• 78 ACAOEM~ SKILLS (} Activity 7, CD 2, Track 6 Definition comparison = three types 01 language SIAr'IoAArd usage Permane nt core Colloquial language Often evolves i nlo standard Slang expressions Temporary phenomenon Continuum TAIIE NOTES QUICKLY Sba tet ln to lIII Know what to ignOf8 d<;ofinilions words + pnrsses found In diction8ry used formal I nformal situations "appropriate speech writing i ncluded In dictionary marked as colloquial Idioms unders t ood used in informal situations, not formal more common in speech sometimes in dictionary m8f1l.ed as slang used by some speakers In Informal situations more oommon In speech Most Formal- Least Formal Standard-Colloqulal- Slang Use abbreviations and symbols Draw relationships , Know what to Ignore Sometimes professors will pause to think before they continue Ihelr lectures. Some professors will use verbal pauses, for example, uh and urn, as well as words like now, so, okay, weI/ . Other pro/assars will use repetition or restatement as a way to gather their thoughts or to clar- ify a previous point. In repelilion, the professor will u se the same WOtds or phrases several times. In restalement, the professor will say the same thing in a slightfy different way. Since repetition and restatement do not add to the meaning, you can ignore them. The time thai the professor uses to think is advantageous to you because you can ignore these pauses, repetitions, and restatements and you can use the additional time to take notes. Ptw:nt:f Acrmrr 8 Did you underst and ? Try to identify the important information in the lecture. Cross out every- thing in the transcript that you could ignore. The first sentence from the lecrure is shown to give you an example. The answers are plinled in Chapter 7 on pages 507 508. TAkiNG NOTES 79 Ewo"E society_ group. Soc I ology Usten to the beginning 01 a lecture in a sociOlogy class as you read the transcript. The profes· sor is discussing status and roles. o Act ivtty 8, CD 2, Track 7 Status refers to, un, a position in society or or in a group. But there are realty two types of status-ascribed status and acnieved status. Okay, in ascribed status, the status is automatic, so you don't have a choice. In other words, it's an involuntary status. And some ellamples t nat come to mind are status because of race or sex . Not mlJCl'l you can do about that. On the other hand, achieved status requires some effort, and there's a choice InvotYed. For instance, a mar· riage partner, or the type 01 education, or , for that matter, uh , the length 01 time In school . Well, Ihese are choices , uh , achievements , and so they fall under the category of achieved status . So , that brings us to the status set. A status set is the combination of all statuses that an i nd io vidual has. Me, lor example. I'm a professor, but I' m also a husband and a father, and, and a, uh , son, since my mother is still living. So, in each of these statuses. I, I have certain behaviors that Me expected, uh , because of the status. Okay, all of the behaviors Me roles, I mean, a role is the behavior expected because 01 status. Okay, back to status sel. All of the s tatuses-husband , father, son , professor- combine to form the status set, and each 01 the statuses have certain expectations. Let me use that professor status again. So, as a professor, I have a teaching role, and I ha e to pre· pare classes. That's expected. I also advise students. grade assignments, and evaluate my students. Bot this role I\as ery different ellpectations. Uh , as a researcher, I, I have to design studies, raise funds for grants, and uh , then perform the research, and , and, finally, I write arti· cIes and reports. So, I think you see what I mean . Bot, one more thing, and this is importanl, sometimes role conflict can occur. Let me say that again, role conflict. And that means that meeting the expectations for one role will cause problems for an individual who is trying to meet other expectations in a different role. Okay, lei'S say that one 01 my students is dating my daughter, I don't recommend this. But anyway, I may ha e role strain that could even develop into role conflict because it will be difficult for me to meet the expectations for my role as leacher and uh , wtIen the student comes to my house, 111l\ave to remember my status as father and my role that requires me to welcome a guest into my home, and well, form an opinion about someone who wants to take my daughter out on a date. The textbook actually Use abbreviations INId IJIII_II Use abbreviations for important words and phrases that a re repeated. There are two ways to do this. You can use capital \etters thai will remind you of the word or phrase. For example, in a lecture about Colonial America, you might use C M as an abbreviation for the phrase; in a lecture about the philosophy of John Dewey , you could use 0 as an abbreviation for the name. Or you can write the beginning of the word or phrase. For Colonial America, you could write eo ACADEMIC SKILlS Col Am: for John Dewey, J Dew. The abbreviation can be anything that will remind you 01 the wOfd Of ph ft lStt when you are reading your notes. You should also use symbols and abbreviations f or small words that are common in the language. The following list includes some 01 the most commonly used words In English. The abbreviations here are shortened f orms f or these frequently heard words. • xl w with w /o without = is, are, means, refers to, like, is called '" different, not , number X t imes , results in, caU5(lS , produc;;es, therltlOfIt comes from, derives from ex example @ " 1,2,3 first, second, third < less, smaller > more, lar ger btw between The abbreviations in Ihe list printed above are part of my system for taking notes and some of my students use it, but I encourage you to create your own system because you will probably come up with symbols and abbreviations that will have meaning to you, and you will under- stand them later when you are reading your notes. There is space f or additional words. Be sure to choose something thai m ake s sense to you. Symbol W oro aod with without is, are, means , refers to, like, Is called different, not number times results in, causes, produces, therelOfe comes Ir om, derives from example " first, second, third less, s ma ller more, larger between besk tlet matcr<ale TAKING NOTES at I"IAmt:E .,MIf 9 Did you undefstand? Now practice taking notes with your system. First, listen to each 01 the sentences and write your notes here. When you are finished taking notes for all len sentences. try to write the original sentences using only your notes. Then compare your sentences with the sentences printed in the answer key. An example is shown using my system. Your answer is CO/Tect if you can read it and If the meaning is the same as the original sentence. The words do not have to be exactly the same. Example answers are printed In Chapter 7 on page 509. Uslen to some sentences from college lectures. Take notes as quicldy as you can. o Actlvtty 9, CD 2. Track B Friction between moving air and the ocean surface generates undulatlons of water called . 