Informal Outline: Notetaking: Study Skills by James M. Deem

Informal Outline

Number of columns = 1

Format = Informal Outline

Advantages = basic notetaking technique that does not require special steps to use

Disadvantages = a notetaking techniques, not a system, so it does not provide additional steps to help you prepare for exams

Like most students, you probably use a notetaking method that has come to be called the Informal Outline. Informal outlines begin with a main idea, then list supporting ideas or examples beneath the main one. They do not use a rigid number and letter system (such as I., A., 1., a., b., etc.). If the lecture is well organized, the informal outline can be an excellent method of notetaking. If not, you can lose your way.
Here are 5 things you can do to improve your notes in an informal outline:
1. Write on the left or right side of the notebook only. Leave the other page blank so that you'll have room to add more notes later. These additional notes might come from your textbook or supplementary readings. Or, you can use the blank page to expand your notes or summarize the material when you begin to study for exams. Make sure to write the date, course title, and the instructor's name at the top of each day's notes.

2. Write the least amount necessary. Not only should you condense your professor's ideas, you should condense your own style of writing. Cut out unnecessary words, such as articles (a, an, the). Substitute symbols for words (+ for and, % for percent). Most impt, use abbrev whenever poss. But make sure that you keep a list of new abbreviations in the top margin of your notes.

	WORD	ABBREVIATION OR SYMBOL
COMMON WORDS	important example advantage with	impt EX or X adv w/
REPEATED COURSE TERMS	Civil War psychology personality theories business law	CW psy pers th or PT BL
NUMBERS & SYMBOLS	each twenty and percent	@ 20 + or & %

3. Tune into the structure of the lecture. A teacher who gives a good lecture is similar to a person directing a traveller through somewhat unfamiliar territory. To accomplish this, an instructor will use words or phrases that serve as "road signs." He or she lets you know when you're about to hear a main idea, an example, a series of supporting ideas, a transition from one topic to another, or a conclusion.

GUIDE WORDS/PHRASES	TYPE OF MESSAGE
above all, crucial, critical, remember, important, significant	The lecturer is going to present a main point of the lecture
also, another, as well, furthermore, in addition, moreover	The lecturer is going to present another main idea or example.
briefly, in essence, in other words, simply stated, that is	The lecturer is going to clarify a main idea or example
for example, for instance, to illustrate, specifically	The lecturer is going to give an example that clarifies or elaborates upon the main idea
consequently, finally, in conclusion, on the whole, therefore, to conclude, to sum up	The lecturer is going to present a summary or draw a conclusion
kinds, types, parts, stages, steps	The lecturer is going to list categories or identify a sequence
first, second, third, then, next, finally	The lecturer is presenting a series or sequence
but, in contrast, however, nevertheless, on the other hand, yet	The lecturer is saying that a different approach or view should be considered
as a result, because, cause, effect, for, if/then, reason, result, since, therefore	The lecturer is presenting causes and/or effects

For example, an instructor giving a sociology lecture on the topic of culture might use the following guide words and phrases to inform students:

MESSAGE	GUIDE WORDS AND PHRASES
Introduces main point of lecture	"Culture is an important aspect of life that everyone seems to take for granted, especially as long as you are in your own familiar culture. Travel to a new place, move to a new neighborhood in another state or country--and the local culture becomes something very significant...."
Introduces a sequence and first main idea	"There are three elements that make up what we think of as culture. The first one that I want to consider today is norms. Norms vary depending upon the situation. What's appropriate in one context is not appropriate in another...."
Provides an example for the first main idea	"Take the act of prayer as an example. It's perfectly acceptable to pray in church, but many people would find it strange if someone began to pray out loud on a cross town city bus...."
Introduces second main idea	"I want to move on now to talk about values. That's the second element of culture . . . ."
Announces summary or conclusion	Finally, now that you are familiar with those three elements, you are ready to see where cultural ideas come from in the first place. Do we get our cultural traits from our environment or do we inherit them genetically? That's what I want to talk about next time."

(based on material in Light/Keller, Sociology. NY: Knopf,1985)
4. Don't just write the main points your instructor makes during the lecture. Include examples the teacher uses to back up the main points. Although those examples can sometimes make you want to yell, "Enough already!", they also have a habit of showing up on exams. By recording the examples (including any diagrams, formulas, or outlines put on the chalkboard), you keep your mind actively engaged in the class.
5. Mark any confusing material. If you don't understand something the instructor says, if you can't spell a word or miss a word (or more) altogether, mark it in your notebook so that you can follow up on it later--either with another student ("What was she saying about . . .?") or the teacher.

EXAMPLE OF NOTES USING INFORMAL OUTLINE

Prof. Cohen           strat = strategy

Psych                 app = approach

2/11                  avoid = avoidance

I. Coping = how person tries to deal w/stress

Coping strats (Roth & Cohen):

--approach

--avoidance

App strats = handle threat directly, usually

by control

Avoid strats = avoid it, by ignoring or

escaping

App/Avoid: which better?

--depends on situation

--how to decide:

1) be selective

2) be efficient

EX = boss-related stress

be selective:

possible to control or change boss?

YES: use app

NO: use avoid

be efficient:

possible to use min. time & energy

YES: use app

NO: use avoid

Notice the shortcuts the student used in taking notes. When it became obvious that the terms "approach strategy" and "avoidance strategy" were going to be repeated many times, he began to abbreviate them (and noted the abbreviations in the top margin). The student used other abbreviations whenever possible and deleted unimportant words. More important, the student used numbers, underlining, indentations, and paragraphing to indicate which supporting ideas were connected to main ideas. Finally, the student wrote and circled a question in one place where he became confused.