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Review

• The next slides have several fill-in-the-blank

Chapter Seven: statements that review material from
previous chapters.
Taking Notes
• Note what words or phrases go in the
on Textbook Chapters blanks.
• Once you have filled in all the blanks,
compare your answers with those of
someone sitting near you.
©2014 Wadsworth, Cengage Learning ©2014 Wadsworth, Cengage Learning

Review Review

• Before reading, survey and activate _____

• Before reading, survey and activate prior
__________.
knowledge.
• During reading, monitor _____________.
• During reading, monitor comprehension.
• Pick out the _____ ____: they answer the
• Pick out the main ideas: they answer the
questions you formed from the headings.
questions you formed from the headings.

©2014 Wadsworth, Cengage Learning ©2014 Wadsworth, Cengage Learning

Review Review

• Use ______ clues to make sense of what • Use context clues to make sense of what
you are reading. you are reading.

• Use your knowledge of paragraph structure • Use your knowledge of paragraph structure
to pick out the _____, main idea, and to pick out the topic, main idea, and
_________ __________. supporting details.

©2014 Wadsworth, Cengage Learning ©2014 Wadsworth, Cengage Learning

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Reading in College Classes To read textbooks well . . .

• College classes require lots of reading, and • Use reading strategies to your advantage
much of what you read will not be
discussed in class. • Use the learning aids in your textbooks

• You’re still responsible for this material. • Annotate the margins of the text

• You could be tested over this material. • Write Cornel notes in your notebook

©2014 Wadsworth, Cengage Learning ©2014 Wadsworth, Cengage Learning

Strategies You Know

• Find and mark main ideas
• Sort important details from less important
details
• Make concept maps
TAKING USEFUL NOTES • Summarize ideas
• Look for patterns

©2014 Wadsworth, Cengage Learning ©2014 Wadsworth, Cengage Learning

New Strategies Heading Strategy

In previous chapters we’ve discussed
• Annotate
how to work with headings:
• Paraphrase 1. Read the heading
2. Turn it into a question
• Use Cornell notes 3. Read the text to find the answer
4. Mark the answer by highlighting,
underlining, or some other technique.

©2014 Wadsworth, Cengage Learning ©2014 Wadsworth, Cengage Learning

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No Headings? Annotating
• What if there aren’t any headings? • Annotate text by writing brief notes,
symbols, and abbreviations in the margin
– Read one paragraph or a section at a of the text.
time, then go back and highlight
• The main idea • Point out important ideas that you want to
• Most important supporting details review later.

– Create your own headings and write • Make up symbols to help you when you
them in the margin. review the material.
©2014 Wadsworth, Cengage Learning ©2014 Wadsworth, Cengage Learning

Example Annotation Marks Organizing Information

• Visualize events as a timeline or process
diagram.

• The Paragraph Patterns from Ch. 6 are very

useful for this task.

• How many of the diagrams on the

You can use these marks or make up your own. following slides can you name?
The key is to use something you’ll remember, and
use the same marks all the time.
©2014 Wadsworth, Cengage Learning ©2014 Wadsworth, Cengage Learning

©2014 Wadsworth, Cengage Learning

©2014 Wadsworth, Cengage Learning

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©2014 Wadsworth, Cengage Learning ©2014 Wadsworth, Cengage Learning

Taking Notes in a Notebook

• Use the two-column Cornell System
• Headings or keywords related to the main
idea go in the left column.
• Detailed notes go in the right column.
• Include images, numbered lists, diagrams,
and abbreviations – anything that will help
you remember material when you review
it later.
©2014 Wadsworth, Cengage Learning ©2014 Wadsworth, Cengage Learning

Advantages of Cornell Note-

Reviewing Your Notes
Taking System
• It helps you get an overview of key ideas in
longer readings or lectures • Before a test, cover the right column with
• It allows you to organize your ideas from a piece of paper.
big to small
• See if you can read the left column, then
• It gives you a chance to summarize
write or say the information in the right
concepts you might be tested on
column.
• It gives you a structure for effective
studying
©2014 Wadsworth, Cengage Learning ©2014 Wadsworth, Cengage Learning

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Minute Paper
• Find a piece of scratch paper.
• Test your comprehension of note-taking by
spending a minute or two writing down
everything you know about
– Annotating
– Paraphrasing
– Using Cornell notes USING TEXTBOOK
• When you are finished, compare your notes LEARNING AIDS
with those of two others

