Subscription Period Expired

Please Choose any one of the subscription to activate your account
$ 1.29
 
  • Login
  • Register
Please enter your email id. We will send your password via email.
Forgot Password
Select Periods
$ 0
 

Getting Started - Cornell Notes

The Cornell System for Taking Notes

The Cornell system for taking notes is designed to (1) save time while (2) enabling you to maximize the effectiveness of notetaking. In this system there is no rewriting, revising or retyping of your notes once they've been made. The Cornell note taking system is sometimes referred to as the "Do it Right In The First Place" system. It was devised by Professor Walter Pauk of Cornell University during the 1950s. The Cornell system for taking notes consists of the following steps:

 

Step 1 - Your page  has  two columns

The column on the right is where you take your notes. The column on the left is the recall column. All your notes will be taken to the right of this margin. Later, keywords or phrases can be written in the recall (left) column.

 

Step 2 - Take notes in the note-taking column

Record notes in paragraph form in the note-taking column to the right. Capture general ideas and concepts. Skip lines to show the end of ideas or thoughts. Try to avoid long sentences. Using abbreviations will save time. Write as legibly as possible. Note down relevant questions and keywords in the recall (left) column to assist with future reviews of your notes.

 

Step 3 - Review your notes within 24 hours

After each note session read through your notes. Now use the column to the left of your notes. Jot down ideas or keywords which give you the idea of the lesson. (REDUCE) You will have to reread the teachers ideas, reflect and put them in your own words if you can. Cover up the right-hand portion of your notes and recite the general ideas and concepts of the class from memory.

Note Taking Tips

.

TOP 10 NOTE TAKING TIPS

  1. CONSIDER CLASS OVER ONLY AFTER YOU HAVE REVIEWED YOUR NOTES. This may not be only the most important note taking still you learn, but also the most important study skill you learn! If you can adopt this skill, you are on your way to success. However, there’s a huge mental hurdle to jump. You may have been conditioned to think that class is over when the bell rings or the professor has dismissed the class. Instead, remember that class is over when you have reviewed your notes. You may not be able to review your notes immediately after class has been dismissed but make sure you review your notes before the next class.

 

  1. WRITE ONLY ON ONE SIDE OF THE PAGE! Your notes will be easier to read and retain key information. 

 

  1. SKIP LINES! Space your notes out! Don’t try to cram an hour class  on to one single page. Skipping lines allows room to add information later, clearly differentiates new thoughts, and keeps your notes more readable and organized.

 

  1. LISTEN! It sounds obvious, but it isn’t. To be a good note taker, you can’t simply go to class; you must listen actively. Before class begins, challenge yourself to stay on task and listen. If you mind wanders, make a check at the top of your notes and refocus. Make a check each time you catch yourself wandering. At first you might have a lot of checks. For each class, make it a goal to have one less check. You’ll get better!

 

  1. TAKE YOUR OWN NOTES. In other words, GO TO CLASS! It is difficult to understand another person’s notes as well as your own. Of course, if you do miss a class, getting another person’s notes is better than no notes at all, but do not make a habit of it.

 

  1. DISCUSS YOUR NOTES WITH OTHERS. While it is important to take your own notes, it is valuable to talk about your notes with others. If you have a question, you can clarify them with a classmate, a tutor, or your teacher. Comparing notes will force you to articulate in your own words what you have noted down.

 

  1. USE ABBREVIATIONS WISELY! Abbreviations are helpful because they allow you to write more in less time. However, keep your abbreviations simple and consistent. 

 

  1. WHEN IN DOUBT, WRITE IT DOWN. If information or an example seems easy or obvious, don’t fool yourself and neglect to write it down. We forget 80% of what we hear after 30 minutes unless we write it down or rehearse it. If information is important, not it no matter how confident you are that you’ll remember it. Research shows that you won’t.

