Thursday, May 29, 2014

HOW TO TAKE BETTER NOTES.

HOW  TO  TAKE  BETTER   NOTES.                   INTRODUCTION:

Whether you want to succeed in school or you want to be on top of your professional career , effective note-taking is a valuable skill for retaining, remembering, reciting and recalling information. If you follow these simple steps and tips you will not only learn how to take notes, you’ll learn how to take notes that will help you apply knowledge and retain material.


Method 1 of 3: Being Prepared

  1. 1
    Gather your note-taking materials. It may sound pretty basic, but it's important to have all of your note-taking materials organized and ready to go before the start of any class, meeting or lecture.
    • If you're writing with paper and pens, make sure you have an A4 sized notebook with plenty of blank pages and two of each color pen. If you're using a laptop, make sure it's fully charged or that you can sit near a power outlet.
    • If you wear glasses, make sure you have them with you in case the teacher/lecturer writes down any important information on a black or whiteboard. Also remember to position yourself in an area of the room where you can effectively see and hear the speaker.
  2. 2
    Come prepared. Before you come to a class, lecture, or meeting, make sure to review your notes from the last time round. This will bring you fully up to speed and ready to pick up where you left off.
    • If you were advised to do any background reading to prepare for the class, make sure that you get it done. This will help you to understand any themes, concepts or ideas that the teacher/lecturer is likely to present in class.[1]
    • Remember the old adage "By failing to prepare, you are preparing to fail".
  3. 3
    Be an active listener. When note-taking, many people make the mistake of mindlessly taking down every word, without really comprehending what is being said.
    • This is a mistake. If you don't make an effort to understand the topic while you're in class, you miss out on a valuable learning opportunity.
    • Therefore, you should try to absorb the information you're hearing the first time round, then you won't have as much work to do or risk feeling confused come review time.
  4. 4
    Take notes by hand. Although taking notes on your laptop is convenient, a study conducted at Princeton University has shown that notetakers actually retain information better when they take notes by hand.
    • It's suspected that this is due to the fact that laptop users tend to transcribe what they hear word-for-word, without really processing what's being said.
    • Longhand notetakers, on the other hand, can't write fast enough to copy each word verbatim, so they are forced to engage with the material a little more in order to pick out the most important and relevant information.[2]
    • As a result, you should try to take notes by hand whenever possible.
  5. 5
    Don't be afraid to ask questions. When you come across something you don't understand, don't just jot it down and tell yourself that you'll worry about it later -- ask the teacher/lecturer for clarification.
    • Think about it -- if you find something confusing now, you'll find it twice as confusing during your note-review later.
    • Don't be afraid to ask the teacher/lecturer to repeat themselves either -- particularly if you feel that they've said something important.

Method 2 of 3: Making the Best Notes Possible

  1. 1
    Focus on key words and concepts. The most important change you can make to improve your note-taking skills is to focus solely on taking down key words and concepts.
    • Identify the most relevant information. Write down individual words or key phrases that are most relevant to the topic at hand -- things like dates, names, theories, definitions -- only the most important details should make the cut. Eliminate all the filler words and secondary details -- if you wanted those things you could read a textbook.
    • Think about what you want to retain. Why are you taking the class? Why are you attending the seminar? Why did your employer send you to the conference? While it may be your first instinct to try and write down what you hear or see verbatim, you have to remember that you are taking notes in order to learn something from them -- you're not writing a novella.
    • Prioritize any "new" information. Don't waste time writing down information that you already know -- this is useless to you and just wastes time. Focus on writing down any new information that you've never learned before -- this will give you the most value from your note-taking.
  2. 2
    Use the "question, answer, evidence" method. This is a very effective method of taking notes, as it forces you to engage with the material as you write and allows you to describe the topic in your own words. This technique of paraphrasing information has been proven to help students understand and retain material much more effectively.[3]
    • Instead of copying down line after line of information, listen carefully to what the speaker is saying and make an effort to understand the material. Once you've done that, formulate your notes as a series of questions raised by the material, then fill in your own answers.
    • For example, if the question was "what is the central theme of Shakespeare's Romeo and Juliet?", the answer could be "more than a tragic love story, Romeo and Juliet is about the consequences of holding grudges".[4]
    • Then underneath this answer, you can provide evidence for your conclusion by pointing to specific examples from within the text. This strategy allows you to record all of the relevant information, in a concise, easy-to-read format.
  3. 3
    Use shorthand. The average student writes 1/3 word per second, while the average speaker speaks at a rate of 2/3 words per minute. Therefore, developing your own system of shorthand writing can help you to write more efficiently and avoid falling behind.
    • Try writing things like "wd" for would, "cd" for could and "w/" for with. Write a plus sign for the word "and". Also try to abbreviate long words that appear again and again throughout the class or lecture -- for example, instead of writing "popular sovereignty" 25 times over the course of a history class, write "pop sov".
    • Of course, it's essential that you're able to decipher your own shorthand later on -- if you think you might have difficulty, try writing out a key on the inside cover of your copy.You could also go back and fill in the full length version of the words after class.
    • If the speaker is still going too fast for you despite your shorthand, consider bringing a recording device to your next class -- this will allow you to listen a second time and fill in any gaps in your notes.
  4. 4
    Make your notes visually appealing. You will be reluctant to go back and study your notes if they are messy, disorganized and difficult to read, so it's important that they look nice! Here are some tips on how to create more visually appealing notes:
    • Always start on a fresh page. You'll find your notes much easier to read if you start on a fresh, blank page for each new class or topic. Put the date in the top right hand corner and only write on one side of each page, especially if you're writing with very inky pens.
    • Make sure your writing is legible. Taking notes will be a complete waste of time if you can't read them afterwards! No matter how fast you write, make sure you're writing is small, neat and legible, and avoid using cursive handwriting if possible.
    • Use wide margins. Line each page with a pen and ruler, giving yourself a wide margin on the left hand side. This will prevent the page from becoming too overcrowded and will leave you space to write in any additional information once you review your notes.
    • Use symbols and diagrams. Things like arrows, dots and boxes, diagrams, charts, and other visual aids are often great ways to associate and remember key concepts, especially if you're a visual learner.
  5. 5
    Color-code your notes. Many people find that adding a splash of color to their notes helps to make the information more readable and easier to retain.
    • This is due to the fact that color stimulates the creative side of your brain, making your notes more interesting and therefore easier to retain. Color-coding helps you to link color with memory, allowing you to remember the contents of your notes with relatively little effort.[5]
    • Try using different colored pens for different parts of your notes -- for example, you could write questions in red, definitions in blue and conclusions in green.
    • You could also use a highlighter pen to highlight key words, dates and definitions. Don't go overboard though -- you shouldn't mistake highlighting your notes for actual study.
  6. 6
    Take notes from your textbook. After a class or lecture, you may want to supplement your notes with information from a textbook. Taking notes from a textbook is another skill worth mastering.
    • Preview the material: Before you jump straight in to reading a text, preview the material to get a sense of what it's about. Read any introductions and conclusions, headers and sub-headers, and the first and last line of every paragraph. Alo glance over any charts, illustrations or diagrams.
    • Actively read the text: Now go back to the beginning of the text and read it thoroughly from start to finish. Once you have finished a paragraph, go back and highlight any key words, facts, concepts or important quotes. Look for visual cues in the text book itself -- things like bolded or italicized words and the use of color or bullet points are often used to highlight significant points.
    • Take notes: Once you've thoroughly read the text, go back and make notes from the information you highlighted. Try not to copy full sentences from the text -- this simply wastes time -- and paraphrase using your own words where possible.[6]

