READING AND
NOTE-MAKING
AT UNIVERSITY
Learning Strategies, Student Academic Success Services
Stauffer Library, 101 Union Street
Queen’s University, Kingston, ON, K7L 5C4
Website: sass.queensu.ca/learningstrategies/ Email: learning.strategies@queensu.ca
This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike2.5
Canada License.
Active reading and note-making
Reading myths
MYTH 1. I have to read every word.
Reality: You will lose reading speed if you try to read every word. Read for ideas; do not process
each word. However…you need to read all ―content‖ words, i.e. nouns, verbs, adjective,
adverbs, and linking words (e.g. and, however, because) as these words hold meaning.
MYTH 2. Reading once is enough.
Reality: Start with a skim read to get the gist and main ideas. Then, reread the passage (perhaps
several times, depending on the task) for deeper meaning. However…there are situations
where depth of comprehension is not essential so skimming is enough.
MYTH 3. It is sinful to skip passages.
Reality: Note whether a paragraph describes a main idea or supporting detail. You should never
skip a main idea paragraph. However…depending on the purpose for reading and the level of
detail provided in the passage, it might be possible to skip some passages which contain
redundancy or extra information.
MYTH 4. If I skim or read too fast, my comprehension will drop.
Reality: Comprehension comes from extracting the main ideas, not slow painful reading. You
need to find a balance between your speed and comprehension. However…consider the
purpose for reading. For example, if you are reading for detail, you will need to slow down and
read more methodically.
Modified from Dartmouth University’s reading resources.
University students read enormous volumes of information which need to be understood and
retained. Often students feel overwhelmed with the amount of reading required to do well in
their courses. While there is no denying that students have to read hundreds of pages each
term, those who possess effective reading skills and strategies cope well and succeed.
This module helps you assess your present reading skills and determine how to make them
more effective. This module is not only for poor readers. You might be an excellent reader, yet
wish to hone your skills and be more efficient when you read.
The module provides reflective questions, information on key issues, and practical strategies for
improving your overall reading. Tools to assist you in this process are found in the Tools Section
at the end.
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How reading fits into studying and learning skills
Study and learning skills contain 3 parts:
INPUT: Reading is input.
PROCESS: Understanding and remembering what you read is process.
OUTPUT: Putting it all together on the exam or essay is output.
Setting up for reading
Pre-reading questions:
• Do I enjoy reading, or do it only when necessary?
• Is reading one of my preferred ways of gaining information?
• Am I realistic about the effort required to read and understand new material?
Ready for reading questions:
• Do I need to read this?
• Do I need to read it from this source?
• Do I know what is required for the assessment: e.g. do I need to read it all or just parts
of it? Can I read this? Do I have prior knowledge to understand? time? skills?
Good readers prepare themselves to read before they put eye to page. They assess the purpose
of the reading, their goals for reading, and also the expectations of the professor.
Answering the questions below before you begin to read will make your reading more efficient,
effective, and meaningful.
Topic
Purpose/goal
Question
What is required of me?
What are the expectations of the professor vis-à-vis the readings?
Sources of information
What sources of information are required? E.g. do I need to read
the textbook?
Are there alternative ways of getting the same information from
other sources? E.g. Internet
Environment
What environments do I need for reading well? E.g. best time of
day; best location
Quantity
How much reading needs to be done?
How much do I want to do?
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Topic
Nature of the readings
Question
What is the nature of the materials to be read? E.g. journal article,
novel, textbook, bulletin
Time
What time do I have available for this reading?
Have I organized my time so that I can get the reading done?
How long do I estimate the reading will take, given my reading
speed?
Being aware of yourself as a reader
Learning style and reading
Which style(s) do you prefer?
Visual Learning
I like to look at diagrams, graphs, and other graphics.
I like to see the words.
I like to write out words, copy from text, etc.
Auditory Learner
I like when someone reads to me.
I like to read the words out loud.
Tactile Learner
I like to do something when I read e.g. make a diagram, copy out words, doodle.
Issues
It‘s important to be aware of your style, knowledge, skills, and attitudes to the text you are
about to read.
Reflect on the following 4 areas before starting to read:
1. Learning Style: What is my personal learning style and how can I use my style to help me
read better?
You can determine your own learning style by using a free on-line assessment tool, such as:
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•
Index of Learning Styles at NC State University
VAK (Visual Auditory Kinesthetic) test at Businessballs.com
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•
Myers-Briggs Type Inventory at TeamTechnology.co.uk
2. Background knowledge/schema: How much background knowledge do I have of the topic?
3. Attitude: What is my attitude to the reading? e.g. Do I feel motivated? Do I feel like putting it
off?
4. Concentration and focusing: How well will I be able to concentrate and focus on the reading?
Tools
•
•
Learning Styles and Approaches to Reading
Improving Your Concentration
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Reading skills
Self-reflection questions
What are my reading problems:
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•
•
•
speed?
comprehension?
retention?
concentration?
Do my reading skills help or hinder my success in my courses?
Do I comprehend most of what I read?
Is it harder for me to read certain types of materials? e.g. textbooks, articles, reports? Why?
Issues
There are three main skill area involved in reading:
I.
II.
III.