 

  1. DON’T LET YOUR OPINIONS INTERFERE WITH YOUR NOTE TAKING. Focus on the content of the information and not the way it is being delivered. Be sure to note the content being presented, even if you disagree with it. If you recorded other classmates’ or your opinions, be sure that they are clearly identified as such.

 

  1. PAY SPECIAL ATTENTION TO THE FIRST AND LAST 5 MINUTES OF CLASS. The first 5 minutes are important because the teacher  can give you a good idea of what will be discussed in that class. Use this information as a road map that can help you follow along and listen better. The last 5 minutes are critical because the teacher  may summarize the most important material covered or if he has run out of time, quickly try to present the main points that he hasn’t yet presented. If you are looking at your watch counting the seconds or packing up your things, you might miss critical information.

 

The 5 parts of an essay

The 5 Parts of an essay

 

Introduction.

The first part of your essay will be the introduction and it should begin by telling the              

reader specifically what topic your essay is addressing. ...

First Body Paragraph. ...

Second Body Paragraph. ...

Third Body Paragraph. ...

Conclusion.

Start by restating - paraphrasing your thesis. Once you’ve restated your thesis the   next step is to  reiterate your supporting points. Extract all of the “main points” from  each of your supporting    paragraphs. Then, find a way to wrap up these points in a  way that demonstrates the importance of the ideas.

 

 

Jane Schaffer - outline

Writing Tips

Paragraph Form

 

√          Sentence 1      TS        Topic Sentence

√          Sentence 2      CD        First sentence of concrete detail

√          Sentence 3      CM       Commentary on sentence two

√          Sentence 4      CM       More commentary

√          Sentence 5      CD        Second sentence of concrete detail

√          Sentence 6      CM       Commentary on sentence 5

√          Sentence 7      CM       More commentary

√          Sentence 8      CS        Concluding sentence

 

Paragraph Outline Form

 

Topic sentence

  Concrete detail

    Commentary

    Commentary

  Concrete detail

    Commentary

    Commentary

Concluding sentence

Transistions

Transitions for expository/argument/descriptive:

Initially
Finally
Furthermore
However
Also
Similarly
As a result
In Summary
For example
Next
In addition
For this reason
In conclusion

Transitions for narrative:

All of a sudden
Instantly
Unexpectedly
Afterward
Later
Meanwhile
In time
Next

Jane Schaffer paragraph writing

A basic Schaffer paragraph begins with the topic sentence—starting with a topic and an opinion, what the paragraph is about, then followed by a concrete detail, two commentary sentences, and a closing sentence. This is called a one-chunk body paragraph and is the most basic Schaffer model.

 

How to Write Schaffer Paragraph

How to Write Schaffer Paragraph. The Jane Schaffer paragraph is usually composed of five sentences, and each sentence has a specific function. Arranged according to their sequence, these sentences are: Topic Sentence (TS), Concrete Detail (CD), Commentary (CM), Commentary (M), and Concluding Sentence (CS). In writing a Schaffer paragraph, keep in mind several things: do not write in first person, there can be more than five sentences in one paragraph for as long as there are two (2) Commentaries for every Concrete Detail, and always use the present tense.

Topic Sentence (TS)
The TS introduces the primary point of the paragraph. It tells the reader what you will be discussing. Thus, your TS should be direct to the point so that your reader will easily understand your topic. In some cases, this sentence is called the Thesis Statement.

Concrete Detail (CD)
The CD is a sentence that states evidence, facts, illustrations, examples, and other supporting statements for the topic sentence. The CD typically begins with any one of these "signal" words: for example, as a matter of fact, or for instance.

Commentary (CM)
The CM provides the analysis, opinion, or interpretation. It is the sentence that shows how the CD is linked to the TS. The CM is basically your personal take.

Concluding/Closing Sentence (CS)
The CS summarizes the whole point of the paragraph while serving as a transition sentence for the next paragraph. A common way to start a CS is by using the "signal" phrase as a result, therefore, or in effect.

Remember, the sentences in a Schaffer paragraph follow this sequence: TS --> CD --> CM --> CM --> CS.