Method 3 of 3: Reviewing Your Notes

  1. 1
    Review your notes later in the day. Reviewing your notes after class, or later the same day will help you to retain the information much more effectively. You don't need to study them intensely -- just spend 15 to 20 minutes going back over them each night.
    • Fill in any blanks. Use your review time to fill in any additional information that you remember from the class or lecture.
    • Write a summary. Another effective tool for committing your notes to memory is to summarize the information contained in your notes at the bottom of the page.
  2. 2
    Test yourself. Test yourself on your understanding of the material by covering up your notes and trying to explain the topic to yourself -- out loud or in your head.
    • See how many of the important details you can remember, then read the notes again to recap on any information you might have missed.
    • Explain the material to a friend. Teaching or explaining the material to a friend is a good way to test whether you've fully understood the topic, and whether your notes deal with the topic comprehensively.
  3. 3
    Memorize your notes. You'll really see the benefit of having good notes when it comes to exam time and you have to memorize all of the material. If you have been consistently reviewing your notes for 20 to 30 minutes each night, you'll find the memorization process much easier. Here are some popular memorization techniques you can try:
    • Line-by-line method: If you have to memorize a chunk of text, one good technique is is to read the first line a couple of times, then try to repeat it out loud without looking at the page. Read the second line a couple of times, then try to repeat the first and second line out loud, without looking at the page. Keep going in this fashion until you can repeat the entire chunk of text without looking at the page.
    • Story method: This method involves turning the information you have to memorize into a simple story that's easy to remember. For example, if you wanted to remember the first three elements in Group one of the periodic table (hydrogen, lithium and beryllium) you could use the following story "(H)arriet and (L)inda went to (Be)d". The story doesn't need to make sense -- in fact, the sillier it is, the better.
    • Mnemonic devices: Using mnemonic devices is a good way to remember lists of words in a particular order. To make a mnemonic, simply take the first letter of each word you wish to remember and come up with a short sentence where each word starts with those letters. For example, to remember the lines on a musical staff EGBDF you could use the mnemonic "Every Good Boy Does Fine".[7]
    • For more detailed instructions on popular and effective memorization techniques, see this article.

Tips

  • If your school allows it, you can use different brightly-colored highlighters. That way, when you see the colors, you will want to take a look at it.
  • Pay attention to what the instructor is saying and don't get distracted by something or someone else.
  • Write the most important stuff you need to know.
  • Make sure to have a separate notebook or page for your subjects, and remember to label.
  • Don't write every single word you hear.
  • Use software, such as Evernote, to arrange notes.
  • Stick to short phrases and bullet points: remember these are just notes, not an essay.
  • When you take notes make sure you underline keywords that might appear on your test.
  • If the speaker repeats something more than twice, then it's probably important and worth paying attention to.
  • Write it down with different wording, it helps get the actual idea into your mind

Warnings

  • Don't be distracted by people who are not the speaker.
  • Have a separate sheet or bring sticky notes for asides, and (optionally) number what you wrote down on both sheets, marking what corresponds to what.

Things You'll Need


  • At least two pens or pencils
  • An eraser, for pencils that do not have erasers attached.
  • Glasses or other aids
  • Plenty of paper
  • Highlighters (at least two colors)
  • At least one pack of different colored sticky notes.
  • A binder or folder to organize your notes.

HOW TO USE A DICTIONARY.

HOW   TO    USE    A     DICTIONARY.

