lecture or reading materialinto your own words and into a format that you are more likely to understand when you reviewthe notes. And as an adult learner you are more likely to remember what you have heard or readif you take an active part in your learning. Rather than being a passive listener or reader, notetaking makes you an active learner. The notes you produce are your own work and are a visiblereminder of the effort you have put into the course. This in itself can be a motivational factorfor your study!

Note taking helps you to organized the ideas you are learning about (Kesselman-Turkel andPeterson, 1982: 3-6). Good notes should arrange topics into easy-to-review chunks ofinformation that are clear and well referenced. This is important if youre using your notes toreview for an examination or for as a starting point in an assignment (Rowntree, 1976: 112).


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It may be tempting not to take notes and to just sit back and listen to an interesting lecture or to become engrossed in aninteresting reading. The disadvantage of these strategies is that at the end of the lecture or reading you may only have avague recollection of the important and sometimes assessable issues. The lecture will be over with no chance to revisit thematerial, or the reading may have to be re-read, which is time consuming and sometimes tedious. The taking of effective notesduring the lecture or while you are reading is an important academic activity that helps you to concentrate, stimulates yourability to recall, and helps you to be organized.

*Please note: Students with dyslexia and other learning disabilities may find the use of a tape recorder beneficial tolearning. However, please contact the Student Support Officer for advice on how to best use a tape recorder in addition tonote-taking.

Taking notes

Now that you understand the reason for taking notes, lets learn how your note taking can become effective. This section willbe broken into three parts; the first section will cover a range of general note taking tips, the next will deal with takingeffective notes from reading material, and the last will deal with taking effective notes from lectures.

General tipsIt is important to determine which pieces of information in a lecture or reading are important and which pieces are not. Thebest way to do this is to be critical when you read or listen. Ask yourself if the information youre hearing is IMPORTANT,RELEVANT, and CREDIBLE. In other words, does the information demonstrate a major point, does it relate to the subjectmatter, and is it believable or supported?

When writing down notes, try to distinguish between facts, opinions, and examples. It is important to write down relevantfacts. Facts are true statements that should be supported by research or evidence. It is also important to write downimportant, relevant, educated opinions. For example, if the lecturer is giving a lecture that compares the ideas of differenttheorists, it would be important to write down a summary of each theorists opinion in your notes. Lecturers and authors useexamples to help explain difficult concepts and to maintain your interest. While you might find the example interesting, it isnot important to write down all the examples. You may like to write a reference to an example that was particularlyinteresting or as a means of reminding you to do more research in a particular area. Rather than relying on the examples that

the lecturer or author provides, when reviewing your notes, try to think of your own examples.


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When reading or listening, dont write out notes word for word. Notes should not be anexact copy of the lecture or reading. They should be a summary of the main ideas andshould be used to help jog your memory.Use shortcuts that you will understand and that will make the writing processquicker. Abbreviations (e.g. instead of for example), symbols (= instead of equals), anddrawings can sometimes help you take notes more quickly.Use font, color and size to draw attention to important points. For example, you mightlike to use a different color pen to write down facts, opinions, and examples. You might

use different writing sizes to indicate main points as being separate from supportingevidence.

When making notes, print clearly where possible. If your writing is poor, use a wordprocessor when reviewing your notes, leaving spaces for handwritten diagrams and mindmaps.Be critical of the material you are listening to or that you are reading. How does thematerial compare with what you have heard or read previously? Does the argumentfollow a logical pattern and is it clear of false argument? Do you understand all of the

points and if not, where are the gaps? What questions are still unanswered foryou? Why werent these answered in the lecture/reading?

Tips for taking notes from readingsUnderstand what you are looking for in the reading. Are you looking to gain a generalunderstanding or are you searching for specific information or support for an argument?A well structured reading, should begin by outlining the main premise, argument or ideasin the first few sentences, and certainly in the first paragraph. Pick out the main

premise and write it down (see activity 1). Each paragraph after that should containevidence that the author uses to support the main premise.If you understand the premise, dont read the examples given to support it. Neverinclude examples in your notes. Only include the facts, avoid experiences and anecdotes

where possible.


