Free study notes by IGNOUNotes.in for BEGS-183 Block 3 Unit 2 — Techniques of Note Taking: Main and Subordinate Points. Covers reading with purpose (3 speeds), all reduction devices (complete symbols table, standard abbreviations, word shortening patterns, custom abbreviations), what to omit, specimen notes on heart disease, headings and subordinate points, independent (spokes) vs dependent (chain) sub-points, and the full Cornell Method with 5 Rs. All five model answers included.
9.1 Why Take Notes? — Two Purposes ignounotes.in
📌 Two Clear Purposes of Note-Taking
1. To RECORD the speaker's or writer's MAIN IDEAS — not every word, not every detail. Notes are a selective record, not a transcript.
2. To HELP YOUR MEMORY — to support revision for exams, preparation for reports, planning of presentations, and use in research.
🔍 The Biggest Mistake Students Make
Trying to write down everything the teacher says or everything written in a passage. In doing so, students miss the main points while collecting lots of unimportant detail. The result is long, disorganised notes that are impossible to revise from.
The goal is to be SELECTIVE and ORGANISED — note only what is important, and arrange it so the hierarchy of ideas is immediately clear.
9.2 Reading with Purpose — 3 Speeds ignounotes.in
| Approach | When to Use It | What You Do |
|---|
| READ CAREFULLY | Paragraphs containing exactly the information you need for your specific purpose | Read word by word; note key ideas as you go; record essential facts and figures |
| SKIM | Paragraphs that repeat information you have already noted, or paragraphs that are only loosely relevant | Read only the first and last sentences; capture any new idea mentioned |
| SKIP | Paragraphs that are completely irrelevant to your specific purpose | Do not read at all — move on immediately. This saves significant time. |
9.3 Reduction Devices — Write Faster and Smarter ignounotes.in
1. Symbols — Lines and Arrows Instead of Words
| Symbol | Meaning in Notes | Example |
|---|
| → | leads to / causes / results in / changes into | untreated throat infection → rheumatic h.d. |
| ← | is caused by / results from / is attributed to | hypertensive h.d. ← stress + smoking + high salt |
| ↔ | is related to / is connected with / goes with | diet ↔ ischaemic h.d. |
| = | is the same as / equals / means | h.d. = heart disease |
| # | is not the same as / differs from | congenital h.d. # acquired h.d. |
| < / > | is less than / is more than | India < world avg (per capita oil consumption) |
| ∴ | therefore | ∴ early treatment essential |
| ∵ | because | spreads easily ∵ overcrowding |
| underline | most important — this is the heading or key point | underline all headings |
2. Standard Abbreviations
| Category | Abbreviations to Know |
|---|
| Time units | sec. | min. | hr. | yr. | mth. | C19 (19th century) | C20 (20th century) |
| Measurements | m. (metres) | kg. | km. | sq. (square) | vol. (volume) |
| Latin phrases | etc. (and so on) | cf. (compare) | i.e. (that is) | e.g. (for example) | ca. (about/approximately) | viz. (namely) |
| Subject-specific | h.d. (heart disease) | b.p. (blood pressure) | cholestl. (cholesterol) | govnt. (government) | econ. (economy) |
3. Shortening Word Endings
| Pattern | Rule | Examples |
|---|
| -tion / -sion endings | Shorten to -tn. or drop entirely | reaction → reactn. | conclusion → conclusn. | information → informtn. |
| General shortening | Keep distinctive start, drop middle letters, add full stop | developing → developg. | emotional → emotnl. | important → importnt. |
| Custom abbreviations | Write full form + abbreviation in brackets the FIRST time; use abbreviation thereafter | First use: "heart disease (h.d.)" — then just: h.d. throughout |
⭐ What to Omit Entirely in Notes
• Articles: the, a, an — almost never needed in notes
• The verb 'be' (is, are, was, were) where meaning is clear without it
• Prepositions where the meaning remains clear without them
Example: "The heart disease is caused by the stress and the smoking" → in notes: "h.d. ← stress + smoking"
🔍 Specimen Notes — Heart Disease (From IGNOU Textbook)
Types of Heart Disease: Causes & Symptoms
1. Congenital h.d. present at birth, e.g. 'blue baby' (2%)
2. Rheumatic h.d. untreated throat infection → chr. sore throat,
painful joints, high fever.
Developing countries (poor conditns, overcrowding). 30–40%.
3. Hypertensive h.d. high b.p. ← stress, smoking + higher salt intake.
15–25% of cases.
4. Ischaemic h.d. blockage of arteries by cholestl. → angina,
heart attacks. Diet rich in animal fats.
9.4 Headings and Subordinate Points — Organisation Rules ignounotes.in
📌 Rules for Organising Notes with Headings
• The HEADING is written at the top and UNDERLINED.