Speed
Comprehension
Retention
This section highlights the first three areas and provides useful strategies for each. Before
looking at effective reading strategies, you might wish to consider the self-reflection questions
as well as do a quick self-assessment of your present reading skills. You will find a Reading SelfAssessment in the Tools section.
I.
Speed
To read well you need both speed and good comprehension. Don‘t mistake the term ―speed‖
to mean reading very fast. Speed refers to a pace which is requisite for the reading task. For
example, when you survey and skim a text, you go very quickly down the page, trying to get the
gist. By contrast a slower, more methodical pace is needed when reading for detail.
Regardless of the purpose for reading, slow readers possess several common attributes. Firstly,
slow readers experience eye movement regression. That is, instead of their eyes moving
forward like fast readers, their eyes move forward but then backwards to material already read.
Secondly, slow readers tend to look at each word in a sentence, something that is not necessary
in English, a language with a high level of redundancy.
Using the Reading Speed Self-Test, see if you need to learn how to increase it.
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Strategies to improve your speed
1. Understanding how our eyes work
One step forward, two steps back!
Experiments with slow readers show that not only do these readers look at every word (called
‘fixation’), their eyes jump back to previously seen words (called ‘regression’).
“I am looking at each word while I read this sentence.”
Humans have very good peripheral vision. The old axiom ‘having eyes in the back of your head‘
comes from our ability to see things that are not directly in front of us. In fact we can see about
180 degrees from a point in front of our eyes. Peripheral vision was necessary in ancient times
to protect ourselves from other predators. Even though we no longer need to fend off Sabretoothed tigers, our peripheral vision is just as important today as it was thousands of years ago.
Having this ability allows us to read many more words than those you are looking directly at.
Once you understand your eyes’ patterns and build your reading confidence, you will no longer
feel the urge to fixate on each word or regress and your reading speed will increase.
“I am looking at large groups of words in this sentence and don’t regress.”
Read Speed-Reading: Using a Pacer in our Tools section for strategies to improve your reading
speed.
2. Skimming
Remember the Reading MYTHS earlier in the module? Many poor readers are afraid to skim or
believe that skimming is not real reading. Boy, are they wrong! Good reading encompasses
many skills: skimming, scanning, reading for detail, reading for implied meaning, understand
words from context, etc. You need all these skills to be a good reader.
Reading approaches such as SQ4R and other speed reading techniques will help you become a
more adept skim reader. Also, review the Skimming Checklist in our Tool Section.
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3. Vocabulary building
Build your vocabulary in your discipline. Overlearn definitions and basic concepts. Create your
own ‘dictionary’ of new terms and phrases or put them on cue cards. Review your new terms
daily.
II.
Comprehension
To fully comprehend your academic readings at university, you will need to:
1. Recognize different genres or types of writing e.g. persuasive or argument essay, fiction,
rhetorical analysis, review, criticism, news article. Genres centres on audience and
purpose.
For more information, go to Purdue University‘s OWL Writing Lab.
2. Understand and use different types of thinking: e.g. deductive, analytical, critical. For
more information, see some of our Tools:
a. Levels of Thinking
b. Levels of Questions
c. Critical Reading Checklist
3. Have an advanced level of the English language: both syntax (rules) & semantics
(meaning). For more information, refer to writer‘s handbooks, English grammar books,
dictionaries, and thesauruses. You can also see our very own Writing Centre.
4. Read actively!
Active reading helps; passive reading hinders
• Have you ever noticed yourself drifting off while you‘re reading?
• Have you ever found that you‘ve finished a reading passage but can‘t remember much
or any of what you‘ve read?
• Does reading feel boring? exhausting? a waste of time?
If you answered yes to any of the above, it’s possible you are a passive reader.
What is ACTIVE reading?
When you read actively, you are in control of the INPUT of information. When you read
actively, you are engaged in a PROCESS of discovery. Reading becomes a quest to find the
answer to questions you have posed prior to reading rather than waiting passively for the
words to wash over you. This engagement allows you to stay alert and interested. Questioning
engages the brain, puts it into gear, which means you are less likely to drift off or get bored.
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Students, who might otherwise read actively, can fall victim to passive reading when faced with
their course readings. These students feel that academic reading is more difficult and,
therefore, requires a more laborious process. However, this is not the case. Due to its demands
for higher order thinking skills, academic reading encourages students to take control of the
reading process.
Strategies for active reading and comprehension
1. SQ4R
SURVEY: scan the material for the ‘big picture’ understanding
QUESTION: make up questions
READ & RECORD: read for a purpose, i.e. to answer the question; take notes
RECITE: key concepts in your own words
REVIEW: look back at your notes
At first the SQ4R approach might seem like extra work. However, when you consider that you
don‘t have to reread, and that you are studying and preparing for exams all at the same time,
then you actually save time. Also, you won‘t end up cramming thus reducing anxiety and feeling
more in control.
See: SQ4R Method for Studying Textbooks and Mindmap of SQ4R.
2. ConStruct = concept + structuring
Goal: to identify and prioritize important ideas and main points in readings
Method: Use a diagram to show the conceptual relationships in a selection of readings
ConStruct is an excellent approach for students who feel they ‘get lost in the detail’ and when
reading word problems in math and science.
See: ConStruct Procedure
3. Multipass
The Multipass is similar to ConStruct method but you don‘t have to read as thoroughly as there
is no diagram required.
