1. Traditional
Read and take notes, quotes and paraphrase, full sentences
and point form.
2.
Transcript
Will not miss any key point, but can be time consuming and
onerous task – to which marginalia from medieval monks can attest.
4. Sticky Notes
Or as they are sometime referred to Post-It (copyright 3M) notes. You can either use them to simply mark key areas, as well as add notes (see also #1).
5. WTF
Or as they are sometime referred to Post-It (copyright 3M) notes. You can either use them to simply mark key areas, as well as add notes (see also #1).
5. WTF
A more politically correct version of this migh be “?”. This note taking approach can either be marginalia or perhaps paired with #4. It is used to indicate that the section means nothing to you, so you may want to try it again later, or just ignore.
6.
Replay Retreat Retry
A technique I use often. If a text is not making sense, I
will go back a page again (or even to the start). If that does not work, I put
the text down, and try it again later. If that does not work, hope it is not on the test.
7. “Dummie” or Pre-reading
7. “Dummie” or Pre-reading
Reading a summary, or Cole’s notes, or Dummie version first
to prepare for the full text. For example reading Charles and Mary Lambs
Shakespeare.
8. Introduction Visuals Conclusions
Read the beginning and end fully, but only scan the rest of
the text for headings, charts, tables, graphs, and other images. This give you
enough of a sense of the text to decide if you want to read more.
9. Is This Going To Be On The Test
Necessity: not just the mother of invention, also a great
motivator. The drawback of this approach is it is most likely to lead a superficial - short term - understanding.
10. A
Blend/All/None/Some of the Above
Your own personal blend, adaptation, or mutation that bests
suits you and your current relationship with the text.
PRACTICAL APPLICATION - A Case Study
For Linn’s article, I started with technique #6, but moved quickly technique #8 which worked well primarily because of the tables included. What helped even more was looking again at the text after class in which it was discussed.
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