INTRODUCTION:

Of the approximately 1 million words in the English language, the average English speaker knows 60,000 of those words,[1] A dictionary can be a very handy tool. Besides helping with spelling and word meanings, being able to use a dictionary effectively and regularly is a perfect way to improve your English language skills through the dictionary's range of other helpful information on everyday language usage and grammar. This article will explain how to make the most of using your dictionary.

Using a Dictionary

  1. Use a Dictionary Step 1.jpg
    1
    Purchase a quality dictionary. If you don't already own a good dictionary, consider purchasing one during sale time. It's also a good idea to upgrade your dictionary every now and then so that you have access to the latest new words that are added to the dictionary every year.
    • Consider purchasing specialist dictionaries if they'd be useful in your study or career. Some examples of specialist dictionaries include language dictionaries, technical dictionaries, rhymes, crossword, subject dictionaries (for example, for math, chemistry, biology, horticulture, etc.), illustrated dictionaries (excellent for learning another language or for technical knowledge), slang and idioms, etc.
    • Note that many countries have their own native dictionaries that might be more helpful than sourcing a dictionary from just anywhere, such as the Macquarie dictionary in Australia, Oxford dictionary in England, Webster's dictionary in the United States, etc.
    • Some schools, universities and workplaces prefer the use of one particular dictionary. This is for reasons of maintaining a consistent style and understanding among everyone using them; make sure you use the right one for your assignments, editing, and reports.
  2. Use a Dictionary Step 2.jpg
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    Familiarize yourself with your dictionary. Dictionaries vary in approach. The best way to learn how to use your particular dictionary effectively is to read its introductory section where you'll find out how the entries are arranged. The introductory section of your dictionary will explain important information such as the abbreviations and pronunciation symbols used throughout the entries. There may also be information on pronunciation of words with similar spellings; this can be helpful if you have only heard a word and you're not sure of its spelling. For example, if you hear "not", it might also be "knot" but the "k" is silent, and this list can help you with suggestions.
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    Know how to look up a word. When you come across a word you don't recognize or know the meaning of, keep a note of it. When you get around to looking it up, here is the sequence to follow:
    • Proceed to the letter of the alphabet that your word begins with. For example, "dog" begins with "d". Don't forget the possible spellings for trickier words, such as "gnome" begins with a "g", or "psychology" begins with a "p", or "knock" begins with a "k", etc.
    • Check for the guide words. These are located in the upper corner of each page and give you an indication of how close you are to locating your word, speeding up the process of going through the pages.
    • Once close, use the second letter of your word to run down the page and locate your word. For example, if you were looking for the word "futile", "u" is the second letter. Perhaps you will see "furrow/futtock" in the upper left corner of the left page and "futtock plate/gaberlunzie" in the upper right corner of the right page. Now you know that "futile" is going to be located on one of these two pages.
    • Scan down the list of entry words moving past "Furry" and "Fuse" and "Fuss". Since the example word begins with "Fut", go past all the "Fur" and all the "Fus" words alphabetically until you reach the "FUT" area of the page. In this example, move right down through "Fut" and "Futhark" and this is at last, where you will find "futile".
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    Know how to make the most of your find. Once you've located the word, there are several useful elements that you can discover about the word from the dictionary entry. Read the information given about this entry, and depending on your dictionary, you might find many things:
    • A definition of the word.
    • One or more pronunciations. Look for a pronunciation key near the beginning of the dictionary to help you interpret the written pronunciation. Learn how to use the stress marks, as these will aid your pronunciation. The stress mark ' is place just prior to the syllable where the stress is placed.[2]
    • Capitalization, where relevant.
    • Prepositions, such as "in", "on", etc. and their use with the word in question.
    • Irregular endings for verbs.
    • Synonyms and antonyms. You can use these in your writing, or as further clues towards the word's meaning.
    • An etymology, derivation, or history of the word. Even if you don't know Latin or Ancient Greek, you may find that this information helps you to remember or understand the word.
    • Examples or citations of how the word is used. Use these to add context to the meaning of the word.
    • Derived terms and inflections (I am, you are, etc).
    • Phrases or idioms associated with the word, and slang usage. In addition, the dictionary may explain whether a word is formal or informal.
    • Plurals of nouns.
    • Near neighbor words that might be related, such as "futility".
    • Spellings in other English (US English, British English, Australian English, etc.)
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    Think about how the information you've found relates to the word as you encountered it. If there are multiple definitions, decide which one matches your source or context for the word and notice how the different definitions are related to one another. In an English dictionary, the most common meaning is usually placed first where there are multiple meanings.
    • Try using your new word in a sentence. If it's difficult to spell, write it a few times to help yourself remember it.
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    Use your dictionary for other purposes than looking up a word. Many dictionaries come with an array of other useful information. Some of the information that you might find in your dictionary includes:
    • Standard letters for jobs, RSVPs, filing complaints, official writing, etc.
    • Maps and geographical information.
    • Statistics on population.
    • Weights, volume and measurements.
    • Lists of countries, cities, capitals, etc.
    • Flags of countries, states, provinces, regions, etc.
    • Lists of famous or historical people.
    • Lists of facts.
  7. Use a Dictionary Step 7.jpg
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    Learn how to use an online dictionary. Online dictionaries are easy. Choose a suitable free online dictionary, or a subscription one if your place of work or study subscribes, and simply type in the word you're looking for. The search engine will return the word to you and the definition section should contain most of the elements discussed above. Note that free services may not be as comprehensive as a subscription or book dictionary, so keep this in mind when you're not sure that you've found the right answer.
    • Make use of the audio content provided with online dictionaries. This can help considerably when you're unsure how to pronounce the word.
    • To use Google to find online definitions, type: "define: futile". The search engine will only look for definitions.
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    Have fun using a dictionary. The last step is the most fun – simply browse a dictionary to enlighten yourself about new words now and then. Just open the dictionary up to any page and scan the page for words that are unfamiliar or seem interesting. Pinpoint them, read the definition and try to add the new word to your thinking or talking during the next few days until it becomes a remembered part of your natural vocabulary.
    • Play the dictionary game with friends. This consists of getting some friends together and a dictionary. The first player looks up a challenging word and uses it in a sentence. The other players have to guess if the use of the word is accurate or an outright fabrication. If a player guesses correctly, it's their turn next.
    • Another dictionary game: Each player chooses a word which should be familiar to the other players, then reads out the dictionary definition. The other players compete to guess the word as quickly as possible - perhaps even shouting out while the definition is still being read.


