Cornell Note Taking System page 2


There is another important kind of writing that is less commonly used and valued, and so I want to stress it here: writing for learning. This is low stakes writing. The goal isn't so much good writing as coming to learn, understand, remember and figure out what you don't yet know. Even though low stakes writing-to-learn is not always good as writing, it is particularly effective at promoting learning and involvement in course material, and it is much easier on teachers--especially those who aren't writing teachers.
This is a during /after reading strategy for note taking .


1. Loose-leaf paper to be kept in binder.
2. 2-1/2 inch column drawn at left-hand edge of each page to be used for questions or summary statements.
The Cornell system uses a double column format for taking notes. The lefthand column (called the Recall column) is reserved for marking main ideas and jotting down questions when you review your notes. The larger, righthand column (called the Capture column) is used for the notes themselves.
Leave lots of blank spaced between ideas to make your notes easier to read later and to help you locate what information goes together and what needs to stay separate.
Summary of Content  Down here write one of the following; summary of what you read/lecture; the five most important points of the article/chapter/lecture; questions you still need to answer.
1.Record notes in paragraphs, skipping lines to separate information logically.
2. Don't force an outlining system, but do use any obvious numbering.
3. Strive to get main ideas down. Facts, details, and examples are important, but they're meaningful only with concepts.
4. Use abbreviations for extra writing and listening time.
5. Use graphic organizers or pictures when they are helpful.
6. It is very useful if you encourage students to draw schematics, sketches, graphs they found connected to the concepts into their capture column.