annotations and cornell note taking
TRANSCRIPT
Writing-to-Learn Strategies:
Annotationsand the
Cornell Note Taking System
You just don’t know anything
unless you can write it.S.I. Hayakawa
And there’s a very good chance that you won’t remember it, either,unless you can write it!
Lollipop game…
What if I gave you a lollipop?-Cool, huh?
What if I told you to eat it, but you could not use your hands?-Uncool, huh?
Lollipop game…What if I gave you a lollipop?-Cool, huh?
What if I told you to eat it, but you could not use your hands?-Uncool, huh?
-Many of you might try to muscle through the wrapper with your feet, or you might just grab the whole lollipop with your mouth and eat it, paper and all.
-Either way, however, you are MISSING a CRUCIAL COMPONENT for ENJOYING YOUR TREAT!
The same sadness occurs…
Trying to eat a lollipop without your hands is much like trying to read without taking notes, or interacting with what you are reading.
You may be able to force yourself through it (the reading), but you will unlikely understand, remember, or enjoy it as well.
SOLUTIONS?
YES! Turn that Frown Upside Down.
Annotations andCornell Notes!
This is annotation…
“Comprehension of difficult text can be significantly enhanced …with discussion-based activities in which students are invited to make predictions, summarize, link texts with one another and background knowledge, generate and answer text-related questions, clarify understanding, muster relevant evidence to support an interpretation, and interrelate reading, writing, and discussion.”
Applebee & Langer, 2003
Put Another Way, ANNOTATION IS…
Why annotation? Isn’t reading the text enough?
Robert Probst’s describes the reader’s response as a “dialogue with the text”, which signifies the student’s roles and responsibility in making connections between the text and himself or herself.
Carol Porter-O’Donnell notes that annotation of the text provides a “visible record of the thoughts that emerge while making sense of the reading.”
More rationale for annotation...
Annotation is a “writing-to-learn” strategy that…
Changes Comprehension Helps Teach
Reading as a Process
PromotesActive
Reading
Improves Writing
Focuses Reading
You know you have to read “between the lines”…
I want to persuade you to write between the lines. Unless you do, you are not likely to do the most efficient kind of reading.
Mortimer J. Adler
“How to Mark a Book”
Annotation requires student-awareness of categories of text response:
Text Response Categories
Reflecting on Content or
Reading Process
Construction or Craft of the Writing
Making predictions
Making connections
Stating Opinions
Asking Questions
Effective Annotation
Suggested Annotation Ideas (UNDERLINE OR HIGHLIGHT ON THE PAGE DURING READING)
WHORelevant characters in fictionImportant individuals in non-fiction
WHATThe plot and/or themes in fiction The main ideas in non-fiction
WHENThe setting in fictionThe important historical background and/or time frames in non-fiction
WHEREThe setting in fiction,Relevant geographies and/or locations in non-fiction
WHYWhy did the author write this?Why was it written in the way it was written?Why does the author and/or your professor consider this important?
HOWUsually characterization and literary devices used in the author’s craft in fictionHow does this occur, or how do I do this? (Often very important to student understanding in non-fiction especially)
VOCABULARYAny words you don’t knowAny terms that seem important
IMPORTANT DETAILSImportant information Literary devicesSupporting details
Summarize Make Predictions
Make Connections
Analyze the author's craft, the organization
of the materials, and/or relevant
structures of information
Formulate Opinions
Define or Explain
Ask Questions
Write Reflections,Reactions, Comments
Look for Patterns and Repetitions
Suggested annotation notes:
WriteThesein the Margins!
Let’s Try Annotating!
I contend, quite bluntly, that
marking up a book is not an
act of mutilation but of love.
Mortimer J. Adler
“How to Mark a Book”
Annotation can be done on the computer…
Use
INSERT:Comments
Or
REFERENCES:Footnotes
or Endnotes
Why Not Just HIGHTLIGHT?
Why Not Just HIGHTLIGHT?
How much to HIGHLIGHT, then?
Guidelines for annotation Students should mark the piece for surface meaning (vocabulary, who,
what, etc.)
Students must write an explanation for anything which they have underlined or highlighted.
Not every mark and note must be annotated on a single read. Annotation can be a process that evolves each time the piece is read and better understood.
Begin by focusing on a paragraph, then another, then a page, and then a chapter or the whole text, to prevent annotation from becoming burdensome.
Substitute sticky notes or loose-leaf paper for annotation if individual copies of the text are not available for annotation, or use the Cornell Note-taking System…
Cornell Notes A systematic format for condensing and
organizing notes. These notes can be taken from any source of
information, such as fiction and nonfiction books, DVDs, lectures, text books, etc.
Long sentences are avoided; symbols or abbreviations are used instead.
To assist with future reviews, students write relevant questions or key words in the left column.
Record as soon as possible so that the lecture and questions will be fresh in the student's mind, usually within 24 hours.
Cornell Notes Students then write a brief summary in the
bottom five to seven lines of the page. This helps to increase understanding of the
topic.
When studying for either a test or quiz, the student has a concise but detailed and relevant record of previous classes.
When reviewing the material, the student can cover the note-taking (right) column while attempting to answer the questions/keywords in the key word or cue (left) column.
Cornell Note-Taking System
Cues,
Keywords,
Questions,
Main Ideas2 Inches
.
Notes6 Inches
• Key thoughts, ideas, and info• Important dates/people/places• Repeated or emphasized info• Outlines of information structure• Diagrams or Pictures• Formulas
2.5 Inches
Summary Reduce the main
points of the reading or lecture notes.
Cornell Notes Examples
Let’s Practice…
Let’s Practice…