Goal: to extract enough information from a text without having to read it thoroughly Method:
You need to have a text that has questions provided either in the text or by the
instructor/professor.
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See: Multipass Procedure
ConStruct and Multipass methods are sourced from: Crux, S. (1991). Reading Fluency &
Comprehension form Learning Strategies for Adults: Compensations for Learning Disabilities.
Toronto: Wall & Emerson.
III. Retention
Strategies for reading retention
Students have different ways to retain and recall information. Some like to highlight text with
coloured markers; others jot down comments in the margins of their books. Highlighting text
can be a good start but needs to be followed up by reworking and reviewing the information.
Otherwise, you will forget what you‘ve highlighted and end up rereading the text.
The most popular, and arguably the best, strategy is making a note while you are reading.
Research shows that that process of making a note might aid recall. Regardless, reviewing your
notes definitively improves test results. So, the message here is do both for maximum learning.
Other popular retention strategies are
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making and using cue or flash cards
reciting your information out loud
describing the information to someone else e.g. in a study group
creating visual images & stories
1. Note-making
The Cornell System
The Cornell system produces an excellent note from which you can easily and quickly study.
It incorporates a section for traditional notes with a ‘Cue Column’ and a ‘Summary’ section. The
Cue Column, on the left of the page, allows the note-taker to write key terms, concepts,
sequences, and/or questions that will cue the brain to remember the detail notes. The bottom
quarter of the page is reserved for a brief summary which is very useful when reviewing notes.
It can be used very effectively with the SQ4R system. At the “Q” step of SQ4R, the notemaker
writes down their question in the ‘Cue Column‘. Questions in the Cue Column are then used in
the revision and review stages. The Cue Column can be easily folded over to hide the notes thus
acting as a natural self-test mechanism.
See: Cornell Note-taking System
Mind mapping for readings
Why might you choose to make a concept or mind map as your note?
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First of all, consider your LEARNING STYLE: visual, auditory, and tactile. Learners who are visual
and/or tactile will benefit from constructing a graphic map of the information read. Visual
learners like to see a visual representation of the reading materials while tactile learners like to
do something when they read. For visual learners, mind mapping appeals to their love of
images, pictures, and colors. For tactile learners, constructing a mind map while reading keeps
you active so you don‘t lose concentration and focus. They are fun to make and can be easily
redrawn for review purposes. Irrespective your learning style, all readers can benefit from
concept/ mind mapping as this type of note making requires the reader to distinguish main
ideas from details. It is, therefore, a particularly useful method to employ if you are a reader
who ‘gets lost in the detail.’
Making a mind map is a whole brain activity, i.e., it engages both left and right hemispheres of
the brain. Try integrating a mind map into your Cornell Notes.
See: Note-making with Mind Maps, Combining Cornell with Mind Maps and Study Skills through
Graphic Organizers
2. Cue or flash cards
Why use cue cards?
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Portable
Quick test of understanding
Can be done during ‘found time‘ (small blocks of time in your schedule)
Repetition is an effective memory strategy
Making them constitutes studying!
How to use cue cards?
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Always write the questions in complete sentences.
Keep the answers short.
Prioritize your information.
For definitions, write the ‘textbook‘ definition on one side and a paraphrased version on
the flipside.
A strong case for using cue cards for exam preparation and study in courses such as Biology is
found by Dr. Jensen at the University of Minnesota.
3. Study groups
Studying in a group (2-4 people is a good size) is a great way to retain information. When you
discuss and explain your readings to others, you ‘hear’ the information again which means you
are reviewing. Studies show that students, who recite, i.e. say the information out loud,
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perform better on tests. Also, when you explain your ideas, it‘s like teaching and we all know
that to teach something well, you have to understand it well first.
4. Weekly review
A good set of notes is easy and fun to review. Some notes, like mind maps, can be redrawn as
part of the review process. The Cue Column in a Cornell note can be folded over to hide the
notes section for easy self-testing. The important thing is to put weekly review into your
schedule for each course. Ideally, start a new study session by reviewing all past notes (if you
have good notes, this doesn‘t take very long). The more frequently you see your notes, the
more you will remember the content when the test rolls around.
5. Reading out loud
See: Why You Should Read Out Loud
6. Recording Lectures
See: Creating Notes from Recorded Lectures
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Self-assessment and monitoring
Self-Assessment questions
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Am I comprehending what I need to and as much as I need to? How has this reading fit
into the course and other materials? Am I considering the purpose of reading before I
begin?
Am I engaging my mind not just my eyes?
Could I describe explicitly the strategies I‘m using to read a text (e.g. SQ4R, Cornell)?
What am I doing to increase recall of what I‘ve read?
The final step to becoming an excellent reader is regular and ongoing monitoring of your
knowledge, skills and attitudes towards reading.
Before you embark on improving your reading abilities, list several reading goals for yourself in
terms of
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•
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knowledge you wish to gain
skills you wish to acquire
attitudes you wish to possess
For example, you might write the following about your Chemistry course:
Overall Goal: Keep up with my CHEM readings so I don‘t have to read ten chapters 2 days
before the finals.
Knowledge: Learn how to read actively and take better notes.
Skills: Practice the Cornell note-taking system
Attitude: Stay focused when I‘m reading; enjoy note-making and see value in reciting and
reviewing my notes.