• SUBORDINATE POINTS are placed below the heading and INDENTED (started further into the page).
• Points at the SAME LEVEL of importance are aligned directly under each other at the same indentation.
• Deeper levels of sub-points are indented further still — creating a visible hierarchy on the page.
9.5 Two Types of Subordinate Points ignounotes.in
TYPE 1
INDEPENDENT — Spokes
Each sub-point relates to the HEADING but NOT to each other — like spokes of a bicycle wheel, each connecting to the hub independently.
Properties:
✅ CAN be reordered — any sequence still makes sense
✅ Some CAN be omitted — the rest still stand
Example: The 4 types of heart disease. Any order works — you could discuss ischaemic first and congenital last, or reverse it. Omitting one type does not affect the others.
TYPE 2
DEPENDENT — Chain / Links
Each sub-point LEADS to the NEXT — like links in a chain. Each step causes or produces the next step.
Properties:
❌ CANNOT be reordered — sequence is essential to meaning
❌ ALL must be noted — omitting one breaks the logical chain
Example: Formation of coal: vegetation in swamps → dies and sinks → decomposes → loses O+H → peat forms → sand/mud settles on peat → pressure and heat → coal. Every single step must be in this exact order.
9.6 Cornell Note-Taking Method ignounotes.in
The Cornell Method was developed by Professor Walter Pauk of Cornell University. It is a systematic note-taking and reviewing system that works especially well for live lectures. It requires no elaborate preparation — just divide your paper correctly before class.
| Cornell Notes Page — Complete Layout |
|---|
|
TITLE: Topic of Lecture / Chapter DATE: _____________
|
CUE COLUMN
(Left — narrow. Fill in AFTER the session.)
Key words and phrases
Questions about the notes
Study prompts
Diagrams and links
Keywords for self-testing
Connections to other topics
|
MAIN NOTES COLUMN
(Right — wide. Fill in DURING the lecture/reading.)
All lecture or reading notes go here
Use abbreviations and symbols freely
Main points clearly marked — underlined
Subordinate points indented below
Leave space between sections to add later
Write in your own words where possible
|
|
SUMMARY
(Bottom — full width. Write AFTER reviewing.)
Write a brief summary of the entire page in your own words. Summarising forces you to synthesise — the most powerful learning step of all.
|
The 5 Rs of Cornell Note-Taking
| R | Step | When | What to Do | Why It Works |
|---|
| R1 | RECORD | During session | Write all meaningful information in the notes column using abbreviations and symbols | Captures raw information efficiently without trying to be perfect |
| R2 | REDUCE | After session | Write key words, cue phrases, and study questions in the left column | Forces you to identify what is most essential — powerful analytical act |
| R3 | RECITE | After session | Cover the notes column. Using only cue words, recite all information in your own words aloud | Active recall builds memory far more effectively than re-reading |
| R4 | REFLECT | After session | Think about your own opinions. Raise questions: What does this mean? Why is it important? What do I agree or disagree with? | Develops critical thinking — you evaluate, not just memorise |
| R5 | REVIEW | Before next class | Spend 10 minutes reviewing previous notes before the next session | Spaced repetition — one of the most proven memory techniques in educational research |
Let Us Sum Up ignounotes.in
- Note-taking purpose: record MAIN IDEAS + help MEMORY. Not a transcript — be selective and organised.
- 3 reading speeds: READ carefully (relevant), SKIM (repetitive), SKIP (irrelevant). Matching speed to content saves significant time.
- Symbols: → (leads to), ← (caused by), ↔ (related), = (same as), # (differs), <> (less/more than), ∴ (therefore), ∵ (because).
- Abbreviations: standard (etc., e.g., i.e., sec., min., kg.) + subject-specific (h.d., b.p.) + custom (write full form first time).
- Shorten word endings: -tion → -tn. | drop middle letters: important → importnt.
- Omit in notes: articles (the, a, an), verb 'be', unnecessary prepositions.
- HEADING: underlined at top. SUBORDINATE POINTS: indented below at same level.
- SPOKES (independent): relate to heading only — can reorder, can omit some.
- CHAIN (dependent): each leads to next — cannot reorder, must note ALL.
- Cornell Method: Title/Date → Cue Column (left, narrow) + Notes Column (right, wide) → Summary (bottom, full width).
- 5 Rs: Record → Reduce → Recite → Reflect → Review.
Model Q&A — Exam-Ready Answers ignounotes.in
📝 Word Limits: 2-mark → 40–60 words | 4-mark → 100–150 words | 6-mark → 200–280 words.
Q1 (2 marks) — What are the two main purposes of note-taking?
