MA and MSc:Research Skills, Reading and Note-taking

This workshop will:

- Refresh your under-graduate skills in reading and note-taking- Help you to understand ‘reading’ as part of the research

process- Provide practical tops to improve your reading speed- Introduce pro-active approaches to taking and keeping notesLouise Livesey

Academic Skills Adviser

Today’s plan

1. Source management and storage systems2. Knowing different types of sources3. Different ways of reading for different

purposes4. Improving your reading speed5. Taking notes from learning sessions and from

sources6. Note-taking models and systems7. Annotating, indexing and filing8. First steps to synthesis

1.Source management and storage systems

Routinely….

• Use a diary/ log with the author/s, title and page numbers

OR• Print/copy pages you want (include writer/s and title)OR• Copy and paste web addresses onto a document

End Note: system of recording sources for referencing purposes AND a storage system

Get organised

2.Knowing different typesof sources

and Activity 1: Different texts

• Monographs• Professional digests• News sources • Popular media (e.g. newspapers)• Policies • Guidelines• Design specifications• Committee papers• Conference proceedings • Parliamentary proceedings • Statistical data

3.Different ways of reading for different purposes

Preliminary reading

Skimming

Active reading

Scanning

Detail reading

Exploration and reviewing

Coverage reading

Timeframe and associated topics

Gen

eral

Sp

ecifi

c

3.Different ways of reading for different purposes

During the reading process, you will be…

Assessing – the subject matter’s relevance to your project and identifying themes, concepts and topics to connect in other texts.

Analysing – breaking down what is (and is not) being said and questioning it from all aspects. This may well generate more questions to answer.

Evaluating – weighing up your answers and comparing sources against each other to make your final decision as to its efficacy.

Hypothesizing – be brave about suggesting your own ideas, concepts and theories

4.Improving your reading speed

Tony Buzan’s® speed reading sweep techniques:

1. Double line sweep – as above but take in two lines at a time

2. Variable line sweep – as above but take in as many lines at a time as you think you can

3. Reverse line sweep – as above but take in the words when sweeping forward and backwards

5.Taking notes in learning sessions and from sources  Learning sessions Sources

Prepare Find out where session fits into overall scheduleMain concepts/ideas to be delivered 

What questions are you trying to answer re: Main ideas/concepts Line of argument Illustrative detail Information about other sources

Keep it brief and to the point Use symbols, abbreviations and keywords (gleaned from your preparation)

Look out for signposts/signal words

Lecture planHandout headings

Contents pageSection headingsReferences to other sources

Flag in notes what to follow up Ideas, facts or concepts you don’t understand/ with which you agree or disagree. The difference between facts and opinions. Any questions/comments that occur to you whilst listening/reading. A gap in your knowledge. Develop a code – colours as well as symbols and abbreviations

Keep glossaries Specialist vocabularyUnfamiliar words and spellingsEquations/formulas/symbols/units

6.Note-taking models and systems

1. Record the Module, Lecture Title, Lecturer and Date 

3. After lecture go through

notes: extract key concepts

and questions and

write them here.

2. Make notes during lecture here. After writing down key concepts/questions in the column to the left (3), cover up this column (2) with a sheet of paper.  Now try to recall the detail of your notes, using the words in the visible column to the left as cues – vocalise this detail in your own words. 

1. Summarise the content of this page of your notes in three or four sentences here.

Cornell’s format:

7.Annotating, indexing and filing

Annotation: adding to pre-existing information

Index: organising system – alphabetical, thematic, chronological

Filing: easy retrieval

Work smarter, not harder

8.First steps to synthesis

Synthesis: process of producing something new from existing entities or concepts.

Three steps to incorporate synthesis into your writing…

Summary: basic argument and essential points

Context: more analysis and evidence from different sources

Activity 4: The Conversation: organised round topics and ideas; evidence of writer’s ideas; natural placement of sources

References

Burns, P. (2010) Dogs Are Not Kids. [online] Available at:http://terriermandotcom.blogspot.co.uk/2010/10/dogs-are-not-kids.html [Accessed 16.6.2014]

Buzan™, T. (2006a) The Speed Reading Book. Harlow: Educational Publishers LLP

Buzan™, T. (2006b) The Buzan™ Study Skills Book. Harlow: Educational Publishers LLP

Cottrell, S. (2001) Teaching Study Skills and Supporting Learning. 2nd ed. Basingstoke: Palgrave Macmillan Ltd

Cottrell, S. (2013) The Study Skills Handbook. 4th ed. Basingstoke: Palgrave Macmillan Ltd.

Craig, C. (2009) Study Skills for Health and Social Care Students. London: Sage Publication Ltd.

General Architecture for Text Engineering. (2014) Viewing Ontology-Based Annotations. [online] Available from: http://gate.ac.uk/sale/tao/splitch14.html [Accessed 5.8.2014]

Greetham, B. (2013) How to Write Better Essays. Basingstoke: Palgrave Macmillan.

O’Donovan, C. (2013) Exegesis: How early adapters, innovative publishers, legacy media companies and more are pushing toward the annotated web. Cambridge, Mass.: Nieman Journalism Lab. [online]. Available from: http://www.niemanlab.org/2013/08/exegesis-how-early-adapters-innovative-publishers-legacy-media-companies-and-more-are-pushing-toward-the-annotated-web/ [Accessed 5.8.2014]

Place, E., Kendall, M., Hiom, D., Booth, H., Ayres, P., Manuel, A., Smith, P. (2009) Internet Detective: Wise up to the Web. 3rd ed. Intute Virtual Training Suite. [online] Available from: http://www.vts.intute.ac.uk/detective/ [Accessed 1.7.2014]

Shon, P. (2012) How to Read Journal Articles in Social Science. London: Sage Publications Ltd.

Student Learning Advisory Service. Effective Reading. Canterbury: University of Kent. [online] Available at: http://www.kent.ac.uk/learning/documents/academic-support/learning-resources/effectivereading.docx [Accessed 13.6.2014]

The Writing Centre. (2014) Synthesis. Minneapolis: Walden University [online] Available at: http://writingcenter.waldenu.edu/synthesis.htm [Accessed 8.9.2014]

Clip art: Question

These are all listed in your

workshop booklet

Academic Skills Advice Service

• Where are we? Chesham Building B0.23• What do we do? Support undergraduate students with

their study skills by running clinics and workshops, having bookable appointment slots, and enabling students to drop-in for Instant Advice.

• Who are we? Michael and Helen specialise in Maths Support; Lucy and Russell advise students on study skills; and I (Louise) deliver the workshops

• When can you come for help? Everyday both face to face and on-line

• How do I get in touch? Email: academic-skills@brad.ac.uk or website www.brad.ac.uk/academic-skills

Any questions?