A dictionary is one of the most valuable tools available for improving your English language skills. Here are some ways to maximize a dictionary's usefulness.

Tips

  • If you can't seem to locate your word, make sure you're spelling the word correctly. For example, you won't find "isotope" if you're looking in the A section, which you might be tempted to do if, for example, your chemistry teacher speaks with a bit of a southern accent!
  • Language is defined to a large degree by usage. You can help keep our language alive by using more of it. Try to occasionally use words that are "getting dusty" either in written or verbal communication. English is the closest thing to a universal language on Earth, and it deserves a chance to thrive. Using words like "dude" a little bit less can help to keep our language healthy.
  • Don't be afraid to study the etymology of a word. Since much of our language is derived from Greek or Latin, you'll often find yourself learning root words from them, but after you have, you'll find that it can be easier to understand words that are new to you simply by looking at the structure of the word.
  • Even though it's easy to check words using an online dictionary, the free ones don't always provide enough information, so it pays to always have a hard copy dictionary on your bookshelf to call upon whenever needed.
  • A dictionary is a good survival tool. Always take a big dictionary with you wherever you go. If you are stranded on an island, the pages can be glued together to form a basic shelter, and help you start a fire. If your book is made of metal, it can be used as a mirror to signal your position to planes.
  • If you're having trouble spelling a word, try the spell-checker in a word processor and see what it suggests.
  • Old dictionaries make excellent door stops or hollow books.

Warnings

  • Dictionaries vary in content, and some are very specific. Look at the title to find out what you have. If you have a dictionary of rhymes, slang, idioms, synonyms, a foreign language, or a specific interest, such as woodworking terms, seek a more general dictionary.
  • Printed dictionaries may go out of date as the language changes, so check the copyright date of yours. Another way to gauge the currency of a dictionary is to look for relatively new words, such as "chick flick"[3] or "metrosexual"[4].

Things You'll Need

  • Dictionary
  • Internet access

HOW TO TAKE NOTES.

HOW    TO    TAKE   NOTES.                                INTRODUCTION:

Good note-taking can play a huge role in your academic success but not everyone has the note-taking skill necessary to make use of this beneficial practice. With these tips and methods, you can improve your note-taking and your grades, while learning more with less effort.         

Method 1 of 4: Purpose and Content

  1. Take Notes Step 1 Version 2.jpg
    1
    Consider your subject. What type of notes you take and how you take them will partially depend on what the subject matter is. The format of the subject matter will also play a significant role in how you take your notes. Depending on the subject and format, you will also need to focus your attention to different types of information.
    • You may be taking notes from a lecture, during an assignment, or from a text. These formats each require you to work in certain ways. A lecture, for example, is fast paced and will require you to take notes quickly and efficiently.
    • Notes on the sciences will be very different than notes on the humanities. You might be taking notes on history, which will take on more of a narrative outline than notes on chemistry, which will focus on formulas and concepts.
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    Consider your purpose. Why you are taking your notes, your eventual goal, will also affect how you take your notes. It will play a part in determining what information you need to learn and what the most efficient way for you to learn it will be.
    • Test. If the material you are working with will eventually end up on a test, you will want to capture as much information as efficiently as possible. Focus on key terms, important events or facts, and broad concepts. Know the format of your test so that you can guess at the types of information that you need to know while studying.
    • Paper. If you’re taking notes that will be used to write a paper, you will want to focus on the types of information that you need. Take your notes to fill an outline of your paper or, if you don’t have an outline, look for themes and significant information.
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    Benefits. Taking notes has clear benefits. It will give you a guide for remembering information later but it will also help you to process the information. In having to think about what is important and how it should be organized, you will learn it much more efficiently. Studies have shown that students who work from broad notes do better on tests than those who rely on taking down everything verbatim.[1]

Method 2 of 4: Lecture

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    Basics. Taking notes is more than just writing down what the lecturer says, word-for-word. You will need to position yourself to facilitate your note taking. Sit where you know you can hear and see and be sure to have enough table space to write things down. Sitting away from your friends might help, if you are prone to distraction, or you can sit with your friends if you benefit from collaborating on notes.
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    Outline. As the lecturer talks, outline what they are saying. Mark in your notes when they start a new topic, then note each sub category as it is addressed. Fill in information and details as you have time. Sample outlines can easily be found on the internet, so that you can get a sense of the format.
    • Each lecture should have it’s own page or series of pages. This will help keep you organized. Make sure to date and title the pages so that you can find them more easily later on.
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    Terms and concepts. Write down any terms or concepts which are new or unfamiliar to you. These should be written down separately from the rest of your notes, either on the adjoining page or in a separate notebook.
    • For notes on the sciences, it may be easier to accompany notes on concepts will small illustrations. Copy images used in the lecture or draw what you imagine from your understanding of the information.
    • Terms are probably best written down dictionary-style, with the word followed by the definition. Ensuring they are not spread randomly through your notes will make it easier to study them later on.
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    Use shorthand. A key to taking useful lecture notes is to use or develop a system of shorthand. This is where you write down a few letters or symbols which signify much longer words. Reducing the number of characters you write will help you write faster so that you can keep up with the lecturer and have more time to just listen and absorb.
    • For example, writing & instead of and or w/ instead of with. You can also use abbreviations, either ones you make up for familiar terms or official abbreviations.                          

