THREAD: A student (new to my methods) asked me what I did when I could not highlight.
Most people know I don’t mark my own books (nor the library’s!) but you can do with yours whatever you want.
Since I don’t mark my books, the highlighting and annotating methods I use ...
... may not work in the same way.
Since I prefer analog systems and do not mark books up, here are a few ways in which I take notes that still retain some of the characteristics of my strategies for printed materials.
I’ll outline them in separate tweets.
1) THE INDEX CARD METHOD:
Since I have used them since grade school, I often take notes of books on index cards.
I usually categorize by colour of said index card, unless I run out of color-coded ones in which case I use non-coloured ones, but with a 1/2” coloured plastic tab
For example, this index card shows notes I took from @STRomanoPhD ‘s book, Transforming Rural Water Governance”.
(Those who follow my Twitter feed assiduously may remember that I also took notes of her book in my Everything Notebook, but that’s my next tweet)
2) THE EVERYTHING NOTEBOOK
I sometimes take handwritten notes of books (and book chapters).
These are my notes on Baden and Noonan’s edited volume (ooops).
This would be my normal setup for taking notes off a book/book chapter.
I can write notes that are direct quotations or my own thoughts or I can paraphrase.
Obviously direct quotes have quotation marks and the exact page to avoid any chance of accidental misattribution.
3) THE CORNELL NOTES APPROACH:
I normally don’t use Cornell Notes to take notes of classes because I’m a professor and I haven’t taken courses since I was a graduate student (I do take pedagogy and tech ones obviously)
Anyhow, with books and chapters I also use Cornell Notes
In my Note-Taking Techniques page, I have blog posts that point to each of the three methods I described before.
When should I write in my Everything Notebook or when should I use Cornell Notes, or when is a good time to use Index Cards?
Every single student of mine and every person who has ever attended my workshops asks me this question.
I don't have a universal answer, although I do have a few suggestions. As it always happens with techniques and methods for note-taking, active reading, annotating, writing, etc., we all develop our own heuristics for when we should use one method over the other.
Here is mine:
1) If what I am reading cannot be marked up (I don't write nor highlight my books, nor any library's books), I use physical (analog) media.
You can, easily, take notes in other programs (Evernote, Notion, etc.) Personally, I find that I need the tactile sensation of handwriting
2) I usually write summaries and quotations drawn from books and book chapters in my Everything Notebook if they're directly related to a research project I am doing at the moment, or if I am doing something VERY specific with them (for example, write a book review).
3) I frequently use Index Cards when summarizing and paraphrasing. It's rare (though it does happen) that I use Index Cards to copy quotations.
Now, let's go to another question I often get asked:
Do you take notes in your Everything Notebook, or on Index Cards or Cornell Notes of ARTICLES that you actually highlighted and scribbled on? Glad you asked. The answer is YES, I DO. Why do I do this? (apparently redundantly)
I learn better when I write, highlight, scribble, etc.
Everything I do can obviously be translated into electronic (digital) media, but for me, handwriting is key.
For example on the left you will see a Cornell Note of Sarah Romano’s recent book.
On the right, my Cornell Note of a recent paper by @thomasnhale
I also write Index Cards of articles I’ve read and highlighted. These are my notes from Schwartz et al 2015 on informal water (a paper in using for an article I am about to submit)
I know the next question you are going to ask...
“If you already have the printed article or book chapter and you highlighted it, why not just drop your notes into an #ExcelDump row?”
First, because redundancies help me learn better.
Second, I DO create a CSED row, but I also write Index Cards from where I draw my notes.
My methods work for me, adaptations of my methods work for my students and research assistants and colleagues and also for thousands of people around the globe, but the only person who can really tell if a technique I suggest will work for you is YOU.
I just read that thread about awful experiences during dissertation defenses.
My own was an absolute breeze. I had a fantastic time. I was asked tough questions that were fair, helped me showcase that I actually knew my stuff, and then gave me an opportunity to shine through.
HOWEVER... and herein lies the rub, and this is the reason why I spend at least 2 weeks full time working with my doctoral students on their defenses, pre-defense:
My advisor made me do dry runs and send him draft slides over 3 weeks before my doctoral dissertation defense.
I did at least 4 dry runs with him where we went through the changes that needed to be made. He was thorough but never rude.
Then I did a mock defense with @hishamzerriffi (my best friend) as my audience. He gave me extensive feedback on the slides, my presentation style, etc.
There's one element that isn't discussed here: the heterogeneity in teaching styles, technological expertise and competency, and pedagogical training.
For people who do weekly seminars, it would appear as though they could just transport the concept across, just online.
So, I (with some level of pedagogical training, tech literacy and a teaching style and courses that suit more offline work that does not involve any contact with computers, or reduces online work), could potentially actually manage to reduce students' workload.
El día de hoy di una clase en el curso conjunto de @CPliscoff de @EGGP_UCHILE y @psanabria de @GobiernoUAndes a la cual invité a mis estudiantes de @FlacsoMx (y colegas y estudiantes de otras universidades a quienes superviso).
Hablé del saneamiento y suministro de servicios.
Una pregunta que me hicieron en la clase me dejó un poco preocupado porque he oído a estudiantes de políticas y administración pública que dicen “el gobierno no PUEDE ofrecer un servicio público como la provisión de baños públicos universal”.
Casi me da el soponcio
El gobierno tiene entre sus muchas funciones el proveer servicios públicos a la sociedad. Decir que “el gobierno no PUEDE ofrecer servicios” lo exime, incorrecta e indebidamente, de su responsabilidad.
"How do I go from having the Detailed Outline to actually writing a Memorandum (or a series of Memos) that I can then assemble into the full draft of the paper?"
Well, everyone: Grab a chair because HERE IT GOES.
As you all know I’m finishing a chapter on ethnography in comparative environmental politics.
Comparative is what I do and who I am.
This doesn’t mean that it’s any easier to write. So I always go back to basics.
1) Initial Outline. Basic layout of ideas, headings/thoughts.
2) Break down each chapter heading/main idea into ideas/Topic Sentences/Triggering Questions.
As you can see here, I grabbed the “ethnography in CEP” and started writing Triggering Questions that help trigger my thinking.
I start adding more detail to the heading outline.