As part of week 1 in MED104 we need to discuss strategies for reading efficiently.
Reading efficiently is something I improved on somewhat by doing SSK12 at Murdoch Uni through the techniques and strategies outlined by Marshall and Rowland (2006).
Making notes depends firstly on the question ‘what you are reading for?’ It is important to clarify this before you start reading so you are able to manage your reading rate and what parts you are going to read within the material. If you are reading material you are unfamiliar with it might be useful to preview the reading before beginning. For university readings which are usually single chapters from a text or an extract I usually read the intro and conclusion to help me identify keep concepts in the reading and familiarize myself with the concepts and arguments being presented. This allows me to assess if I have to read more slowly to take in w hat has been written so I can make better notes.
Making notes made whilst reading can assist in:
- Understanding the structure of the material you are reading.
- Enabling you to highlight key words quotes and phrases.
- Highlight parts of the text that need further review.
- Focus on key parts of readings.
- Commit to memory parts of the reading.
- Acting as a reference for later reviewing of the reading.
So when making notes readers need to note things like:
- The authors purpose, theories and assumptions.
- The key arguments.
- The key information.
- Phrases and sentences which help to clarify points in the material.
- Key quotes
- Details, facts, statistics.
Non-linear note taking are methods such as mind maps where you note the central idea and build the notes made about that central point which is usually the thesis of the written piece. At present I use the linear methods of note taking. Within a lecture I will make notes on each key point which is presented to me. I use the same methods with texts and reading materials.
I can see the value in the non-linear note taking techniques for texts and readings as it helps the reader to highlight the central point of the material before reading begins via thorough previewing. From there they can them link key points made within the materials around this central idea.
In the reflection it has become evident to me the different requirements of note making in lectures and written texts. When making notes about a text you need to able to clarify what you want to get out of your reading in order to effectively make notes (i.e. am I previewing the text, skimming the text, etc.).
Table 9.3 in Marshall and Rowland relates the purpose of reading and reading rates (2006). This table helped me to clarify just how fast I should be reading for specific purposes and is something that I can use when I am studying. I am pretty much a one-paced reader. If I don’t understand a concept I re-read it at the same pace over and over until I understand it as I am still coming to grips with my university reading rates. By monitoring my reading rate I will be able to make a more in-depth analysis of my reading materials and thus make better notes.
At present I plan to persist with a linear note taking technique when a subject is familiar to me and I can understand the reading quite well. However, if upon previewing a reading I find the material quite foreign and confusing I will now use the non-linear method. The visual aspect of this method I think will help me to better understand difficult subjects as it will take me more clearly define the central topic and sub-topics.
Marshall, L. & Rowland, F. (2006). A guide to learning independently (4th ed). Melbourne: Addison Wesley Longman
Reading efficiently is something I improved on somewhat by doing SSK12 at Murdoch Uni through the techniques and strategies outlined by Marshall and Rowland (2006).
Making notes depends firstly on the question ‘what you are reading for?’ It is important to clarify this before you start reading so you are able to manage your reading rate and what parts you are going to read within the material. If you are reading material you are unfamiliar with it might be useful to preview the reading before beginning. For university readings which are usually single chapters from a text or an extract I usually read the intro and conclusion to help me identify keep concepts in the reading and familiarize myself with the concepts and arguments being presented. This allows me to assess if I have to read more slowly to take in w hat has been written so I can make better notes.
Making notes made whilst reading can assist in:
- Understanding the structure of the material you are reading.
- Enabling you to highlight key words quotes and phrases.
- Highlight parts of the text that need further review.
- Focus on key parts of readings.
- Commit to memory parts of the reading.
- Acting as a reference for later reviewing of the reading.
So when making notes readers need to note things like:
- The authors purpose, theories and assumptions.
- The key arguments.
- The key information.
- Phrases and sentences which help to clarify points in the material.
- Key quotes
- Details, facts, statistics.
Non-linear note taking are methods such as mind maps where you note the central idea and build the notes made about that central point which is usually the thesis of the written piece. At present I use the linear methods of note taking. Within a lecture I will make notes on each key point which is presented to me. I use the same methods with texts and reading materials.
I can see the value in the non-linear note taking techniques for texts and readings as it helps the reader to highlight the central point of the material before reading begins via thorough previewing. From there they can them link key points made within the materials around this central idea.
In the reflection it has become evident to me the different requirements of note making in lectures and written texts. When making notes about a text you need to able to clarify what you want to get out of your reading in order to effectively make notes (i.e. am I previewing the text, skimming the text, etc.).
Table 9.3 in Marshall and Rowland relates the purpose of reading and reading rates (2006). This table helped me to clarify just how fast I should be reading for specific purposes and is something that I can use when I am studying. I am pretty much a one-paced reader. If I don’t understand a concept I re-read it at the same pace over and over until I understand it as I am still coming to grips with my university reading rates. By monitoring my reading rate I will be able to make a more in-depth analysis of my reading materials and thus make better notes.
At present I plan to persist with a linear note taking technique when a subject is familiar to me and I can understand the reading quite well. However, if upon previewing a reading I find the material quite foreign and confusing I will now use the non-linear method. The visual aspect of this method I think will help me to better understand difficult subjects as it will take me more clearly define the central topic and sub-topics.
Marshall, L. & Rowland, F. (2006). A guide to learning independently (4th ed). Melbourne: Addison Wesley Longman