Method 3 of 4: Assignments

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    Science labs. For taking notes on science labs, you may want to begin by outlining the experiment. Be sure each lab has it’s own page. The most important thing is to take notes in real time, so you do not miss any information or remember it incorrectly later. If possible, draw illustrations and graphs to visually represent information that does not come across well with words.
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    Math. The main key to math notes is to outline the steps. Write down, in detail, what you should do at each step and why you should do it. Make note of when things didn’t work and illustrate with equations whenever possible. When you have found the final solution and correct methods, outline these for future reference.
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    Art. For art assignments, you may wish to take visual notes of your creation process. This will help you think through your work, rather than wasting time or supplies on ideas that will go nowhere. It will also help you see gaps in your ideas and presentation, as well as lead you to think critically about what you like and why it appeals to you.
    • Do sketches of possible layouts and compositions. Mark the best aspects of each and eliminate what doesn't work. Take note of compositions of other works you enjoy or that fit with what you are working on. Make note of what it is about those compositions that make the original work so effective.
    • Make lists of themes or topics you wish to depict. If your piece is going have a larger message to it, take notes about what exactly you want it to say and how you intend to get your message across. If the art is commercial in nature, test out copy and branding in your notes before incorporating it into final design.                 

Method 4 of 4: Text

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    Define terms. As with other subjects, you should keep a running (but separated) list of terms with which you are unfamiliar. Define them and, if desired, list pages on which they appear or are particularly relevant. This will help you go back to the text later for clarification if you become confused.
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    List concepts. On another page, you may wish to give brief outlines of important concepts. This will help you by keeping track of ideas which play a significant role in the text you are reading. It can also help you to simplify complex ideas.
    • Give a detailed explanation for all concepts. List how they arose, important people attached to them, and events in which they played a significant role. If the ideas changed over time, list this and briefly outline how.
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    Fill in outline. Begin with a general idea of what you’re trying to learn. Use a copy of your lecture outline or an outline of the paper you intend to write. When you see information in the text that is relevant to a topic in your outline, write it down and take note of the page number.
    • Taking note of the page numbers from which you pull information is very important, especially when writing papers. This will keep you from having to dig back through the text later in order to properly cite your information.
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    Color coding. Color coding your text is probably the easiest way to take notes, though it requires almost no writing. This method will help you to clearly visualize and organize the information. It can easily be adapted into an outline as well, for use in writing papers.
    • If reading on the computer, you can use highlighting tools to color block sections of information. Assign one color to each of the topics in your outline and then, when you find relevant information in the text, mark it with that color.
    • If you’re reading from a physical book, you can certainly mark text with a highlighter. It may be easier, however, to use color-coded tabs. These colorful stickers can help you to navigate the pages and find exactly what you’re looking for.

Tips

  • Don't write sloppily or illegibly. This will make your notes hard to read and possibly useless later on.
  • When studying a list of terms, you will memorize them more easily if you take them in small batches. Study only four or five terms from your notes at a time until you have absolutely mastered them. Only then should you move on to the next set.
  • Remember, don't write everything down. Think about what's important and what you'll need to know later.
  • Highlight the word if you need to so you don't get off track on your test or essay.
  • Use the new vocabulary you are learning, both in your speech and elsewhere in your notes. This will help solidify it in your mind.
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Things You'll Need

  • notebook or Index cards
  • pencil or pen
  • white out
  • colored tabs or post-it notes

Wednesday, May 28, 2014

LITERATURE IN ENGLISH.

LITERATURE   IN   ENGLISH.

INTRODUCTION:
This article is about the art of written work. For the card game, see Literature (card game).
The Classic of Rites (Chinese: ; pinyin: Lǐjì), an ancient Chinese text. Certain definitions of literature have taken it to include all written work.
Literature, in its broadest sense, is any written work; etymologically the term derives from Latin literatura/litteratura "writing formed with letters", although some definitions include spoken or sung texts. More restrictively, it is writing that possesses literary merit, and language that foregrounds literariness, as opposed to ordinary language. Literature can be classified according to whether it is fiction or non-fiction, and whether it is poetry or prose; it can be further distinguished according to major forms such as the novel, short story or drama; and works are often categorised according to historical periods, or according to their adherence to certain aesthetic features or expectations (genre).
Taken to mean only written works, literature was first produced by some of the world's earliest civilizations—those of Ancient Egypt and Sumeria—as early as the 4th millennium BC; taken to include spoken or sung texts, it originated even earlier, and some of the first written works may have been based on an already-existing oral tradition. As urban cultures and societies developed, there was a proliferation in the forms of literature. Developments in print technology allowed for literature to be distributed and experienced on an unprecedented scale, which has culminated in the twenty-first century in electronic literature.