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TOOLS FOR
READING AND
NOTE-MAKING AT
UNIVERSITY
Learning Strategies, Student Academic Success Services
Stauffer Library, 101 Union Street
Queen’s University, Kingston, ON, K7L 5C4
Website: sass.queensu.ca/learningstrategies/ Email: learning.strategies@queensu.ca
This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike2.5
Canada License.
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Reading self-assessment
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•
0 = describes me almost never
1 = describes me sometimes
2 = describes me often, or to a large degree
Reading speed
__I would describe myself as a slow reader compared to other students.
Comprehension
__I have difficulty finding the main idea when I read.
__I often need to read materials several times before I understand it.
__I have difficulty interpreting the meaning of words I read.
__I have trouble ‘reading between the lines’ for implied meaning.
Volume of material
__I cannot read all the required readings (not enough time).
__I cannot keep up with supplementary readings.
__I skim before reading for detail.
Concentration
__I often can‘t keep focused, unless I‘m very interested in the material.
__My eyes often see the words, but my mind is somewhere else.
__I am easily distracted by my own thoughts while reading.
__I am easily distracted by things going on around me.
Retention
__I forget much of what I read soon afterwards.
__I make notes while reading.
__I highlight or underline while reading.
Analysis
Numbers 8, 14, 15 represent effective reading strategies. All other questions represent problem
areas.
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Learning styles and approaches to reading
Learning styles refers to your preferred way of gaining an understanding of the world, but not
your only or best way of learning.
Four domains
Learning style includes how you prefer to:
1. Connect with or grasp information: through sensing tangible realities like facts and
details, or intuiting or speculating about imagined possibilities of ideas, or abstractions.
2. Receive sensory input: through your visual, verbal or kinaesthetic systems.
3. Make information meaningful to yourself: by active experimentation and interaction
with information, discovering as you go, or reflection and observation using reasoning,
logic and independent analysis
4. Develop a pattern of understanding:-through a sequential pattern of building on
previously known material in a step-by-step fashion, or a global pattern of
understanding the end-point or Big Picture, but not necessarily being able to articulate
specific details or procedures.
Strategies for reading with different learning styles
1. Grasping material
SENSORS: focus on the details, facts, what has already been discovered and described; your
notes will tend to be copies of the details in the text.
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Relate those details to the broader concepts
Apply facts to the ―real world‖
Think of implications of the facts.
INTUITORS: focus on a deep understanding; may get side-tracked on appealing new ideas.
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Focus on ‘theory’ to ‘practice’‖
Record facts in your notes so you have something specific to study from later on.
Provide enough detail to be able to teach or explain your notes to someone else
2. Preferred sensory input
VISUAL learners: attracted to pictures, graphs, charts, and the visual construction of words.
•
Represent as much of the written text as possible in graphic form like a mind map to
visualize details and connections, or tables and charts to compare and contrast
information.
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•
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Study by translating graphics into words, as ultimately this will be required to
communicate with others. Learn new vocabulary by parsing words into familiar sections,
and using cue cards for drilling
Use colour, underling and boxes to highlight key concepts
Learn how to use mind maps for summarizing texts and notes. Use arrows to draw
relationships between concepts.
VERBAL learners: enjoy spoken or written words. Reading is your thing!
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Read aloud or sub-vocalize the text. Hear the sound of the words in our mind. Verbally
interpret graphics, charts, etc
Talk to yourself as you read: ask questions to help guide your focus, and answer your
own questions Write notes at the end of each section or sub-section of a chapter. The
Cornell method may help you. Tape yourself as you summarize key points in a text, and
the listen to the tape as a memory aid Create songs, rhymes or jingles as a memory aid
to key points
Read with a study friend, and discuss things you don‘t understand
KINESTHETIC learners: Reading may be challenging due to the need for concentrated focus and
the lack of physical motor-based learning involved.
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Read with a pointer or your finger on the line of print
Make notes as you go along, summarizing each small section
Draw diagrams or flow charts of how you would conduct an experiment or solve a
problem. Go beyond the words on the page and try to apply the ideas.
Think of the ‘real world’ implications of what you are reading.
Read within your attention span. Take breaks as needed and involve physical activity to
reduce restlessness.
Determine the key sections of readings (ask your professor) to reduce the amount to be
read.
Tap a rhythm or talk with your hands if it helps you concentrate.
3. Styles of making information meaningful
ACTIVITY BASED learners: emphasize the active components of reading
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Interact with the written material by sub-vocalizing the text
Use the SQ3R method, especially the Question, Read, and Recite elements
Make notes in written or graphic form
At the end of a chapter section apply your understanding by imagining how you could
test the theory, generate an experiment, and a design a piece of equipment
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•
•
Generate study questions for later use, focusing on key concepts, relationships and
applications
Read with a friend, and talk about ideas at the end of the reading
REFLECTIVE OBSERVERS: learn readily from texts
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Read in a quiet space
Designate time to think and develop your ideas
Read small sections and then make notes of details. It is not reasonable to expect
yourself to understand the whole chapter after 1 reading from start to finish.
Summarize in your own words.
Engage your thinking by asking questions as you read
Balance the need to learn details with your desire to understand and generate abstract
conceptualizations.
