Organizing Text Information Chapter 9 Copyright Cengage Lear
Organizing Textinformationchapter 9copyright Cengage Learningall R
Organizing Text information chapter 9 copyright Cengage Learning all R
Organizing Text information chapter 9 copyright Cengage Learning all R
WHY YOU NEED TO ORGANIZE TEXT INFORMATION
Some texts lack subheadings. Some texts include details under multiple headings. Some material is better organized with graphic displays. You can learn information more easily when it is well organized.
WHEN TO TAKE TEXT NOTES
As you read the chapter the first time. After the lecture. When you prepare for the exam.
HOW TO TAKE TEXT NOTES
Take written notes. Create concept maps. Create charts.
STYLES OF WRITTEN NOTES
Formal outline. Informal outline. Modified-block notes. Summary.
TYPES OF CONCEPT MAPS
Line or wheel maps. Hierarchical maps. Semantic Webs.
LINE OR WHEEL MAPS
A line or wheel map is a visual display of information drawn by adding lines or spokes that radiate out from a central hub.
HIERARCHICAL MAP
Hierarchical maps provide a top-down display of information.
SEMANTIC WEBS
Semantic Webs radiate from a central focal point.
COMPONENTS OF A SEMANTIC WEB
Core concept or question. Web strands. Strand supports. Strand ties.
CHARTS
A chart is a graphic display of information that shows the similarities and differences of closely related information.
HOW TO REVIEW YOUR TEXT NOTES
Recite your notes out loud. Replicate your notes from memory. Add recall questions to your notes and quiz yourself until you know the information without looking.
Paper For Above instruction
Effective organization of text information is vital for enhancing comprehension and retention of material. As outlined in Chapter 9 of Cengage Learning's resource, there are various reasons why organizing text is essential. Some texts lack clear subheadings, making it challenging for readers to identify main ideas. Other texts may include extraneous details under multiple headings, leading to confusion, while some content is better understood through graphical displays such as charts and maps. Well-structured information facilitates easier learning, especially when learners employ appropriate note-taking strategies at different stages of study.
Timing is crucial when taking text notes. The optimal moments include during initial reading of the chapter, after attending lectures, and when preparing for examinations. Effective note-taking during these phases helps consolidate understanding and recall. Various methods can be employed for note-taking, including traditional written notes, concept maps, and charts. Each method serves different cognitive processes—concept maps help visualize relationships, while charts clarify similarities and differences among related concepts.
There are also distinct styles of written notes suited to individual preferences and learning objectives. Formal outlines provide hierarchical structuring of information, whereas informal outlines are more flexible. Modified-block notes combine the structure of outlines with narrative elements, and summaries distill key points for quick review. When creating concept maps, learners can choose from different types—line or wheel maps, hierarchical maps, and semantic webs—each offering unique ways to organize and visualize content.
Line or wheel maps visually represent information with spokes radiating from a central point, ideal for illustrating interconnected ideas. Hierarchical maps arrange information from general to specific, presenting a top-down overview. Semantic webs extend from a central focal point, connecting related concepts through web strands, strand supports, and ties, enabling a comprehensive understanding of complex topics. Charts, on the other hand, serve as effective tools to compare and contrast related information, highlighting similarities and differences clearly.
Reviewing notes effectively is critical for long-term retention. Strategies include reciting notes aloud to reinforce memory, attempting to replicate notes from memory without referencing the original, and adding recall questions to self-test understanding. These practices enhance active engagement with the material, facilitating better mastery and recall during exams or practical application.
Overall, organizing text information through structured notes and visual aids, and reviewing actively, greatly improves learning efficiency. Developing these skills supports learners in managing complex information, strengthening comprehension, and achieving academic success.
References
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- Leamnson, R. (2013). Thinking About Teaching and Learning: Developing Habits of Learning. Stylus Publishing.
- Oxford, R. (1990). Language Learning Strategies: What every teacher should know. Heinle & Heinle.
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