The two main purposes of note-taking are: (1) to keep a selective record of the speaker's or writer's main ideas — not every word, but the most important points organised in a way that reflects the hierarchy of ideas; and (2) to help your memory during revision for exams, preparation of reports and presentations, and use in research. Notes are not a transcript — they are a structured, compressed record of what matters most.
Q2 (2 marks) — What is the difference between independent (spokes) and dependent (chain) subordinate points?
Independent (Spokes) sub-points each relate directly to the heading but not to each other — like spokes of a wheel. They can be reordered without affecting meaning, and some can be omitted without breaking the rest. Example: the four types of heart disease can be discussed in any order.
Dependent (Chain) sub-points each lead to the next in a fixed sequence — like links in a chain. They cannot be reordered and all must be noted, because each step depends on the previous one. Example: the formation of coal — each stage produces the next. Omitting any link breaks the whole chain.
Q3 (4 marks) — Describe the reduction devices used in note-taking. Give examples of each type.
Reduction devices are techniques for writing notes faster and more compactly — essential when taking notes in a live lecture where you cannot pause.
1. Symbols (arrows and signs): Replace entire words or phrases with a single mark. → means "leads to" or "causes"; ← means "is caused by"; = means "is the same as"; ∴ means "therefore"; ∵ means "because." Example: "untreated throat infection → rheumatic h.d." instead of a full sentence.
2. Standard abbreviations: Well-known short forms recognised universally. e.g. (for example), i.e. (that is), etc. (and so on), cf. (compare). Subject-specific: h.d. (heart disease), b.p. (blood pressure), govt. (government).
3. Shortening word endings: Drop middle letters from long words. The -tion ending becomes -tn.: reaction → reactn., information → informtn. General words: important → importnt., developing → developg.
4. Custom abbreviations: When no standard abbreviation exists, create your own. Write the full word with abbreviation in brackets the first time — "heart disease (h.d.)" — then use only h.d. for every subsequent mention. This is especially useful for technical terms repeated many times in one set of notes.
Q4 (6 marks) — Explain the Cornell Note-Taking Method in detail. What are the 5 Rs?
The Cornell Note-Taking Method was developed by Professor Walter Pauk of Cornell University. It is a systematic, research-backed approach that combines note-taking, reviewing, and retrieval practice in one integrated system.
The Page Layout: Divide your page into three zones. At the top: a title bar for the topic and date. On the right: a wide Notes Column (about 70% of the page width) for all notes taken during the lecture or reading. On the left: a narrow Cue Column (about 30% of the width) for keywords and questions added after the session. At the bottom: a Summary section (full width) for a brief synthesis written after reviewing.
The 5 Rs:
R1 — Record: During the lecture or reading, write all meaningful information in the Notes Column. Use abbreviations and symbols freely. Don't try to write perfectly — capture the ideas.
R2 — Reduce: As soon as possible after the session, go back and write key words, cue phrases, and study questions in the Cue Column. This forces you to identify what is most important — a powerful analytical process in itself.
R3 — Recite: Cover the Notes Column with your hand or a piece of paper. Using only the cue words in the left column, recite everything you can remember in your own words, aloud. Active recall builds memory far more effectively than simply re-reading notes.
R4 — Reflect: Think critically about the material. Ask: What does this mean? Why is it important? What do I agree or disagree with? How does this connect to what I already know? This step develops critical thinking and deep understanding.
R5 — Review: Before the next class — spend just 10 minutes reviewing your previous notes. This uses spaced repetition — one of the most thoroughly proven memory techniques in educational research. Regular review prevents the rapid forgetting that happens without it.
The Cornell Method is particularly powerful because it forces active engagement at every stage — not passive copying and re-reading, but organised capture, deliberate reduction, and active recall.
Q5 (4 marks) — Why should a student read with purpose when taking notes? What are the three reading speeds used?
Reading with purpose means deciding exactly what information you need before you open a book or article — and then reading at the appropriate speed for each section based on how relevant it is to your specific purpose. Without a clear purpose, students read everything at the same speed and end up noting everything equally, which produces long, disorganised notes without a clear hierarchy of importance.
The three reading speeds used are:
1. Read Carefully: Used for paragraphs that contain exactly the information you need. Read word by word and note key ideas, facts, and figures carefully. Give this your full attention.
2. Skim: Used for paragraphs that are repetitive — they restate something you have already noted — or only loosely relevant to your specific purpose. Read only the first and last sentences to check if any genuinely new idea is mentioned. If not, move on.
3. Skip: Used for paragraphs that are completely irrelevant to your purpose. Do not read them at all — move on immediately without any guilt. This saves significant time over a long reading session.
Matching reading speed to purpose is a fundamental efficiency skill. The same text can be read and noted in 20 minutes or 2 hours depending on whether you apply these three speeds appropriately.