 

The Schaffer method is a research-based writing formula commonly taught in middle and high school settings. The multi-paragraph essay structure was coined by Jane Schaffer in an effort to provide students and teachers with a consistent and proven formula for constructing essays. The method is backed by Schaffer's own research on the most effective means of crafting an essay as well as the best techniques to use in order to generate high paper scores.

Schaffer's format ensures that each paragraph is fully developed by designating specific types of sentences, a set number for these sentences (5-8 to be exact) and a specific order when composing them. In addition to these details the Schaffer method also suggest approximately how many words should go in each section as well as the ratio or sentence distribution depending on the type of paper that is being written.

The schaffer paragraph

When writing an essay using the Schaffer method, effective paragraph construction is essential. And the key terms to remember in doing so are concrete detail and commentary. These are two of the five basic sentence types that are to be included in Schaffer's paragraph format. This method calls for the following order of sentence writing; (a) topic sentence (b) concrete detail (c) two commentary sentences (d) and a concluding sentence. And as mentioned earlier there may be some variants with this as well as changes in the order of the sentences (for example, two detail sentences and then a concrete sentences) based on the subject or type of essay.

And though this formula is generally introduced and utilized amongst high school students, others may also benefit from it as well (possibly if faced with a blank page and no idea where to start!). But like many formulas, with specific guidelines and structures, you may be tempted to ask the questions; All of this for an essay? What's the benefit?

Excellent benefits of the Schaffer method

Though often criticized for stifling creativity and limiting many aspects of student writing, formulaic writing methods such as the five-paragraph-essay or the Schaffer method definitely have their share of benefits as well. With the Schaffer method in particular some features do stand out; which make it a desirable writing tool for students and teachers alike. A few are mentioned below.

  1. Since the formula breaks down the key sentences in every paragraph it really forces students to hone in on the most important parts of any essay. They can separate the important points of their essay from any 'fluff' that they may gather up when writing. It also helps to take away any type of ambiguity or confusion surrounded around grading; the student knows exactly what the teacher is looking for and what to do in order to correct a poor score.
  2. The method is also especially useful for inexperienced students that may find it difficult to put together an essay or really any form of writing (*this is by far may be the greatest advantage it offers). The instructions are plain and simple and hard to misinterpret.
  3. The distinction between 'commentary' sentences and 'concrete' ones really helps students to understand that essays are made up evidential support such as facts and raw data and a writer's input such as evaluations, 'comments', or states and claims.

Likewise, the placement of the commentary sentences after the concrete ones also indicates to students that it's necessary for them to evaluate or expand upon the evidence that they present and not to just leave it 'in the air' for the audience to decipher its relevance on their own.

Understanding Schaffer's terminology

When constructing an essay following the Schaffer method, by choice or due to the request of an instructor, it's important to understand the exact meaning of each of term that Schaffer utilizes. Though some are obvious, some may need a little clarification. The following terms relate to Schaffer's paragraph structure and are listed in the order that they should appear when written.

1. Topic Sentence

The topic sentence of a paragraph is simply the main idea and should reflect the primary concept or message that is being conveyed. The topic sentence of the essay differs in that it is being used to introduce the entire essay and therefore may be broader, but should still be connected to the thesis statement or central purpose/objective of the essay.

2. Concrete Detail

The concrete detail that is provided after the topic sentence is simply a statement that supports what was previously mentioned. It may include several things and is essentially a fact, or something know to be true as it relates to the topic. For instance, for a concrete detail you may choose to provide...

