The Cornell Note-taking System 2 1/2”

6” Notetaking Column

Cue Column

1. Record: During the lecture, use the notetaking column to record the lecture using telegraphic sentences. 2. Questions: As soon after class as possible, formulate questions based on the notes in the right-hand column. Writing questions helps to clarify meanings, reveal relationships, establish continuity, and strengthen memory. Also, the writing of questions sets up a perfect stage for exam-studying later. 3. Recite: Cover the notetaking column with a sheet of paper. Then, looking at the questions or cue-words in the question and cue column only, say aloud, in your own words, the answers to the questions, facts, or ideas indicated by the cue-words. 4. Reflect: Reflect on the material by asking yourself questions, for example: “What’s the significance 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? 5. Review: Spend at least ten minutes every week reviewing all your previous notes. If you do, you’ll retain a great deal for current use, as well as, for the exam.

Summary 2”

After class, use this space at the bottom of each page to summarize the notes on that page.

Adapted from How to Study in College 7/e by Walter Pauk, 2001 Houghton Mifflin Company

Using Cornell Notes for Reading Assignments

Be an active reader to keep yourself engaged. To do so note the following types of interactions in this column:

Outline content/key points in text in this column. ™ … ¾ … ¾ ..

¾ New vocab/definitions ¾ Questions ¾ Things you especially agree or disagree with

™ … ¾ … ƒ .. ƒ ¾

¾ Phrases that intrigue you ¾ Predictions ¾ Connections o To your own life o To other readings o To class

Summarize the reading:

When you are assigned readings that are not in the text, I will usually ask for your Cornell notes of the reading or have you turn in some of your observations and questions from the left hand column.