©2014 Wadsworth, Cengage Learning ©2014 Wadsworth, Cengage Learning

Designed for Learning Learning Aids in Textbooks

• Chapter Outlines
• Good textbooks are designed to help
• Headings
students learn.
• Boxed Material or Sidebars
• Textbooks typically feature many learning
aids to assist with comprehension. • Review Questions or Self-Quizzes
• Chapter Summaries
• Key Terms
©2014 Wadsworth, Cengage Learning ©2014 Wadsworth, Cengage Learning

Chapter Outlines Survey and Predict

• When you are ready to read the chapter,
• Also called Objectives, Focus Questions, or take about five minutes to read and study
Frequently Asked Questions (FAQs) the chapter outline

• Chapters often begin with an outline or
series of questions you can use as a
chapter preview.
©2014 Wadsworth, Cengage Learning
• Use the strategies you’ve learned for:
– Turning headings into questions
– Searching for patterns of organization
– Figuring out what content is to come
– Activate your prior knowledge
©2014 Wadsworth, Cengage Learning

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Put the Pieces of the

Read One Section at a Time
Puzzle Together

• After you read a section of the chapter,

Textbook chapters can be long and
refer back to the chapter outline so that
complex, so it’s wise to break a you can see once again how that piece fits
chapter into parts and read one at a into the larger puzzle.
time.
• Learn to move back and forth from specific
details to the big picture. You need to
understand both.
©2014 Wadsworth, Cengage Learning ©2014 Wadsworth, Cengage Learning

Structure a Study Session

Headings
for a Test
• After you have studied your notes in
preparation for a test, use the chapter outline • Headings sub-divide the text into smaller
and any focus questions as a way to test units.
yourself.
• One way to do this is to write the headings or • Levels of headings indicate the breadth of
questions and then list all the information you the topic.
can about it.
• The different levels usually have different
• If you like studying with other people, take appearances.
turns asking the questions and answering
them.
©2014 Wadsworth, Cengage Learning ©2014 Wadsworth, Cengage Learning

Using Headings Boxed Material or Sidebars

May include:
• Use headings to stay oriented.
• Form questions from the headings before
you read each section
• Stay aware of where you are in a section
and in a chapter.
©2014 Wadsworth, Cengage Learning
– Stories that illustrate the chapter concepts
– Summaries of research studies
– “Real-world” applications of the chapter
ideas,
– Material to help students learn to think more
critically
– Questions or cases in which you are asked to
apply the chapter concepts
©2014 Wadsworth, Cengage Learning

6

Using Boxed Features
Ask these questions when reading sidebar or
boxed material:
– How does this information relate to the
chapter topic?
– Which chapter concepts does this information
illustrate?
– Does the feature provide leads to other
interesting information about this topic?
©2014 Wadsworth, Cengage Learning
Using Review Questions
• If you cannot answer the question after
reading the material, then you need to
review material related to the question.
• You can also read the questions before
reading the chapter – in other words, use
them to check your prior knowledge.
©2014 Wadsworth, Cengage Learning
Using Chapter Summaries
Survey
– Before reading the chapter, read the chapter
summary as part of your survey of the
material. This will help you form a schema in
which to place information
Review
– After reading the chapter, read each sentence
and then pause. Can you fill in the details that
explain the general statement?
©2014 Wadsworth, Cengage Learning
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Using Review Questions
• Some textbooks have review questions or
self-quizzes at the end of a chapter.
• You can use these questions to test your
reading comprehension.
©2014 Wadsworth, Cengage Learning
Chapter Summary
• A chapter summary can help you
remember the big picture of the chapter
topics.
• It may be a bulleted list of key points, a list
of questions and answers, or one or more
paragraphs.
©2014 Wadsworth, Cengage Learning
Key Terms
• Sometimes textbooks provide lists of key
terms.
– May be listed at the beginning or end of a
chapter.
– May be provided within the chapter
– May be a list of terms with page numbers where
the definitions can be found.
• You should be able to define and provide
examples for key terms or important terms.
©2014 Wadsworth, Cengage Learning
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Recognizing Key Terms Reviewing with Key Terms

• The term might be in boldface. • Use the list of key terms to be sure you
• The term is labeled as an Important Term understand the important concepts in a
or Key Term. chapter.

• The term is included in a major heading. • Knowing the definition is not enough.

• The author spends a paragraph or more • Be able to give examples, too.

explaining a term.
©2014 Wadsworth, Cengage Learning ©2014 Wadsworth, Cengage Learning

Interaction 7-1

Interaction 7-5

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I trust the weakest pen more

than the strongest memory,
and note taking is—in my
experience—one of the most
important skills for converting
excessive information into
precise action and follow-up.
- Tim Ferriss
©2014 Wadsworth, Cengage Learning