  • Statistics
  • Direct quotes
  • Paraphrases
  • Plot references
  • Illustrations
  • Examples
  • Or other researched facts

Along with providing supportive evidence the concrete detail sentence should also be properly written. Meaning that the detail is not simply placed alone in the paragraph. Its a good idea to first introduce it by providing a signal or transitional phrase. Examples can be seen below (these can be placed directly in front of your concrete detail);

  • For instance
  • For example
  • To illustrate
  • Illustrated with
  • In this case
  • Specifically

3. Commentary

The third sentence that is used with this formula refers to the author's opinion or evaluation of the concrete detail that was presented. There can be several commentary lines depending on the length of your paragraphs. The commentary sentences should not introduce any new evidence but rather work with the information that has already been provided by analyzing, interpreting, and expanding upon it. The main objective of the commentary is to explain how the evidence supports the writer's primary point, argument or objective. So along with interpreting this information more detail can be also be extracted by looking at 'deeper issues' that may be present for instance, trying to understand the true meaning of it, or even looking at it in a more abstract or alternative manner (depending on the nature of the subject).

4. Concluding Sentence

Finally, each paragraph should end with a formal conclusionary statement. Your conclusion statement should properly synthesize all of the information in the paragraph and relate back to the topic sentence. The conclusion sentence of a paragraph should be insightful but does not have to be as comprehensive as the ones found in the conclusion of an essay. Likewise, a good conclusion sentence should also be a connecting one; therefore it will sufficiently prepare the reader for the next topic sentence that is to come.

 

 

 

Color-Coded Outline / Jane Schaffer Essay

 

Introduction Paragraph

  1. Topic sentence (your hook!)
  2. Information about body paragraph 1 / background
  3. Information about body paragraph 2 / background
  4. Information about body paragraph 3 / background
  5. In-text Citation(s) if research included.
  6. Thesis (this is only 1 sentence long and sums up what your essay is about)

 

Your introduction paragraph  should inform the reader  of  exactly what you are going to be writing about.  There should be no surprises within your essay that take you off the topics that you have listed above.

Body Paragraph 1 – This is what you stated in sentence 3 in the introduction paragraph.  Don’t get off topic!

  1. Topic sentence
  2. Concrete detail #1(this is your example/fact)   In-text Citation
  3. Commentary (this is your one – two sentence explanation of the concrete detail and how it relates to your thesis/topic)
  4. Concrete detail #2 (this is your example/fact)   In-text Citation
  5. Commentary (this is your one-two sentence explanation of the concrete detail and how it relates to your thesis/topic)
  6. Closing/Wrap sentence (brings the paragraph to a close and relates all information back to your thesis; restates topic sentence in a new/different way.

Body Paragraph 2 – This is what you stated in sentence 4 in the introduction paragraph.  Don’t get off topic!

  1. Topic sentence
  2. Concrete detail #1(this is your example/fact)   In-text Citation
  3. Commentary (this is your one-two sentence explanation of the concrete detail and how it relates to your thesis/topic)
  4. Concrete detail #2 (this is your example/fact)   In-text Citation
  5. Commentary (this is your one-two sentence explanation of the concrete detail and how it relates to your thesis/topic)
  6. Closing/Wrap sentence (brings the paragraph to a close and relates all information back to your thesis; restates topic sentence in a new/different way.

Body Paragraph 3 – This is what you stated in sentence 5 in the introduction paragraph.  Don’t get off topic!

  1. Topic sentence
  2. Concrete detail #1(this is your example/fact)   In-text Citation
  3. Commentary (this is your one-two sentence explanation of the concrete detail and how it relates to your thesis/topic)
  4. Concrete detail #2 (this is your example/fact)   In-text Citation
  5. Commentary (this is your one-two sentence explanation of the concrete detail and how it relates to your thesis/topic)
  6. Closing/Wrap sentence (brings the paragraph to a close and relates all information back to your thesis; restates topic sentence in a new/different way.

Conclusion Paragraph

  1. Restate thesis statement (Try to flip flop the wording and restate your thesis differently. DO NOT restate it word for word)
  2. Cover your main points  rom your body paragraphs [or] make a universal statement and relate your topics to our world today.  This is not the place to introduce new research!
  3. Write a final statement about your topic that sums up what your essay was about.  Try to make this a profound statement that will leave your reader in ‘awe’ of your essay.