Definition

There have been various attempts to define "literature".[1] Simon and Delyse Ryan begin their attempt to answer the question "What is Literature?" with the observation:
The quest to discover a definition for "literature" is a road that is much travelled, though the point of arrival, if ever reached, is seldom satisfactory. Most attempted definitions are broad and vague, and they inevitably change over time. In fact, the only thing that is certain about defining literature is that the definition will change. Concepts of what is literature change over time as well.[2]
Definitions of literature have varied over time; it is a "culturally relative definition".[3] In Western Europe prior to the eighteenth century, literature as a term indicated all books and writing.[3] A more restricted sense of the term emerged during the Romantic period, in which it began to demarcate "imaginative" literature.[4][5] Contemporary debates over what constitutes literature can be seen as returning to the older, more inclusive notion of what constitutes literature. Cultural studies, for instance, takes as its subject of analysis both popular and minority genres, in addition to canonical works.[3]
The value judgement definition of literature considers it to exclusively include writing that possesses a literary quality or distinction, forming part of the so-called belles-lettres ('fine writing') tradition.[6] This is the definition used in the Encyclopædia Britannica Eleventh Edition (1910–11) when it classifies literature as "the best expression of the best thought reduced to writing."[7] However, this has the result that there is no objective definition of what constitutes "literature"; anything can be literature, and anything which is universally regarded as literature has the potential to be excluded, since value-judgements can change over time.[6]
The formalist definition is that the language of "literature" foregrounds poetic effects; it is the "literariness" or "poeticity" of literature that distinguishes it from ordinary speech or other kinds of writing (e.g. journalism).[8][9] Jim Meyer considers this a useful characteristic in explaining the use of the term to mean published material in a particular field (e.g. "Scientific literature"), as such writing must use language according to particular standards.[1] The problem with the formalist definition is that in order to say that literature deviates from ordinary uses of language, those uses must first be identified; this is difficult because "ordinary language" is an unstable category, differing according to social categories and across history.[10]
Etymologically, the term derives from Latin literatura/litteratura "learning, a writing, grammar," originally "writing formed with letters," from litera/littera "letter".[11] In spite of this, the term has also been applied to spoken or sung texts.[1][12]

Major forms

Poetry

Main article: Poetry
A calligram by Guillaume Apollinaire. These are a type of poem in which the written words are arranged in such a way to produce a visual image.
Poetry is a form of literary art which uses aesthetic and rhythmic qualities of language to evoke meanings in addition to, or in place of, prosaic ostensible meaning.[13] Poetry has traditionally been distinguished from prose by its being set in verse;[a] prose is cast in sentences, poetry in lines; the syntax of prose is dictated by meaning, whereas that of poetry is held across metre or the visual aspects of the poem.[18] Prior to the nineteenth century, poetry was commonly understood to be something set in metrical lines; accordingly, in 1658 a definition of poetry is "any kind of subject consisting of Rythm or Verses".[13] Possibly as a result of Aristotle's influence (his Poetics), "poetry" before the nineteenth century was usually less a technical designation for verse than a normative category of fictive or rhetorical art.[19] As a form it may pre-date literacy, with the earliest works being composed within and sustained by an oral tradition;[20][21] hence it constitutes the earliest example of literature.

Prose

Main article: Prose
Prose is a form of language that possesses ordinary syntax and natural speech rather than rhythmic structure; in which regard, along with its measurement in sentences rather than lines, it differs from poetry.[18][22] On the historical development of prose, Richard Graff notes that "[In the case of Ancient Greece] recent scholarship has emphasized the fact that formal prose was a comparatively late development, an "invention" properly associated with the classical period".[23]
  • Novel: a long fictional prose narrative. It was the form's close relation to real life that differentiated it from the chivalric romance;[24][25] in most European languages the equivalent term is roman, indicating the proximity of the forms.[25] In English, the term emerged from the Romance languages in the late fifteenth century, with the meaning of "news"; it came to indicate something new, without a distinction between fact or fiction.[26] Although there are many historical prototypes, so-called "novels before the novel",[27] the modern novel form emerges late in cultural history—roughly during the eighteenth century.[28] Initially subject to much criticism, the novel has acquired a dominant position amongst literary forms, both popularly and critically.[25][29][30]
  • Novella: in purely quantitative terms, the novella exists between the novel and short story; the publisher Melville House classifies it as "Too short to be a novel, too long to be a short story".[31] There is no precise definition in terms of word or page count.[32] Literary prizes and publishing houses often have their own arbitrary limits,[33] which vary according to their particular intentions. Summarising the variable definitions of the novella, William Giraldi concludes "[it is a form] whose identity seems destined to be disputed into perpetuity".[34] It has been suggested that the size restriction of the form produces various stylistic results, both some that are shared with the novel or short story,[35][36] and others unique to the form.[37]
  • Short story: a dilemma in defining the "short story" as a literary form is how to, or whether one should, distinguish it from any short narrative; hence it also has a contested origin,[38] variably suggested as the earliest short narratives (e.g. the Bible), early short story writers (e.g. Edgar Allan Poe), or the clearly modern short story writers (e.g. Anton Chekhov).[39] Apart from its distinct size, various theorists have suggested that the short story has a characteristic subject matter or structure;[40][41] these discussions often position the form in some relation to the novel.[42]

