Taking Smart Notes

Where do you fight writer’s block? On the front lines of your research through effective note-taking. But not all notes are created equal, and not all reading is done the same way.

Start by recognizing that reading itself is a multi-stage process:

  • In Inspectional Reading, you skim the material to decide if it’s worth a deeper dive. This is your first pass, helping you prioritize your research efforts.
  • In Analytical Reading, you engage critically with the text, dissecting arguments and evaluating evidence. This is where deep understanding begins to form.
  • In Synoptical Reading, you compare multiple texts on the same topic, synthesizing information across sources. This advanced stage allows you to create connections and generate new insights.

Just as reading consists of different stages, effective note-taking involves three distinct types of notes. Per Sönke Ahrens’s helpful book How to Take Smart Notes, here are three kinds of notes to keep distinct:

  1. Fleeting Notes are the quick, spontaneous thoughts that pop into your head as you read. For example: “Project-based learning increases engagement – check impact on test scores?”
  2. Literature Notes capture the main ideas or arguments of a text in your own words, along with the bibliographic data. For instance: “Johnson & Lee (2023) found that gamification increased student participation by 37% in online courses.”
  3. Permanent Notes are the crown jewels of your note-taking system: standalone ideas written in full sentences, as if you’re explaining the concept to someone else. These notes get the drafting stage started as soon as you’ve read something. For example: “The effectiveness of gamification in education raises important questions about long-term learning outcomes and the balance between extrinsic and intrinsic motivation.”

Each stage is a process of distillation, where you add clarity and depth to your understanding.

To truly harness the power of note-taking, consider these strategies:

  1. Always read with “a pen in hand” to capture those fleeting thoughts.
  2. Write concise, selective notes in your own words.
  3. Develop a workflow that transforms your fleeting and literature notes into well-formulated permanent notes.
  4. Use labels and tags to create connections between ideas.
  5. Regularly review your notes to uncover emerging research projects.

Adopting this system can revolutionize your research and writing process. It combats procrastination, increases flexibility, and eliminates the feeling of wasted effort. By externalizing your thoughts, you reduce cognitive load and free up mental space for new insights. Moreover, this approach enhances your ability to generate ideas and produce drafts for multiple projects.

As Sönke Ahrens wisely notes, “Writing is, without dispute, the best facilitator for thinking, reading, learning, understanding and generating ideas we have.” By integrating smart note-taking into your research routine, you’re not just collecting information. You’re taking notes that can transform into powerful tools for combating writer’s block and generate new ideas.

From the Ground Up

Writing is like driving a stick-shift car. At first, it seems impossible to coordinate all the things you have to do at the same time. Each part of a writing task initially requires conscious thought, making it a challenge to juggle something coherent and complex.

With practice, however, these skills become second nature.

Continue reading “From the Ground Up”

A Slam-Dunk Argument

Every Rhetoric and Composition class worth its salt includes rhetorical analysis. Students learn to dissect arguments using the rhetorical triangle, a concept popularized by James Kinneavy in his 1980 book A Theory of Discourse.

This tool helps diagnose where an argument is strongest by examining three key elements: ethos (appeals to the writer’s trustworthiness), logos (appeals to reason), and pathos (appeals to emotions).

To demonstrate the contextual power of these appeals, let’s look at a recent hot topic: NBA media coverage. This example showcases how different networks leverage ethos in particular to connect with their audience.

Continue reading “A Slam-Dunk Argument”

Writing With Purpose

Students struggle with knowing why they’re writing. Christian educators can give them a simple answer: you write to serve.

Academic writing should help readers understand better something they want to understand well. Writers should focus squarely on their readers – our peers, instructors, and ultimately God.

Continue reading “Writing With Purpose”

Maps

“Direct me in the path of your commands, for there I find delight.” Psalm 139:35

This week, I have been meditating on delighting in God. The verse from Psalm 119 connects delight to following the path or map God has made for us.

What I love about the verse is that it promises that God not only gives us a map in His word but that he directs our steps as we follow that map.

My daughter has recently been delighting in making maps. She draws ones like the picture above (from today’s coloring session) and then leads me or her mom around the house. She’s a process-oriented girl, so the map is more about the journey — seeing everything on the map — then the destination.

Continue reading “Maps”

Ten Commandments for Writers: Love Words

In this continuing series, I expand on the Ten Commandments for Writers I list here.

You don’t have to love words to write well.

Very few craftsmen love their tools. Would you say builders love hammers and nails? Do firemen love hoses? Do insurance agents love policies? Builders, firemen, and insurance agents simply judge their tools by how useful they are. (Also, you probably shouldn’t become a fireman if you hate hoses.) Many builders, firemen, and insurance agents love their work because they love what their tools accomplish: a home, a rescued home, or a secure home.

So, yes, you can write well and not love words. You can instead love what your words produce: change, encouragement, or even love. Words build worlds. Words put fires out (and other words have started them). Words provide security. But words are more than just a means to an end.

The first book of the Old Testament begins with God making the world with words. But words are more than just God’s tools. The fourth gospel of the New Testament says that God’s Son is the Word. God’s words and God’s identity are connected. If you love what God’s words made, you should love the Word too.

If you’re a writer—if being a writer is who you are and not just what you do—you’ll love words. When you call your mother on the phone, you’ll use the word “mom” or maybe “momma,” and when you say that word, you’ll feel a flood of associations. You’ll start to love that there’s a word—only three or five letters long—that sums up all the things you feel about this person you love. That feeling is inseparable from the word that helps you name it.

There’s a difference between someone who writes, and someone who’s a writer. That difference is love.    

#3Gratitudes

Every class this semester, I’ve handed my students a daily worksheet with a space to write down three gratitudes.

Then, we’ve actually started each class by closing our eyes and focusing on the gratitudes as a way to attune our hearts to God’s goodness.

It’s been personally beneficial and has offered a segue into prayer before every class. More than that, it’s helped focus me for the fifty or seventy-five minutes I have with my students.

At times this semester, I wonder whether it’s benefiting my students.

This morning, I received this email from a student in my comp class.

I…ran across this [article link] on the internet. I thought it was so cool since we do gratitudes every morning in your class which has become a habit for me personally. Now one of the most successful women in the world is doing daily gratitudes like we do here at SWU in Central, SC…
So Cool!

Yes, it is. Needless to say, it made my day before my day even began.

God is incredibly good and certainly worthy of me giving thanks.

 

Keep Listening

As occasionally happens, the students in my Intro to Lit course didn’t do their reading for yesterday’s class.

I was initially flummoxed. Half the class still didn’t have the book. The half who had it didn’t read.

I know I had an electronic copy of the book that I had planned to make available. Had I forgotten?

No, it was up on our learning management system, posted last week.

I know it listed it on the syllabus and that the syllabus is the first thing a student sees when they go to our course Canvas page. The students said they found the syllabus listning confusing (“Who wrote that story again?”), but I knew nobody had emailed me for clarification.

I knew I had posted practice quiz questions on Monday night too.With each additional “I know I did this” I knew I was sounding more and more like I was maintaining plausible deniability instead of offering an honest to goodness teaching moment. Continue reading “Keep Listening”