 

Other Possible Body Paragraph Outline

Body Paragraph

  1. Topic sentence
  2. Concrete detail #1(this is your example/fact)   In-text Citation
  3. Commentary to CD #1(this is your explanation of the concrete detail and how it relates to your thesis/topic)
  4. Commentary to CD #1
  5. Concrete detail #2 (this is your example/fact)   In-text Citation
  6. Commentary to CD #2 (this is your explanation of the concrete detail and how it relates to your thesis/topic)
  7. Commentary to CD #2 (this is your explanation of the concrete detail and how it relates to your thesis/topic)
  8. Closing/Wrap sentence (brings the paragraph to a close and relates all information back to your thesis; restates topic sentence in a new/different way.

 

 

“More Money Words” for transitions –

  • In addition to,               *This is important because        *This shows…
  • For example,                *Further, 
  • Therefore,                   
  • However,

 

Pre-Writing Tips

PREWRITING HAS THREE PARTS

1. Choosing a topic: What is the focus of your essay?

2. Exploring a topic: Gather information, facts, and details. Study and research your topic?

3. Organizing/planning your writing: Create an Outline based on the information you have gathered and the research you have done.

– Create an outline/prewriting graph for each main idea you will discuss in your essay.
– Under each main idea, include supporting ideas and details. These ideas and details will come from the research you completed.    Jot down specifics which will help the reader understand the main idea.
– Use supporting ideas and details that help clarify, explain, describe, and illustrate the main idea.
– Finally, select  the number of paragraphs you plan to have in your essay.

 

Tips for Writing a Paragraph

Tips for Writing a Paragraph

 

 

Characteristics of a good paragraph:

 

Topic sentence, which includes the topic and a controlling idea. Supporting ideas (usually 3 - 6), which support the topic sentence.

RENNS (reasons, examples, names, numbers, senses), which develop the supporting ideas by giving details and explanation.

Optional concluding sentence, which expresses the importance of the information in the paragraph, may summarize the supporting ideas if the paragraph is long, or provides a transition to the next paragraph of the essay.

Unity, which means that all sentences in the paragraph directly support the topic sentence.

Coherence, which means that all the information of the paragraph is well-organized, logically ordered and easy to follow. This is accomplished by:

Repetition of key words and phrases (often from the topic sentence) Parallel grammatical structure

Transition words and phrases. 

Process of Writing a Paragraph:

 

  1. Compose your topic sentence. Think of a topic and a controlling idea that will narrow the topic enough to support it well in one paragraph.
  2. Brainstorm supporting ideas. Choose 2 - 6 supporting ideas that do a good job supporting your topic sentence.
  3. Write your paragraph in topic outline form as follows. Don't actually write sentences in the outline, except for the topic sentence.

 

Topic sentence:

A.     Supporting idea 1.

               1.

               2.

               3.

 B.     Supporting idea 2.

               1.

               2.

               3.

  C.     Supporting idea

                1.

                2.

                3.

Concluding sentence:

  1. Put your supporting ideas in a logical order.
  2. For each supporting idea, think of RENNS that further explain the idea. For balance, each supporting idea should have about the same number of RENNS.
  3. Think of a concluding sentence.
  4. Write your paragraph using sentences. Use the coherence strategies to make your paragraph easy to follow.

Cornell Notes

  • Getting Started - Cornell Notes
  • Note Taking Tips
  • The 5 parts of an essay
  • Jane Schaffer - outline
  • Transistions
  • Jane Schaffer paragraph writing
  • Pre-Writing Tips
  • Tips for Writing a Paragraph
  • Cornell Notes
  • Getting Started - Cornell Notes
  • Note Taking Tips
  • The 5 parts of an essay
  • Jane Schaffer - outline
  • Transistions
  • Jane Schaffer paragraph writing
  • Pre-Writing Tips
  • Tips for Writing a Paragraph
  • Cornell Notes

MENU
Login / Register
© Academy & School Resources LLC 2020. All Rights Reserved.