History

The history of literature follows closely the development of civilization. When defined exclusively as written work, Ancient Egyptian literature,[43] along with Sumerian literature are considered the world's oldest literatures.[44] The primary genres of the literature of Ancient Egyptdidactic texts, hymns and prayers, and tales—were almost entirely written in verse;[45] while use of poetic devices is clearly recognisable, the prosody of the verse is unknown.[46]
Different historical periods are reflected in literature. National and tribal sagas, accounts of the origin of the world and of customs, and myths which sometimes carry moral or spiritual messages predominate in the pre-urban eras. The epics of Homer, dating from the early to middle Iron age, and the great Indian epics of a slightly later period, have more evidence of deliberate literary authorship, surviving like the older myths through oral tradition for long periods before being written down.
As a more urban culture developed, academies provided a means of transmission for speculative and philosophical literature in early civilizations, resulting in the prevalence of literature in Ancient China, Ancient India, Persia and Ancient Greece and Rome. Many works of earlier periods, even in narrative form, had a covert moral or didactic purpose, such as the Sanskrit Panchatantra or the Metamorphoses of Ovid. Drama and satire also developed as urban culture provided a larger public audience, and later readership, for literary production. Lyric poetry (as opposed to epic poetry) was often the speciality of courts and aristocratic circles, particularly in East Asia where songs were collected by the Chinese aristocracy as poems, the most notable being the Shijing or Book of Songs. Over a long period, the poetry of popular pre-literate balladry and song interpenetrated and eventually influenced poetry in the literary medium.
In ancient China, early literature was primarily focused on philosophy, historiography, military science, agriculture, and poetry. China, the origin of modern paper making and woodblock printing, produced one of the world's first print cultures.[47] Much of Chinese literature originates with the Hundred Schools of Thought period that occurred during the Eastern Zhou Dynasty (769-269 BCE). The most important of these include the Classics of Confucianism, of Daoism, of Mohism, of Legalism, as well as works of military science (e.g. Sun Tzu's The Art of War) and Chinese history (e.g. Sima Qian's Records of the Grand Historian). Ancient Chinese literature had a heavy emphasis on historiography, with often very detailed court records. An exemplary piece of narrative history of ancient China was the Zuo Zhuan, which was compiled no later than 389 BCE, and attributed to the blind 5th century BCE historian Zuo Qiuming.
In ancient India, literature originated from stories that were originally orally transmitted. Early genres included drama, fables, sutras and epic poetry. Sanskrit literature begins with the Vedas, dating back to 1500–1000 BCE, and continues with the Sanskrit Epics of Iron Age India. The Vedas are among the oldest sacred texts. The Samhitas (vedic collections) date to roughly 1500–1000 BCE, and the "circum-Vedic" texts, as well as the redaction of the Samhitas, date to c. 1000-500 BCE, resulting in a Vedic period, spanning the mid 2nd to mid 1st millennium BCE, or the Late Bronze Age and the Iron Age.[48] The period between approximately the 6th to 1st centuries BC saw the composition and redaction of the two most influential Indian epics, the Mahabharata and the Ramayana, with subsequent redaction progressing down to the 4th century AD.
In ancient Greece, the epics of Homer, who wrote the Iliad and the Odyssey, and Hesiod, who wrote Works and Days and Theogony, are some of the earliest, and most influential, of Ancient Greek literature. Classical Greek genres included philosophy, poetry, historiography, comedies and dramas. Plato and Aristotle authored philosophical texts that are the foundation of Western philosophy, Sappho and Pindar were influential lyrical poets, and Herodotus and Thucydides were early Greek historians. Although drama was popular in Ancient Greece, of the hundreds of tragedies written and performed during the classical age, only a limited number of plays by three authors still exist: Aeschylus, Sophocles, and Euripides. The plays of Aristophanes provide the only real examples of a genre of comic drama known as Old Comedy, the earliest form of Greek Comedy, and are in fact used to define the genre.[49]
Johann Wolfgang von Goethe, German writer and author of the Faust books
Roman histories and biographies anticipated the extensive mediaeval literature of lives of saints and miraculous chronicles, but the most characteristic form of the Middle Ages was the romance, an adventurous and sometimes magical narrative with strong popular appeal. Controversial, religious, political and instructional literature proliferated during the Renaissance as a result of the invention of printing, while the mediaeval romance developed into a more character-based and psychological form of narrative, the novel, of which early and important examples are the Chinese Monkey and the German Faust books.
In the Age of Reason philosophical tracts and speculations on history and human nature integrated literature with social and political developments. The inevitable reaction was the explosion of Romanticism in the later 18th century which reclaimed the imaginative and fantastical bias of old romances and folk-literature and asserted the primacy of individual experience and emotion. But as the 19th-century went on, European fiction evolved towards realism and naturalism, the meticulous documentation of real life and social trends. Much of the output of naturalism was implicitly polemical, and influenced social and political change, but 20th century fiction and drama moved back towards the subjective, emphasising unconscious motivations and social and environmental pressures on the individual. Writers such as Proust, Eliot, Joyce, Kafka and Pirandello exemplify the trend of documenting internal rather than external realities.
Genre fiction also showed it could question reality in its 20th century forms, in spite of its fixed formulas, through the enquiries of the skeptical detective and the alternative realities of science fiction. The separation of "mainstream" and "genre" forms (including journalism) continued to blur during the period up to our own times. William Burroughs, in his early works, and Hunter S. Thompson expanded documentary reporting into strong subjective statements after the second World War, and post-modern critics have disparaged the idea of objective realism in general.