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Rowntree (1976: 40-64) outlines what he calls the SQ3R approach to reading and notetaking from text. He suggests that students should use the following activities in orderto get the most from a reading in the most efficient way.

Survey flip through the chapter or book and note the layout, first and lastchapters or paragraphs, look at the headings used, familiarize yourself with the reading.

Question Ask questions about the way the reading is structured and thinkabout the questions you will need to keep in mind while reading. Think about whether or

not you think the book is relevant or if its current and if it suits the purpose of yourstudy.

Read read actively but quickly, looking for the main points of the reading dont take any notes you might want to read through twice quickly.

Recall Write down the main points of the reading and any really importantfacts, and opinions that help support the main points. Also record the bibliographicdetails.

Review repeat the first three steps over and make sure you havent missedanything. At this point you might like to finalize your notes and re-read your notes orwrite down how the material youve just covered relates to your question or task.Tips for taking notes from lecturesIt is important that you understand why you are attending the lecture. Prepare for alecture and think about what you are hoping to achieve. Think about the lecture topic inrelation to your other methods of study and information input and think about what youwould like to learn or have explained more clearly.Remember that you cannot revisit lecture material, so you might consider using a taperecorder or buddy system to supplement your own notes. Always revisit your notes as

soon as possible after taking them and never rely solely on someone elses notes. The lecturer should summarize his or her main points at regular points during thelecture. Look out for help during the introduction where the lecturer may give a linear-type list of the topics to be covered. Also listen for breaks between topics where thelecturer might summarize the most important points they have just covered. At the endof the lecture, another summary should be provided that may help you review your notesand determine if you have missed any important information. If this is the case, be sureto approach the lecturer for clarification on any points that you did not fully understandor to help you complete your notes.


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Using visual note taking toolsAt the review stage of the SQ3R approach, you may find mind mapping to be a usefultechnique. Also, this technique may be useful when taking notes in lectures. Essentially, you arecreating a visual diagram that represents all of the ideas from a reading or lecture. Most

importantly, you are showing how the ideas are interrelated and you are creating accessible,interesting notes. This technique is particularly useful for students with dyslexia, as it allows

you to avoid re-reading notes through the creation of visual diagrams.

Notes can take on two main forms: linear and spray-type diagrams. There are many differenttechniques and you will find one that is best for you. Have a look at Appendix A and Appendix Bto see an example of each.


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Organizing and storing your notes

As soon as it is possible, outside the lecture or away from the reading, re-read your notes and re-

write them if necessary into a clearer format. Here are some more tips on organizing and storingyour notes.Write your notes on large pieces of paper. A4 size is best and be sure to leave a wide margin downone side for future notes or to add comments or references to other notes or reading materials.Organize and file your notes in well-labeled manila folders or in a similar system. You might like tofile your notes according to the week, topic, or assignment.

ConclusionNote taking is an important academic task that helps you to remember what you have learnt andhelps you to review materials for re-use in revision and assignments. It is important that you are

critical when note taking and that you only write or draw what you will need later on, and that yourecord the information in a format that is easy to understand. You should look out for clues aboutwhat is important. The lecturer or author will organize his or her material in a logical way so try toutilize their organizational skills when note taking. When taking notes you might like to trydifferent study techniques such as the SQ3R approach or you might like to use a more visualapproach such as a spray diagram. And most importantly, after taking effective notes, it isimportant to organize and store your notes effectively. Effective note taking should reduce yourstudy time, should increase your retention of knowledge, and should provide you with a summarizedlist of resources for your future projects.


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NOTE TAKING STYLES

List/bullet-style

Outline Map or Venn Diagram


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TAKING NOTES ON THE SEALED NECTAR, pages 15-22

1. LOCATION OF THE ARABS: Ling, -Arab means deserts and waste barren land well-nigh waterless and treeless Enclosed in the west by the Red Sea and Sinai, in the east by the Arabian Gulf, in the south by

the Arabian Sea, which is an extension of the Indian Ocean, and in the north by old Syria andpart of Iraq.