4. Patterns of learning
SEQUENTIAL learners: appreciate methodically presented textbooks or journal articles
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Inspect the layout of the text for cues as to its organization: bold print, size of type for
titles and subtitles, use of sidebars, presence of review questions.
Develop an outline before you read, by writing down titles. This ―road map‖ will help
you see the logical pattern and goal of the reading.
Make notes of key ideas at the conclusion of each section
Stretch your thinking by looking for associations and connections between details. Try
using a mind map to understand the Big Picture.
GLOBAL learners: might read texts and form conclusions without knowing how you got there
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Read the chapter outline or learning objectives before reading the text, to gain an
overview and so that your attention is drawn to the individual steps, facts or concepts to
be learned.
Make notes that include both major themes and details and facts, e.g. by using a mind
map.
After reading, talk to a friend about the logical steps or relationships involved in the Big
Picture. Practice teaching the individual concepts that lead up to your conclusion or
global understanding.
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Improve your concentration
External factors
Work in an appropriate place
Choose a location that is peaceful, secluded and well-lit where you are not disturbed.
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Stay clear of cafeterias, buses, or cafés --- You may be easily distracted in these places.
If you can't stand silence, try playing soft music (without words).
Only have things you need on your desk.
Make sure your pens, dictionaries, etc. are nearby so you don't have to get up.
Save your desk for work only. This way you will associate your workspace with studying.
Work in an action-promoting position
• You should be in a sitting position, slightly tilted towards your books.
• If you are sleepy, stand up to study!
• Avoid your bed and soft chairs --- they tend to promote sleep.
Internal factors
Prepare your mind
• Avoid exciting activities before you start studying.
• Give yourself a few minutes of calm and relaxation before your study period.
Take regular breaks
• Take a short break each hour to keep your concentration at its best.
• Have a drink or splash some water in your face. Take a walk or stretch your limbs.
Be active
• Study with a pen or pencil in your hands.
• Underline, highlight and put asterisks and notes in the margin.
Approach studying effectively
• Divide your work into stages or chunks.
• Be specific about what you want to accomplish. (e.g. ―read chapter 8, complete
exercise D. Not “study biology.” That’s too broad!)
Manage daydreaming or distracting thoughts
This occurs when your mind has to choose between something pleasurable and something
demanding.
•
Refocus yourself on your studies and return to your books as soon as you can. If you
have to daydream, absolutely do not do it at your workspace.
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•
•
If you frequently think of things that distract you from work, write down these thoughts
and return to studying. Read your notes over later and deal with important thoughts.
Use the desire to snack, get up or see friends as a reward at the end of a study session.
Dealing with problems affecting concentration
• Lack of sleep, lack of food, excessive fatigue, high stress and personal problems can
cause a lack of concentration. Follow a schedule: get a full night‘s sleep, sufficient
activity/exercise, a balanced diet, and relaxation.
• Address personal problems before studying or note them on paper (keep a Worry List)
and make peace with yourself.
• Speak to someone about it. Meet with a Learning Strategist at the Learning Commons of
Stauffer Library. Call 613-533-6315 to book an appointment.
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Increase your reading speed: Reading speed test
Take any randomly selected text of 250 words and read from start to finish, noting the elapsed
time on your watch.
Then score yourself as follows:
Time
Result
Under 20 seconds
Very fast
21-30 seconds
Fast
31-45 seconds
Average
46-60 seconds
Slow
61+ seconds
Very slow
If you fall in the slow or very slow range, you may need to learn some strategies to help you
increase your speed.
The relationship between reading speed and comprehension is paramount. Read too fast and
you may comprehend less. Read too slow and you might fall behind in your readings.
You need to find a speed that is comfortable for you and allows you to get through the readings
within your given timeframe.
Strategies to increase your speed
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During the first read through, try to grasp overall concepts rather than understanding all
the details.
Don‘t get hung up on single words, but DO look up key words that you must understand
to grasp the entire concept. Create a glossary of key words as you read.
Use a pacer (e.g. kabob stick, ruler) to stop regression and guide your eyes forward.
Focus your attention and concentration. Read for shorter periods of time, if that helps.
Eliminate outside distractions (noise, email, etc)
Prepare an uncluttered, comfortable environment.
Modified from: Fry, R. (1994). How to Study. 3rd edition. Hawthorne, NJ: Career Press.
Learning Strategies, Student Academic Success Services, Queen’s University, Kingston, ON
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Speed reading: Using a pacer
Your primary school teacher was WRONG! Go ahead: use your finger to help you read faster.
Using a pacer to guide the movement of your eyes across the page is recommended by reading
experts. At first, not looking at each word might feel uncomfortable, so in the early stages use a
guide or pacer to force your eyes to move ahead. Speed readers suggest using a very thinly
pointed instrument, such as a kabob stick, as fingers are fatter and can obstruct your vision.
If you’re not convinced, try this experiment:
Sit opposite a friend and ask them to draw an imaginary circle in the air with only their eyes.
Observe your friend‘s eye movements; they will probably look like the shape on the left below.
Now, guide your friend‘s eyes with your finger by drawing an imaginary circle in the air. You will
notice that the eye movements are smoother, like the shape to the bottom right. These
changes suggest that if you use a guide to help your eyes move smoothly across a page, you will
avoid wandering, regressing, fixating—all those bad habits that slow you down!