Awards

There are numerous awards recognising achievement and contribution in literature. Given the diversity of the field, awards are typically limited in scope, usually on: form, genre, language, nationality and output (e.g. for first-time writers or debut novels).[50]
The Nobel Prize in Literature was one of the five Nobel Prizes established by the will of Alfred Nobel in 1895,[51] and is awarded to an author on the basis of their body of work, rather than to, or for, a particular work itself.[b] Other literary prizes for which all nationalities are eligible include: the Neustadt International Prize for Literature, the Man Booker International Prize and the Franz Kafka Prize.

Essays

An essay consists of a discussion of a topic from an author's personal point of view, exemplified by works by Michel de Montaigne or by Charles Lamb.
Genres related to the essay may include the memoir and the epistle.

Other prose literature

Philosophical, historical, journalistic, and scientific writings are traditionally ranked as literature. They offer some of the oldest prose writings in existence; novels and prose stories earned the names "fiction" to distinguish them from factual writing or nonfiction, which writers historically have crafted in prose.

Natural science

As advances and specialization have made new scientific research inaccessible to most audiences, the "literary" nature of science writing has become less pronounced over the last two centuries. Now, science appears mostly in journals. Scientific works of Aristotle, Copernicus, and Newton still exhibit great value, but since the science in them has largely become outdated, they no longer serve for scientific instruction. Yet, they remain too technical to sit well in most programmes of literary study. Outside of "history of science" programmes, students rarely read such works.

Philosophy

Philosophy has become an increasingly academic discipline. More of its practitioners lament this situation than occurs with the sciences; nonetheless most new philosophical work appears in academic journals. Major philosophers through history—Plato, Aristotle, Socrates, Augustine, Descartes, Kierkegaard, Nietzsche—have become as canonical as any writers. Some recent philosophy works are argued to merit the title "literature", such as some of the works by Simon Blackburn; but much of it does not, and some areas, such as logic, have become extremely technical to a degree similar to that of mathematics.

History

A significant portion of historical writing ranks as literature, particularly the genre known as creative nonfiction. So can a great deal of journalism, such as literary journalism. However these areas have become extremely large, and often have a primarily utilitarian purpose: to record data or convey immediate information. As a result the writing in these fields often lacks a literary quality, although it often and in its better moments has that quality. Major "literary" historians include Herodotus, Thucydides and Procopius, all of whom count as canonical literary figures.

Law

Law offers more ambiguity. Some writings of Plato and Aristotle, the law tables of Hammurabi of Babylon, or even the early parts of the Bible could be seen as legal literature. Roman civil law as codified in the Corpus Juris Civilis during the reign of Justinian I of the Byzantine Empire has a reputation as significant literature. The founding documents of many countries, including Constitutions and Law Codes, can count as literature; however, most legal writings rarely exhibit much literary merit, as they tend to be rather garrulous.

Drama

A play or drama is another classical literary form that has continued to evolve over the years. It generally comprises chiefly dialogue between characters, and usually aims at dramatic / theatrical performance (see theatre) rather than at reading. During the 18th and 19th centuries, opera developed as a combination of poetry, drama, and music. Nearly all drama took verse form until comparatively recently. Shakespeare could be considered drama. Romeo and Juliet, for example, is a classic romantic drama generally accepted as literature.
Greek drama exemplifies the earliest form of drama of which we have substantial knowledge. Tragedy, as a dramatic genre, developed as a performance associated with religious and civic festivals, typically enacting or developing upon well-known historical or mythological themes. Tragedies generally presented very serious themes. With the advent of newer technologies, scripts written for non-stage media have been added to this form. War of the Worlds (radio) in 1938 saw the advent of literature written for radio broadcast, and many works of Drama have been adapted for film or television. Conversely, television, film, and radio literature have been adapted to printed or electronic media.

Other narrative forms

  • Electronic literature is a literary genre consisting of works that originate in digital environments.
  • Films, videos and broadcast soap operas have carved out a niche which often parallels the functionality of prose fiction.
  • Graphic novels and comic books present stories told in a combination of sequential artwork, dialogue and text.

Genres of literature

Literary genre is a mode of categorising literature. The term originates from French, designating a proposed type or class.[52] However, such classes are subject to change, and have been used in different ways in different periods and traditions.

Literary techniques

Main article: Literary technique
A literary technique or literary device can be used by authors in order to enhance the written framework of a piece of literature, and produce specific effects. Literary techniques encompass a wide range of approaches to crafting a work: whether a work is narrated in first-person or from another perspective, whether to use a traditional linear narrative or a nonlinear narrative, or the choice of literary genre, are all examples of literary technique. They may indicate to a reader that there is a familiar structure and presentation to a work, such as a conventional murder-mystery novel; or, the author may choose to experiment with their technique to surprise the reader.
In this way, use of a technique can lead to the development of a new genre, as was the case with one of the first modern novels, Pamela by Samuel Richardson. Pamela is written as a collection of letter-writing correspondence, called "epistolary technique"; by using this technique, Pamela strengthened the tradition of the epistolary novel, a genre which had been practiced for some time already but without the same acclaim.
Literary technique is distinguished from literary device, as military strategy is distinguished from military tactics. Devices are specific constructions within the narrative that make it effective. Examples include metaphor, simile, ellipsis, narrative motifs, and allegory. Even simple word play functions as a literary device. The narrative mode may be considered a literary device, such as the use of stream-of-consciousness narrative.
Literary criticism implies a critique and evaluation of a piece of literature and, in some cases, it is used to improve a work in progress or a classical piece, as with an ongoing theatre production. Literary editors can serve a similar purpose for the authors with whom they work. There are many types of literary criticism and each can be used to critique a piece in a different way or critique a different aspect of a piece.