Writing Skills

Note-taking

Read the following text and then look at the 3 sets of notes that follow. Compare the three sets of notes. Which set of notes is the best? Give reasons for your answer.

In general, people with diabetes have a total lack of insulin (Type 1 diabetes), or they have too little insulin, or cannot use insulin effectively (Type 2 diabetes).

Type 1 diabetes (formerly called juvenile-onset or insulin-dependent diabetes), accounts for 5 to 10 out of 100 people who have diabetes. In Type 1 diabetes, the body's immune system destroys the cells that release insulin, eventually eliminating insulin production from the body. Without insulin, cells cannot absorb sugar (glucose), which they need to produce energy. Symptoms usually start in childhood or young adulthood. People often seek medical help, because they are seriously ill from sudden symptoms of high blood sugar. Type 1 diabetes cannot be prevented.

Type 2 diabetes (formerly called adult-onset or non–insulin-dependent diabetes) can develop at any age. It most commonly becomes apparent during adulthood. But Type 2 diabetes in children is rising. Type 2 diabetes accounts for the vast majority of people who have diabetes - 90 to 95 out of 100 people. In Type 2 diabetes, the body isn't able to use insulin the right way. This is called insulin resistance. As Type 2 diabetes gets worse, the pancreas may make less and less insulin. This is called insulin deficiency. The person may not have symptoms before diagnosis. Usually the disease is discovered in adulthood, but an increasing number of children are being diagnosed with Type 2 diabetes. It can be prevented or delayed with a healthy lifestyle, including maintaining a healthy weight, eating sensibly, and exercising regularly.

Note-taking: An Overview

Note-taking is an important academic skill and can help you to understand your lectures and your textbooks better. There are many different ways to take notes and there is no “correct method”. In this course, we will be using a modified version of the Cornell Note-taking System (CNS). Before explaining the CNS, here are some important points to remember whenever you write notes:

• Read the text (or listen to the lecture) carefully and make sure you understand the main points.

• Do not write down everything you read or hear.

• Write down the points you think are most important.

• Do not use full sentences.

• Try to use abbreviations, keywords and short phrases.

• Try to use a uniform system for taking notes.

• Keep your notes short and focused on the point.

• Use arrows, numbers and lists to show the relationship/connection between ideas.

• Try to use diagrams, pictures and illustrations in your notes. These help you to better understand the notes when you are reviewing them.

• Review your notes once you have written them.

The Cornell Note-Taking System

The Cornell Note-Taking System (CNS) is a widely used method for taking notes. We are going to be using an abbreviated version of the CNS. You will need A4 paper.

Divide the page into three sections as shown on the diagram below. There are 3 main areas:

1. Note-Taking Area: The main notes, ideas and information from the lecture or text are written in this area.

2. Cue Column: This area is for reducing your notes and writing main ideas

3. Summary Area: This area is for writing a short summary of the entire lecture or text you are focusing on.

The CNS can be used for taking notes from lectures or for taking notes from texts. The examples we will use are for taking notes from written texts; remember that the same principles apply for taking notes from lectures. In order to take notes with the CNS, you need to go through a number of steps.

• Read the text you are taking notes from carefully.

• Record your notes on the right hand column (note-taking area).

• Use abbreviations, short phrases, arrows, diagrams and lists. Do not write full sentences or copy large chunks of text from the original text.

• Reduce your notes in the cue column. In other words, reduce your notes down to the minimum main points or cues. These should be words phrases or questions that help you remember the notes in the note-taking area.

• Review your notes and write down one or two sentences summarizing the entire page in the summary section at the bottom of the page. See example on the next page.

Annotation: the 1^st Step to Note-taking

Look at the following example of annotation for the Background section Text 2. Review the strategies used in the annotation.

Background Section Text 2

Paraphrasing

Now look at the example paraphrased sentences here in the right hand column developed from the notes.

By working in this way (annotate – take notes - paraphrase) you will ensure you write in your own words while maintaining the organization and ideas given in the original text.

Steps to Paraphrasing

What were the 5 paraphrasing steps identified in the video above ? Fill in the missing words:

1. Read the original until you understand it

2. ______ down key / important concepts.

3. ______ down your version of the text ( in your own words) without looking at the original.

4. _______ your paraphrased text and make adjustments so it is not too similar to the original.