Area - estimated between a million and a million and a quarter square miles. Maintained great importance

Internal setting-mostly deserts and sandy places, rendering it inaccessible to foreignersand invaders, and allowing its people complete liberty and independence through the ages External setting- centre of the old world, providing it with sea and land links with most

nations at the time

2. ARAB TRIBES: Perishing Arabs: The ancient Arabs; little is known- Ad, Thamd, Tasam, Jadis, Emlaq, and

others

Pure Arabs: originated from progeny of Yarub bin Yashjub bin Qahtan. Alsocalled Qahtanian Arabs

Arabized Arabs: originated from progeny of Ishmael. Also called Adnanian Arabs


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TAKING NOTES ON THE SEALED NECTAR, pages 15-22

Use the space below to take notes from pages 16-22 :


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OUTLININGTAKING NOTES ON THE SEALED NECTAR, pages 23-29

Rulership and Princeship among the Arabs- Two KindsI. Crowned

A. Not independentB. From Yemen, Heerah, Ghassan

II. Non-crowned

A. Mostly independentB. Heads of tribes and clansC. All other rulers of Arabia

III. Rulership in YemenA. Folks of Sheba-one of oldest nations of Pure ArabsB. Division of ages

1. Centuries b4 650b.c.

a. Kings called Makrib Shebab. Capital- Sarwah (Khriba)2. 650 b.c.-115 b.c.


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OUTLINING

TAKING NOTES ON THE SEALED NECTARUse the space below to take notes in outline format from pages 23-29:


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OUTLININGTAKING NOTES ON THE SEALED NECTAR, pages 29-33

I. Reasons for the war

A.

B.

C.

II. Results of the war

A.

B.C.

III. Qusais leadership privileges

A.

B.

C.

D.

E.


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VENN DIAGRAMS

Amphibians Reptiles

- coldblooded- arevertebrates- are animal

hatch as larvae and undergometamorphosisinto adults- thin skinned- have to live part of life inwater- external fertilization- no protective covering on eggs

skin covered with scales- born or hatched as miniaturereplicas oftheir parents- do not have to live part of lifein water- internal fertilization- protective covering on eggs
http://forpd.ucf.edu/strategies/index.htmlhttp://forpd.ucf.edu/strategies/archive.html


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MAPPINGTAKING NOTES ON THE SEALED NECTAR, pages 34-42

Religions of the Arabs

Take notes in mapping format from pages :


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WRITING A SUMMARYHow to Write a Summary

Article from http://www.wsu.edu/~mejia/Summary.htm

A "stand-alone" summary is a summary produced to show a teacher that you have read andunderstood something. It is common in many 100 and 200 level classes to get assignments that ask

you to read a certain number of articles and summarize them. This is also a very common type ofwriting assignment in graduate school.

How to produce a summary:1.Read the article to be summarized and be sure you understand it.2.Outline the article. Note the major points.3.Write a first draft of the summary without looking at the article.4.Always use paraphrase when writing a summary. If you do copy a phrase from the original be sure it is a

very important phrase that is necessary and cannot be paraphrased. In this case put "quotationmarks" around the phrase.

5.Target your first draft for approximately 1/4 the length of the original.The features of a summary:1.Start your summary with a clear identification of the type of work, title, author, and main point in the

present tense.Example: In the feature article "Four Kinds of Reading," the author, Donald Hall, explains his opinion

about different types of reading.2.Check with your outline and your original to make sure you have covered the important points.

3.Never put any of your own ideas, opinions, or interpretations into the summary. This means you have tobe very careful of your word choice.4. Write using "summarizing language." Periodically remind your reader that this is a summary by using

phrases such as the article claims, the author suggests, etc.4.Write a complete bibliographic citation at the beginning of your summary. A complete bibliographic

citation includes as a minimum, the title of the work, the author, the source. Use APA format.


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WRITING A SUMMARY

THE SEALED NECTAR, pages 49-55


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WRITING A SUMMARY



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WRITING A SUMMARY



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WRITING A SUMMARY



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WRITING A SUMMARY



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WRITING A SUMMARY


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Study Guide1733