Two Study Systems

     Being an effective student requires using systematic approaches to
     the learning task. Two effective systems for learning are the
     SQ3R and Cornell Note Taking models. Using both will improve
     text book and lecture learning situations.

     Francis P. Robinson, SQ3R Developer, maintained that curiosity 
     or readiness starts with questioning and subsequent answering of
     questions is essential to good comprehension and retention.
     His system , the SQ3R Reading Comprehension system, has 5 steps.
     Using these steps consistently during reading activities will
     improve your learning and success as a student.

SQ3R Reading Comprehension System

Survey

Use your visual skills prior to reading. Look at Charts, Pictures and/or Tables, changes in lettering styles and colors, Chapter Heading and Subheadings, Highlighted words or text, and so on. Read the preface and chapter summary prior to reading the chapter.

Question

Ask questions using the visual and non-visual material gathered while Surveying. The clearness of your questions will influence your comprehension and later recall.

Read

Read to answer the questions you developed in the Questioning step. Reading with a purpose is essential to recall and comprehension. Reading mainly influences short term memory.

Recite

Recite by saying aloud the answers to the questions you developed prior to reading. Recite by illustrating, writing answers, citing real life examples that illustrate the reading material.

Review

Practice Reciting at least 3 times a week. Practice for 30 minutes at least each time.

Textbook markings as notes on what you read:

1.	Do not over underline.  Underline such essentials as topic 
        sentences, key words, significant phrases, summary sentences, 
        specific details, etc. Practice is important, learn to distinguish
        essentials from non-essentials.

2.	Use marginal notes.  Write in the margins brief, significant facts,
        also, key summaries to help you remember the content of each
        paragraph.

3.	Use the same system in all textbooks.

	a. Use a straight underline for material to be remembered exactly
	as it is in the book.

	b. Use two vertical lines // by a paragraph or item you need additonal
        clarification to understood.

	c. Use Ex. or Imp. by any part designated as important text or
	exam by the teacher.

	

Cornell Notetaking System

Prepare Paper

Divide your paper by drawing a vertical line that separates the page into a 2.5 vs 6.0" section.

Record

Write your notes in 6.0" Section during reading and lectures.

Reduce

Write key words/key phrases in the 2.5" section after the notes have been edited and understood.

Recite

Cover the 6.0" section and use the key words/key phrases in the 2.5" section to answer questions you develop. Use various test taking words as you develop and answer questions. Words like analyze, compare, contrast, critique, illustrate, define, why, what, where, when, how etc. Be Creative.

Review

Recite using the procedure above at least three times a week. Reciting creates long term recall or memory. Be actively involved during recitation periods. Group discussion is very helpful if group members are serious about learning.

Reflect

Reflect by connecting old and new material. Look for real life examples. Think about what you have learned often and try to apply your learning.

TAKING NOTES IN LECTURES


	Taking notes on what you hear.

1.	Know enough about the topic before you enter class to
        understand the essential ideas.

2.	Be sure every group of notes bears the assignment title
        or a definite heading to tell what the notes are about.

3.	If possible listen until you understand a point before you
        write it down. If you do not understand it, leave space in 
        your notes and ask the teacher or speaker to help you fill 
        in later.

4.	Write down full statements rather than topics.  Statements,
        although short, carry much more meaning than topics.

5.	Do not attempt to write too much.  Note-taking should be practice
        in selecting and evaluating; write in full only important quotation,
	specific facts, such as dates, references, formulas, etc.; terms 
        and statements that will be needed; main headings and summaries.

6.	Look for clues to important items, such as repetition of main idea;
        keywords and phrases such as REMEMBER, I WILL NOT LIST, IT IS
	IMPORTANT TO KNOW, etc.; voice inflections, pauses, changes in 
	speaking manner from casual to emphatic.  Also watch for 
        transitional words such as BESIDES, THEREFORE, BUT, HOWEVER, etc.

7.	Organize your notes as you write.  Put the thoughts in your own
        words and in the teacher's (speaker's) order.  Two outstanding 
        features of poor notes are that the speaker's vocabulary is copied
        and there is a great lack of organization.

8.	Take notes in permanent form the first time--it is an absolute
        waste of time to copy notes.

9.	Listen attentively to distinguish between essentials and 
        non-essentials. Essentials are the facts or theories of the matter
        being discussed. Explanations are next in important, sometimes 
        essential. The non-essential materials are introductory statements,
        illustrations, transitional paragraphs, etc.

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URL: http://www.siue.edu/SPIN/
Published by Learning and Study Skills Spin Group of NADE
Last Update: 10/07/98 by jharris@siue.edu