-
8. Catch the Lecturer's Clues
- University of Wisconsin Press
- Chapter
- Additional Information
18 STUDY SMARTS LEARNING TIP 8 Catch the Lecturer's Clues As the lecturer speaks, your notes have to convert his words into the following: (1) Title: main idea, topic, thesis, rule, or principle. (It's possible for there to be several titles in one lecture, or one title spanning several consecutive lectures.) (2) Subordinate topics: the pieces that fit together to form the main idea. (3) Supports: the definitions, explanations, examples, and proofs of all the topic's pieces. If the lecturer follows a strict outline, your job is easy. The more he tends to ramble, the tougher it is to take notes. But his words and his style will help you, if you know what to look for. The first clue is his overall approach. Does he stick to the textbook, following it along chapter by chapter and page by page? If so, you can outline or map what he'll cover before you go to class, and just fill in while you listen. Does he just zero in on the hard parts? If so, a preview reading of the chapter is vital. Does he focus on just the important facts or ideas? If so, skim the chapter before class and then again afterward. Do his lectures supplement the book, providing unrelated information you won't find there? Then you've got to take fuller notes, but your textbook reading can often be done at your leisure. Time is an important clue, too. The more time devoted to an idea, the more important the lecturer usually considers it. Does she give lots of examples? Does she take the time to write it on the board? Does she bring in a film or prepared slides for overhead projection? Does she repeat one thought several times, either in the same words or in different ones? Learning Tips 19 Then you can practically bet that the fact or idea she's taking more time with will show up on an exam. Another clue to organizing your notetaking is in the material itself. Learn to recognize the three basic types of organization: chronological (in time sequence), spacial (what's next to what; for example, organizing the planets in order of closeness to the sun), and logical. The last kind of organization is the trickiest, and is used in most college subjects. To help you, we've included a chart from our textbook Good Writing. Other clues are words that say, "I'm summarizing." Therefore and in essence are words like that. An important definition may follow the words "it means ..." On the other hand, you may be getting just a rambling explanation, so keep alert. When you take notes on your reading, you can put ideas into your own words. But when you take lecture notes, be sure to copy the lecturer's pet words and phrases. She'll use-and expect you to use-those words on your exams. HOW MOST IDEAS ARE ORGANIZED LOGICALLY* GROUP 1. In time sequence: • in the sequence in which it was seen or done • in the sequence in which it should be seen or done • from cause to effect GROUP 2. From general to specific: • general topic to subtopics • theoretical to practical • generalization to examples [3.144.113.30] Project MUSE (2024-04-17 19:56 GMT) 20 STUDY SMARTS GROUP 3. From least to most: • easiest to hardest • smallest to largest • worst to best • weakest to strongest • least important to most important • least complicated to most complicated • least effective to most effective • least controversial to most controversial GROUP 4. From most to least: • most known to least known • most factual to least factual (fact to opinion) GROUP 5. Giving both sides (grouped or interspersed): • pros and cons • similarities and differences (compare and contrast) • assets and liabilities • hard and easy • bad and good • effective and ineffective • weak and strong • complicated and uncomplicated • controversial and uncontroversial *Reprinted from Good Writing by Judi Kesselman-Turkel and Franklynn Peterson (Franklin Watts, 1981). ...