You can move the pacer in different patterns depending on your style and the column width,
but start by letting the guide take your eyes along each line and down, line by line. When using
a pointer, point at 2-3 spots in a sentence for full-length sentences. When you are comfortable
with this approach, you may wish to use one of the faster alternatives:
a) Slide down the middle of the page, especially for narrow column layout.
b) Move in a zigzag pattern starting at one margin and moving to the other. This helps you
target critical words, phrases and ideas. The zigzag pattern is prized by ‘speed readers’.
Erratic eye movements
If you suffer from erratic eye movements, e.g. your eyes jump around on the page and can‘t
seem to stay focused on where you want them to be, try using a window slot. Cut out the
centre of thick cardboard in the shape and size of one line of print. As you run the window
down the page, the eye is limited to horizontal movements only.
Practice
Practice these techniques daily, even 5-10 minutes, and your speed will increase. Use the pacer
until your speed is where you want it. Some find the pacer so helpful, they use it forever.
Learning Strategies, Student Academic Success Services, Queen’s University, Kingston, ON
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Skimming: a checklist
What is skimming?
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Rapid reading
Extracting the gist of the material without reading every word
Skipping non-essential or less-essential material
When should I skim read?
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To make use of my background knowledge
To get the general idea of the article/chapter
To discern main points and significant detail
To set work/ reading priorities
What do I look for when I skim?
1. Text presentation: headings, numbers, graphics, type style and size, punctuation
2. Answers to questions: who, what, when, where, why, how
3. Direction words & phrases: e.g. “however”‖ = idea is taking another direction;
“furthermore”‖ = the preceding thought is still being discussed
4. Relational words & phrases: e.g. “similarly”, “consequently‖”
5. Organization: cause/effect; chronological; concession argument; compare/contrast
6. Statements of purpose: “This paper investigates how China and India have emerged as
the new Asian Tigers of the world economy.”
7. Statements of propositions: “The economies of China and India will overgrow those of
Europe by 2020.”
8. Statements of conclusions: “The economic boom in China and India will probably
continue because…”
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Levels of thinking
Create: innovate or invent a theory or product. Key words: generate, plan, produce
Evaluate: make judgments based on criteria and standards, often involving conflicting data.
Key words: check, critique, judge
Conceptualize:
Analyze: identify components, relate individual parts to one another and overall
structure or purpose. Key words: differentiate, organize, attribute, compare.
Apply: use a procedure in a given situation, solve a problem, move from theory to
practice. Key words: execute, implement, solve
Understand: determine the meaning. Key words: interpret, exemplify, classify, summarize,
infer, explain, describe, paraphrase
Memorize: retrieve relevant knowledge from long-term memory. Key words: recall, choose
best answer.
Adapted from: Bloom, B.S. (2002). Revised Taxonomy of Educational Objectives, Boston MA:
Allyn and Bacon
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Four levels of questions (in ascending order of complexity)
Questioning at various levels moves you to thinking at those levels. When we only ask basic
questions, we think basic thoughts. Questioning at deeper levels leads to deeper thinking.
Summary & definition questions (focus on facts and details)
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What is/are…?
Who…? When…? Where…? How much…? How many…?
What is an example of…?
Analysis questions (focus on concepts)
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How…?
What are the reasons for…?
What are the types/functions/processes of…?
What are the causes/results of…?
What is the relationship between X and Y?
How does …apply to…?
What is/are the problems or conflicts or issues…?
What are possible solutions/resolutions to these problems or conflicts or issues…?
What is the main argument or thesis of…?
How is this argument developed…?
What evidence or proof or support is offered…?
What are the other theories or arguments from other authors…?
Hypothesis questions
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If…occurs, then what will happen…?
If…had happened, then what would be different…?
What does theory X predict will happen…?
Evaluation questions
o Is … correct or incorrect? … effective or ineffective? …relevant or irrelevant?
…clear or unclear? …logical or illogical? …proven or not proven? …ethical or
unethical?
• What are the advantages and disadvantages of…?
• What is the best solution to the problem/conflict/issue?
• What should or should not happen?
• Do I agree or disagree? What is my opinion? What is my support for my opinion?
Source: York University.
Learning Strategies, Student Academic Success Services, Queen’s University, Kingston, ON
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Critical reading checklist
Using the following set of questions will help you to read more critically.
What is the claim? What are the conclusions? What are the grounds or reasons for the claim?
What underlying assumptions support the groups and claim?
What are the definitional and descriptive assumptions, the value conflicts, and the value
assumptions?
What backup evidence supports those assumptions?
What refutations could be brought forward against the claim? Under what conditions can the
claim not be made?
What qualifiers appear in the claim? What words or phrases are ambiguous?
Are the samples representative and the measurements valid? Are there flaws in the statistical
reasoning?
Are there alternative causal explanations? Are there any errors in reasoning?
What significant information is omitted?
What alternative conclusions are consistent with the strong reasons? What are your value
preferences in this controversy?
