Brief presentation used to explain the differences between types of notetaking for High School students: Direct Quotes, Paraphrasing, and Summary and how to use Noodletools to help take notes.

1. Taking Notes
The devil is in
the details…

2. Can’t I just highlight stuff?
 Nope.
 You’ll make the librarians very crabby.
 You will suffer back injuries from carrying
everything around.
 The computer will eat your file.
 You will run out of room on your desk.

3. Seriously,
 Keep everything!!!
 Good note taking saves a
TREMENDOUS amount of time.
 Getting the citation info the first time
saves headaches.
 Resources have a way of coming back to
bite you —take your notes seriously.

4. Notetaking helps you
avoid plagiarism
 Helps figure out which ideas are
 Original
 From the research
 Keeps ideas organized
 Who said what and from where is documented
 Gives other people proper credit
 For paraphrases and summaries too
 Helps you cite the sources you use
 Even for images

5. What is “good note taking”?
 You can look back after a week and
still know what you were talking about.
 It said that the situation was muddled
 Coulter clearly states, “The liberal faction…”
 Includes:
 Facts,
 Statistics,
 Paraphrases
 Summaries
 Personal ideas

6. Self-assessment checklist
Along the way review your writing
 Ask yourself: Have I…
 Documented all my sources?
 Answered my information needs?
 Supported my conclusions?
 Forgotten anything?

7. Strategies in Notetaking
Personal
Thinking
Blending
source
materials in
with your own
thoughts—
making sure
your own
voice is
heard.

8. Before taking notes
RATE the source
 Is this Relevant to my focus?
 On what Authority is this based?
 Have I already Taken this? What’s new?
 Do I need Everything or just part?

9. Quotes, Paraphrases, and
Summaries—an overview
As Panno’s essay
explains, scientists are
hoping pig hearts could
save human lives.
Sum up the main
idea in one
sentence. Think
“key point”.
For overview of
information or in
general support of
an assertion
Getting the big idea
from a source into a
sentence 15 words
or less.
Summary
It currently isn’t possible for
pig’s hearts to be in
humans, but if science can
do more engineering
(Panno 825-6) then a
human body may not know
the donor is a pig.
Read the source
and put it into your
own words. DON’T
change meaning!
Most often because
it keeps your paper
from sounding like
a mish-mash of
voices.
Re-writing a
resource in your
own words (2-4
sentences)
Paraphrase
And as the same author
states, “it may be possible
to genetically engineer
donor pigs so they lack the
glycosyltransferases that
produce the cell-surface
antigens.” (Panno 825-6).
Put it in quotations
and write down the
source EXACTLY
as it’s written.
An exceptional
insight or
definitions that
can’t be changed
Exact word-for-
word statement
from a source.
Quote
What does it
look like in-text?
How do I do
it?
When do you
use it?
What is it?
Abilock http://www.noodletools.com/debbie/ethical/catandmouse2.pdf

11. NoodleBib Notecard
Components
 Title
 Source
 Piles
 URL
 Pages
 Tags
 Existing Tags
 Direct Quotation
 Paraphrase
 My Ideas

12. Quotation
Tied to a bibliographic citation (!)
 Exact passage from print or digital
source
 Prompts for page and paragraph
 Or URL for digital sources
 Can cut and paste if digital.

13. Direct Quotes
 Use a good turn of phrase
 Use the essential statement
 Use a quote from an expert
 Use an image
 Offer an opposing thought
 Use quotation marks and attributions,
 According to Tomlinson, “People without scars
lead boring lives.”

14. Quote from…
 Primary Sources
 To draw on wisdom of original author
 Use the precise words of the author
 Copy exact lines of a piece of literature (poem, essay, drama, fiction)
 To reproduce graphs, charts and statistical data.
 Secondary Sources
 To further discussion or explain complex material
 To make your own point especially if furthers the original quote.
 To display excellence in ideas and expression by experts on the topic
 Overuse shows lack of focus, inadequate evidence-use these sparingly
 Pictures / Images

15. Example of a Quotation

16. “Paraphrase”
 As valuable as a Direct Quote!
 Lets you discuss KEY IDEAS
from a text.
 Puts ideas in context of the larger text.
 Often summarize more than is quoted
 Can have Summary sentences mixed in
 Keeps the VOICE of the paper YOUR OWN.