51>0<1, Very short : Friction blw air + ocean surface -+ waves Fric btw air + ~ surf -+ waves Friction between air and the ocean surface causes waves. , . 2. 3. 4. 5 . •• 82 ACADEMIC SKIlLS 7. 8. 9. 10. , Draw relationships To take no tes, you can use symbols and diagrams. By using this system, you can reduce the number of words that you have to write . Here are some examples of notes for each of the corn- mon relationships. DEFlNm ON Definitions are part of every academic subfect because the vocabulary must be introduced in order to understand and learn r"I8W concepts. Definitions o lten appear in italic or bold print in teKtbooks. Many teidbooks have a glossary of specialized vocabulary in the back of the book. Professors o lten give r"I8W words special emphasis in their lectures by pausing a lt er the word and befofe the definition or by stressing the word the first time it is introduced. Look at these examples of definitions and notice the diagrams that show the relationship between the word and the dellnition. A menu is a list of computer itJl"ICtions that appears on the screen. Menu . list lIunctions on screen The Idconsists of in stincts. Id;; instincts CLASSl ft CATION Classifications are also found In every subject. To classify means to organize In to groups with similar characteristiCs. LooIt at these examptes of class ifi ca tiOn s and no tice how the diagrams show the re l at ionship between the ma in ca tegory and the classilication of types or kinds. besk ttet matonale TAKING NOTES 13 This chapter explores four highly specialized lorms 01 fungus, which include rooids, yeasts, lichens, and mycorrilizae. Fungus -, ::-7 <::::::::: :c Molds Yeasts Uchens Mycorrhizae Two typeS 0/ motivation have beef1 iderltifted by cognitive psychologists. Intrinsic motiva · Yon is based on internal factors, as fOf example curiosity or the challenge to succeed, whereas extrinsic motNaYon involves external incentives such as rewards or even puniShments. Motivation ~ Intrinsic Extrinsic Sometimes this diagram Is enough lor you to remember other details, but a word or a brief phrase can help you recall a definition for each type. Intrinsic Extrinsic I I Internal External SEQUENCE Sequence is often lound in narrations 0/ historical events, in descriptions 01 research studies, and in directions for scientific experimerlts Of processes. The Roman Empire was built in three stages, which oonsisted 0/ the conquest 01 Italy, the conflict with Carthage and expansion into the Western Mediterranean, and, finally, the domination 01 the Greek kingdoms and the Eastern Mediterranean. Roman Empire • CoI'IQUeSt Italy • Conflict Carthage expansion W Mad • Domination Greek E Med The history 0/ Cubism lalls into three phases-the CeUUV1e phase, which lasted only two years Irom 1907 to 1909, lollowed by the Analytical phase from 1910 to 1912, which, by the way , was the phase in which the most abstract purification 0/ the form was realized, and finerty, the Synthetic phase , beginning in 1913. Cubism • Cezanne phase 1907-9 • Analytical phase 191 0- 12 abstract purification • Synthetic phase 1913 &4 ACADEMIC SKILLS COMPARISON AND CONTRAST Comparison and contrast identifies how two or more objects Of ideas are the same Of diffarent. A side-by-side chart shows the relationships affiCiently. Cirrus clouds are the highest at altitudes between 17,000 and 50,000 feet, but they don't produce ra in, in contrast w ith cumulonimbus clouds, which also penetrate the upper almosphere, but cause lightning storms, rain. and tornados. Cirrus 17 50,000 ft drain Cumu/QIljrobus upper atmos rain-iightning-tomados Although each person Is responsible fOf one instrument in most sections of the Ofchestra, the members of the percussion section are required to pley several instruments in one concert or even for one composition. CAUSE AND EFFECT Percussion Play several Orchestra - Other Sections Play one Cause and effect or cause and result are found in research studies for all subjects, but the nat- ural sciences contain many e:camples. Mercantilism is an economic concept that assumes that the total volume 01 trade is unchangeable and, therefOfe, that trade causes conflict. Mercantilism", total volume trade unchangeable Trade t Conflict When the temperatures on Earth dropped below the melting point of the rocks on the sur- lace, the outer crust gradually solidified. Temp Earth <: melt pt rocks -> crust solid PROBLEM AND SOLUTION A problem and solution relationship is similar to a cause and effect relationship and can be represented by a similar drawing. Because employees can begin to e:cpect incentives simply tOf doing their jobs, and this can become a problem, It is better to reserve incentives for occasions that require e:ccep- tiona1 effort. E:cpect incentivesr,ob t Reserve incentivesie:cceptional yttet matcr<8~ . the Synthetic phase , beginning in 1 913. Cubism • Cezanne phase 190 7-9 • Analytical phase 191 0- 12 abstract purification • Synthetic phase 1 913 &4 ACADEMIC SKILLS COMPARISON. matonale TAKING NOTES 13 This chapter explores four highly specialized lorms 01 fungus, which include rooids, yeasts, lichens, and mycorrilizae. Fungus -, : :-7 <::::::::: :c Molds. some speakers In Informal situations more oommon In speech Most Formal- Least Formal Standard-Colloqulal- Slang Use abbreviations and symbols Draw relationships , Know what