Learning Strategies, Student Academic Success Services, Queen’s University, Kingston, ON
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SQ4R method for studying textbooks
SURVEY
1. The whole book
a. Read preface, table of contents
b. Leaf through book to get acquainted with the organization and style
c. Check for appendices, types of indices that can be useful
2. Individual Chapters
a. Take a few minutes to consider the title.
b. Then look at all illustrations, diagrams, graphs.
c. Quickly read the introduction, summary and review questions.
d. Glance at all key words, bolded text, questions for consideration, problem sets.
QUESTION
While surveying, always read with a question in mind. This makes reading more active, which
aids concentration and retention. You’ll also find it‘s easier to identify the ‘important’ issues
AND you will therefore end up with fewer notes to review.
1.
2.
3.
4.
The easiest way to do this is to turn all subheadings into questions.
Read actively asking why, when, who, etc.
Question all statement of fact and the evidence they are based on.
Concentrate on relationships based on concepts introduced earlier.
READ & RECORD
The next step is…
1. Read section-by-section, actively seeking the ‘answer’ to the ‘question’ you’ve posed.
2. Once you‘ve found the answer, highlight or underline it in the textbook and write the
key word or an abbreviated question in the margin. Don’t highlight/underline too much!
3. While you read, make notes! Point-form, in your words, at the end of each section.
Although it may, at first, seem more time-consuming than simply reading the text, you are
reading, making notes, AND studying for exams in a single process.
RECITE
Before you go on to read the next section…
1. Cover up the text that you‘ve just read and answer (out loud is best) the ‘question’ that
you‘ve written in the margin.
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2. If you can‘t answer it, read the text again, cover it up, and try to answer the ‘question’
once more.
3. Only read the next section when you can successfully answer the ‘question(s)’ that
you’ve posed.
REVIEW
At the end of your study session, don‘t just close up your book and forget what you‘ve done.
1. Take a 5 minute break and then…
2. Go back to the material that you started reading at the beginning and then…
3. Take 5-10 minutes to repeat the process outlined under ‘recite’.
Mind-map of SQ4R
Created using Bubbl.us.
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ConStruct procedure = concept + structuring
Goal: to identify and prioritize important ideas and main points in readings
Method: uses a diagram to show the conceptual relationships in a selection of readings
Steps:
1. Skim read a selection. Survey the headings, subheadings, intro and conclusion
paragraphs, topic sentences, figures and illustrations.
2. Diagram: make a descriptive and/or sequential diagram or mindmap of the key
concepts. It must include enough information to act as a framework for the next 3 steps.
3. Read the selection thoroughly. Try to understand the meaning of the text but you don‘t
have to remember everything. Non-essential information is ignored at this point. After
the second reading, add all the essential information to the diagram.
4. Before beginning the last reading, check your diagram and make sure you understand
everything. If not, go back to the reading and check for clarification.
5. Finally, scan the text for all non-essential data. Add any non-essential data to the
diagram that will help you clarify and understand the concepts.
6. Review the diagram.
Multipass
Goal: allows reader to extract information from a text without having to read it thoroughly
Method: the text must have questions provided either in the text or by the instructor
Steps:
1. Survey: Do a quick read/skim of the text. You may wish to take brief point-form notes.
2. Size-up: Evaluate your understanding of what you learned from the Survey by using the
questions provided. The purpose is to help learners get as much from the reading as
possible without reading it from start to finish. Add to your notes if you can.
3. Sorting-out: Review your notes and try to answer the questions provided. If you cannot
answer the questions, go back to the reading and find the appropriate answer.
Learning Strategies, Student Academic Success Services, Queen’s University, Kingston, ON
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The Cornell System
The Cornell note-taking system is for students who want to improve the organization of their
notes. It was developed by Walter Pauk, an emeritus professor of education, at Cornell
University. Learn more about this system in Pauk‘s How to Study in College (5th edition).
Page layout
The distinguishing feature of the Cornell system is the layout of the pages on which you
takeyour notes. The page layout includes large margins on the left — the ‘Cue Column’ at 2.5
inches — and the bottom of the page there are 2 inches in which to write a brief summary. To
the right of the Cue Column is the Note-taking Column, comprising 6 inches.
Content
In the Cue Column write a key word, phrase, and/or question that will serve to toggle your
memory of the ideas you wrote in the Note-taking Column. When using the Cornell system with
SQ4R, the words and questions in the Cue Column are recited out loud during the ‘Recite’‖
phase. Thereafter, you may wish to fold over the Cue Column to use during the ‘Review’ phase.
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Note-making with mind maps
uses
purpose of
concept
Humanistic
Context
Trait theory
Theories of
personality
Behavioural
Psychoanalytic
based on rel.
permanent
and enduring
qualities
indiv. traits:
cardinal,
central,
secondary
Why use a mind map?
Mind maps use your whole brain, both left and right brain functions.
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Left: contains lists and sequences and show relationships
Right: shows a picture of a subject. Visual patterns provide a framework for recall
Mind maps are both verbal (words) and non-verbal (pictures, symbols, colours).
Need to use BOTH brain hemispheres to be a Master Student!
How will making a mind map help me read and retain information?
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Show relationships between ideas quickly, vividly, accurately
Using key words, condenses a large subject into a small area
Moves thinking from the general to the specific: start by choosing a main topic and
focusing on the big picture and then zero in on the subordinate ideas
Can review quickly by looking at key words
Improves long-term memory: the picture enters your memory quickly and when
visualized, will incite memory
How to use a use mind map?