17. Word-substitution
IS NOT paraphrasing
 Use a thesaurus to fine-tune
language during the writing of a
draft, NOT during notetaking!
 WordNet
 Visual Thesaurus

18. The Paraphrase
 Someone else’s IDEAS, but in your
own words.
 A difficult but important skill
 Worth the practice
 Keep the Direct Quote near to make sure
you really are using your own words.
 Still needs to be cited IN the paper.

19. Example of Paraphrase

20. To paraphrase well, you must
 Understand what you are reading
 Extract the key points
 “Explain what the author believes.”
 Mark or extract important words and ideas
 Identify details or evidence that support the author’s thesis
 Evaluate the Fit
 How does it compare with what you already learned or know?
 What conclusions can you draw?

21. Quotes, Paraphrases, and
Summaries—an overview
As Panno’s essay
explains, scientists are
hoping pig hearts could
save human lives.
Sum up the main
idea in one
sentence. Think
“key point”.
For overview of
information or in
general support of
an assertion
Getting the big idea
from a source into a
sentence 15 words
or less.
Summary
It currently isn’t possible for
pig’s hearts to be in
humans, but if science can
do more engineering
(Panno 825-6) then a
human body may not know
the donor is a pig.
Read the source
and put it into your
own words. DON’T
change meaning!
Most often because
it keeps your paper
from sounding like
a mish-mash of
voices.
Re-writing a
resource in your
own words (2-4
sentences)
Paraphrase
And as the same author
states, “it may be possible
to genetically engineer
donor pigs so they lack the
glycosyltransferases that
produce the cell-surface
antigens.” (Panno 825-6).
Put it in quotations
and write down the
source EXACTLY
as it’s written.
An exceptional
insight or
definitions that
can’t be changed
Exact word-for-
word statement
from a source.
Quote
What does it
look like in-text?
How do I do
it?
When do you
use it?
What is it?
Abilock & Geiger 11/16/04, rev. 09/09/05, rev Abilock & Smith 3/1/07

22. The “My Ideas” field
 Questions?
 Does it fit with what I know?
 Does it represent a different perspective?
 Do I agree?
 What is important about this passage or source?

23. Take Personal Notes
 Record your discoveries
 Hmm, that’s interesting…
 Reflect on findings
 Well, what would happen if…
 Make connections
 That doesn’t make sense when compared to…
 Identify prevailing views and patterns of thought
 Most of the lit seems to suggest…

24. Make connections
 To use as a notepad.
 Find an image for this
 Identify area of confusion.
 Find out what ‘hedgerow’ looks like
 Pinpoint a big idea.
 Competing values –trust v. organic
 Use the “My Ideas” field in whatever way
WORKS for YOU!

25. Formatting options let you mark elements of your notes
& interact according to your needs

26. “Tags” field
 Keywords or concepts
 Conflicting information
 (e.g., “climateVfungus”)
 Comparing trends
 (e.g., regions)
 Controlled vocabulary
 Relate notes to main topic
 Understand the key categories or issues

27. “Notecard Tabletop”
 Virtual ORGANIZING
 Allows you to see all the
notes in one place and
decide how they work
together
 Flexible
 Sub-topics
 Section headings
 Issues
 Categories
 Quick view of notes you made
 Group Notecards into PILES
 Bridge to outline or concept map

28. “Outline”
 Organize your Ideas
 Put similar notecards
into “Piles”
 Drag notecards into the
Outline area that makes
sense
 Printing Outline prints
notecard information into
the Outline.

29. Self-assessment checklist
Along the way review your writing
 Ask yourself: Have I…
 Documented all my sources?
 Answered my information needs?
 Supported my conclusions?
 Forgotten anything?

30. Big ideas of notes
 Notes are my thinking tools, to help ME
 All researchers have feelings of being
overwhelmed during notetaking
 Note taking is a process of understanding,
not scribing
 Citations document your authority

31. Student
A
Student
B
Student
C
Student
D
© Joy McGregor 2004
Good Notetaking Helps
Which of these papers is best? Why?
http://www.slideshare.net/joymcg/visualising-synthesis

32.  This slide show was originally created by
C. Tomlinson
WITCC Adjunct
http://www.slideshare.net/ctomlins/taking-notes
 Additional elements by
D. Abilock, Geiger, and S. Smith
http://www.noodletools.com/debbie/ethical/catandmouse2.pdf
 Modified by K. Covintree