5. Include a ________ and reference (not necessary for practice but important for PBL).

• Remember to keep technical words and commonly accepted concepts

Strategies for Paraphrasing

Here are the four strategies / techniques that were mentioned in the video. Fill in the missing words:

1. Start your first sentence in a _________ way from that of the original source (reorder)

2. Use __________ (words that mean the same thing)

3. Change the ________ of words (e.g. verbs to nouns / nouns to verbs)

4. Change the _________ structure (e.g. from active to passive)

• Remember to keep technical words and commonly accepted concepts

Activity1: Strategies for Paraphrasing

Now fill in the gaps of the strategies used in the paraphrases from the Background section of Text 2 below.

Activity 2: Practice Note-taking and Paraphrasing

Look at the Discussion section of Text 2 below.

Read carefully, annotate the text, write notes using the Cornell Note-taking System and write paraphrased sentences from the notes. The first paraphrased sentences of paragraph 1 have been completed for you.

Discussion

¹² Oman has been successful in reducing the rate of communicable diseases and increasing the standard of life among its people. Rapid cultural changes and social advances since 1970 have led to a wide range of non-communicable diseases. High prevalence rates for diabetes (11.6%) and obesity (20.5%) exist in the Omani population (Al-Lawati, Mohammed, Al-Hinai & Jousilahti, 2003). Health promotion is seen as an essential component of any strategy aimed at diabetes control and prevention.

¹³ In this study, we surveyed a semi-urban population of Oman regarding its level of knowledge and overall perceptions of diabetes. The data are somewhat discouraging. Over half of the subjects (53.5%) were unable to provide even a rudimentary definition of diabetes, though they might be aware of its existence or have some idea about its symptoms. The failure to define diabetes and recognize its symptoms may reflect the general public's significant lack of knowledge about diabetes. This is likely to have negative consequences, in terms of trying to control and prevent diabetes.

¹⁴ It is widely understood that excessive sugar intake is a risk factor for incident diabetes mellitus (Johnson, Segal, Sautin, Nakagawa, Feig, Kang, Gersch, Benner & Sánchez-Lozada, 2007). Recent affluence in Oman has resulted in significant changes in dietary habits, which includes an increased likelihood of excessive sugar intake. Approximately 60% of those surveyed perceived high consumption of dietary sugar as an important risk factor for developing diabetes. However, studies have consistently shown that there is a mismatch between one's attitudes and behaviors (Hjelm, Bard, Nyberg & Apelqvist, 2007). Therefore, it is not yet known if knowledge of the harmful effects of excessive sugar intake will cause Omanis to reduce their excessive sugar intake.

¹⁵ The present study shows that one's level of education has a direct influence on one's level of knowledge regarding the definition, symptoms, risk factors and complications of, and preventative measures against diabetes. This suggests that knowledge about diabetes is beneficial for health education. In addition to education, a family history of diabetes also appears to influence one's level of knowledge and perceptions of diabetes. Individuals with a positive family history of a disease may develop a personal sense of vulnerability which may increase their awareness, as was revealed in the present study (Walter, Emery, Braithwaite & Marteau, 2004).

(384 words)

Complete the notes and paraphrased sentences for the Discussion section of Text 2 in a table like the one below.

Submit this to your Google Folder with the Title: Discussion section Text 2: Notes and Paraphrased Sentences.

summarizing

What is Summarizing?

In Unit 1 you learned that, "Summarizing is showing an understanding of what you have listened to or read by explaining the main ideas in your own words."

Summarizing Strategies:

• Annotate the text

• Delete unimportant details, examples and repetition

• Reduce the number of words (approximately to 1/3 the length of the original text)

• Locate the thesis statement and topic sentences or create them

• Use the same organization as the source

• Give a clear overview of the original text

Activity 1

First, look again at the paraphrased sentences from the Background section of Text 2.

See how they have been connected below to make a summary of the text.

1. Identify the connecting words and phrases which turn the paraphrased sentences into a summary paragraph.

2. Go back to the original text and check that the summary is paraphrased well. Are there any synonyms which can be used, for example, to replace obesity or healthy diet?

Now look again at your own paraphrased sentences in the right hand column developed from your own notes about the Discussion section of Text 2. Connect your sentences into a paragraph summarizing the original text in approximately 100 words. Submit this to your Google Folder with the title: Discussion section Text 2: Summary