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Taking notes from text
Brainstorming a topic
Planning and organizing ideas
Linking main ideas to smaller details
Summarizing
Taking lecture notes
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NOTE: Mind maps don’t have to include all the ideas in your readings. Instead, you can link
mind maps.
How?
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Draw up a mind map that sums up the 5 key points in a chapter.
Then make a separate, more detailed mind map for each of those key points.
Within each mind map, include references to other mind maps
among many ideas
Using mind maps with the Cornell notes
You can use Mind Maps alongside the Cornell notes.
How?
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Divide notepaper in half: ½ for a mind map, ½ for information more suited to traditional
paragraph method.
You can also add mind maps INTO your paragraph-style notes.
Mind maps are also useful for summarizing notes taken in Cornell format.
Source: Ellis, D. (2000). Becoming a Master Student. Canadian 3rd Edition. Boston: Houghton
Mifflin.
Learning Strategies, Student Academic Success Services, Queen’s University, Kingston, ON
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 helps see re
Combining Cornell with mind maps
Main Ideas
Cornell notes
Details
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Semantic map or
web
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Can be used to provide an outline of the course,
chapter, or lecture.
Organized by main ideas and details.
Can be as detailed as necessary.
Sequential- take notes as they are given by instructor
or text in an orderly fashion.
After class, write a summary of what you learned to
clarify and reinforce learning and to assist retention.
Can be used as study tool:
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Define terms or explain concepts listed on
the left side.
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Identify the concept or term based on its
definition on the right side
Can be used to provide a "big picture" of the course,
chapter, or lecture.
Organized by main ideas and sub-topics.
Limited in how much detail you can represent.
Simultaneous - you can use this method for instructors
who jump around from topic to topic.
After class, you will probably need to "translate" notes
into a Cornell format.
Can be used as a study tool - to get a quick overview
and to determine whether you need more information
or need to concentrate your study on specific topics.
Summary:
There are a couple of ways that you can take notes. The Cornell method is best when
the information is given in a sequential, orderly fashion and allows for more detail. The
semantic web/map method works best for instructors who skip around from topic to
topic, and provides a "big picture" when you're previewing materials or getting ready to
study for a test.
Source: Workshop presented by Marlene Mcintosh and Diane Berzins, “Integrating Assistive
Technology and Learning Strategies.” Cambrian College. Date unknown.
Learning Strategies, Student Academic Success Services, Queen’s University, Kingston, ON
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Study skills using graphic organizers
Graphic Organizers provide ways to organize ideas or information visually, thus deepening
understanding and increasing retention. Below are a few different types of Graphic Organizers
which summarize some important study skills for university students.
Hierarchy: How to learn at university
Mind map: Strategies for remembering
Grid/Table: Using study time effectively
Kind of studying
Memorizing
Approx. time frame
Short, repeated sessions (20-30 min.)
Example
Biology: parts of the eye
French: vocab, verbs
Reading
Medium length, focused sessions (4560 min.)
(Partial) textbook chapter
Journal article
Writing
Longer sessions with breaks (60+ min.)
Research paper, essay, lab
report
Problem-solving
Longer sessions with breaks (60+ min.)
Math, Chemistry, Stats,
Accounting, Physics
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Cycle or process: Note-taking
Procedure or steps flow-chart: Study reading
Source: LASSA Conference; November, 1998 , Mary O'Malley, Concordia University, Montreal
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Why you should read aloud
Argument #1
Neuro-muscular Memory: thinking + saying it out loud = helps to ingrain information in your
memory
Getting vocal chords involved in thinking, forces the neurotransmitters of the brain to fire away
in another pattern, creating additional memory paths.
Argument #2
When you hear yourself speak (inside your head):
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50% of sound arriving at your brain has come through your ear and
50% of sound is coming from your vocal chords,
which makes its way back through connecting tissues to your brain.
So when you hear your voice on a recording, 100% of the sound arrives at your eardrums from
the air.
THE DIFFERENCE HAS AN IMPACT ON YOUR MEMORY.
When you speak out loud, the sound passing through your vocal chords and bone hits more
connecting fibers in the brain than it would if you were merely hearing the sound. This also
creates an additional memory pathway for whatever it is you were saying.
In other words…it‘s yet another way to engrain the information in your memory!
Source: Trudeau, K. 1997. Mega Memory: How to release your superpower memory in 30
minutes or less a day. NY: HarperCollins
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Creating notes from a recorded lecture
Always ask for the professor’s permission first!
Before recording, ask yourself …
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Is the recording device working properly and do I know how to use it?
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Does it have a counter so that I can use it to mark important parts of the
lecture? Is it reliable?
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Do I have extra batteries and other necessary materials on hand?
While in class…
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Sit close to the instructor so your recording is clear.
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Put the device on your own desk so you can control it.
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Check the counter when the instructor covers key information. Write down
the number— this will make it easier for you to find key information for
note-taking and review.
When taking notes from your recording…
Use the counter to review important material and bypass irrelevant material. Set up key
information using the Cornell method or a mind map.
Source: Workshop presented by Marlene McIntosh and Diane Berzins, “Integrating Assistive
Technology and Learning Strategies”. Cambrian College. date unknown.
Learning Strategies, Student Academic Success Services, Queen’s University, Kingston, ON
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