Deck 2: Taking Notes in Class

Question 1

In each waking hour, the average adult is likely to spend the most time

A) listening.
B) writing.
C) reading.
D) speaking.

Answer 1

listening.

Question 2

One difference between listening and hearing is that hearing

A) is an intellectual, purposeful activity.
B) involves the processing and interpretation of incoming information.
C) is a passive, biological process.
D) is intentional and deliberate.

Answer 2

is a passive, biological process.

Question 3

One way to improve your listening skills during a lecture is to

A) focus on delivery rather than content.
B) concentrate on remembering separate, unconnected facts.
C) disregard the speaker's opening comments.
D) try to understand the speaker's purpose.

Answer 3

concentrate on remembering separate, unconnected facts.

Question 4

Compared to the average rate of speech, the rate of thinking is about

A) the same.
B) half as fast.
C) twice as fast.
D) four times as fast.

Question 5

A good set of lecture notes does not have toserve as a record of the lecture's main points.

A) serve as a record of the lecture's main points.
B) include enough details so that the information can be recalled later.
C) show the organization of the lecture.
D) include everything the lecturer said.

Question 6

Speakers typically do not indicate that information is important by

A) speaking more loudly.
B) speaking more quickly.
C) listing or numbering points.
D) using PowerPoint slides.

Question 7

If you are using indentation to show a lecture's organization, the item that should be indented the most is

A) a major topic.
B) a main idea.
C) a detail.
D) an example.

Question 8

The most effective way to review your notes after a lecture is to

A) edit your notes as soon as possible.
B) wait a few days and then reread your notes aloud.
C) recopy your notes to make them more legible.
D) transcribe your notes from an audio recording.

Question 9

Julie is trying a new system to improve how she reviews and studies her lecture notes. After she has edited her notes, she fills in the left margin with words andphrases that summarize her notes and help trigger her memory. This informationindicates that Julie is using

A) enumeration.
B) pragmatic editing.
C) mnemonic devices.
D) the recall clue system.

Question 10

While editing his notes after a lecture, Lee asked himself how his notes fit in with other lectures and with the textbook assignment. Lee's questions are at the level of thinking known as

A) remembering.
B) understanding.
C) analyzing.
D) creating.

Question 11

The average adult spends most of each waking hour

A) speaking.
B) writing.
C) listening.
D) reading.

Question 12

In contrast to listening, hearing can be described as

A) intellectual.
B) intentional.
C) purposeful.
D) passive.

Question 13

Compared to the average rate of speech, the rate at which you can process ideas is

A) slightly slower.
B) much slower.
C) much faster.
D) about the same.

Question 14

You can sharpen your listening skills during a lecture by focusing on

A) facts rather than ideas.
B) significant trends and patterns.
C) the speaker's voice.
D) the speaker's personality.

Question 15

The most effective way to prepare for a lecture class is to

A) review your notes from the previous lecture.
B) work on reading assignments for your other classes
C) discuss your homework with a classmate.
D) relax and let the topic of the lecture be a surprise.

Question 16

A good set of lecture notes does not have to include

A) the lecture's main points.
B) every detail and example given by the speaker.
C) the relative importance of ideas presented.
D) the organization of the lecture.

Question 17

Speakers typically do not signal what is important in a lecture by

A) listing and numbering points.
B) writing information on a whiteboard.
C) speeding up or speaking more quietly.
D) distributing a note-taking guide for the lecture.

Question 18

The indentation system of organizing lecture notes is most similar to

A) an outline.
B) a diagram.
C) a paragraph.
D) a list.

Question 19

One way to make note taking easier during a lecture is to

A) sit near the back of the classroom.
B) leave space to fill in any missing information later.
C) plan to recopy your notes later in the week.
D) write your notes on small note cards.

Question 20

In the recall clue system, the recall clues should be

A) detailed examples that illustrate specific ideas in a lecture.
B) abbreviations and symbols that represent frequently used words or phrases.
C) page references of textbook passages that correspond to lecture material.
D) words or questions that trigger your memory and help you recall information.

Question 21

Read the following situation and then answer bellow questions
Carly is taking a sociology class in which class lectures are very important. Although she typically finds the lectures interesting, she sometimes has difficulty taking notes, partly because her mind wanders and partly because she is not sure what is important to write down. She knows that she has an applied learning style; that is, she prefers tasks that involve practical situations.

-For a good set of lecture notes, Carly should not worry about including

A) the lecture's main points.
B) enough details so that she can recall the information later.
C) her reactions to the ideas presented in the lecture.
D) the organization of the lecture.

Question 22

Read the following situation and then answer bellow questions
Carly is taking a sociology class in which class lectures are very important. Although she typically finds the lectures interesting, she sometimes has difficulty taking notes, partly because her mind wanders and partly because she is not sure what is important to write down. She knows that she has an applied learning style; that is, she prefers tasks that involve practical situations.

-In order to sharpen her listening skills, she should

A) focus on the lecturer's style of delivery.
B) concentrate on recording facts rather than ideas.
C) approach listening as an active rather than passive process.
D) use the time during the lecturer's opening comments to get organized.

Question 23

Read the following situation and then answer bellow questions
Carly is taking a sociology class in which class lectures are very important. Although she typically finds the lectures interesting, she sometimes has difficulty taking notes, partly because her mind wanders and partly because she is not sure what is important to write down. She knows that she has an applied learning style; that is, she prefers tasks that involve practical situations.

-One likely reason that Carly has time to think about other things during the lecture is that the average rate of speech is

A) much faster than the speed of thought.
B) much slower than the speed of thought.
C) slightly slower than the speed of thought.
D) much slower than the speed of writing.

Question 24

Read the following situation and then answer bellow questions
Carly is taking a sociology class in which class lectures are very important. Although she typically finds the lectures interesting, she sometimes has difficulty taking notes, partly because her mind wanders and partly because she is not sure what is important to write down. She knows that she has an applied learning style; that is, she prefers tasks that involve practical situations.

-Carly's instructor would probably not indicate important points during the lecture by

A) speaking more loudly.
B) speaking faster.
C) writing on the blackboard.
D) projecting questions on a screen.

Question 25

Read the following situation and then answer bellow questions
Carly is taking a sociology class in which class lectures are very important. Although she typically finds the lectures interesting, she sometimes has difficulty taking notes, partly because her mind wanders and partly because she is not sure what is important to write down. She knows that she has an applied learning style; that is, she prefers tasks that involve practical situations.

-The most effective way for Carly to organize her lecture notes would be by

A) following the textbook's organization of the topic.
B) grouping ideas in paragraph form.
C) alphabetizing subtopics and supporting ideas.
D) using an indentation system similar to outlining.

Question 26

Read the following situation and then answer bellow questions
Carly is taking a sociology class in which class lectures are very important. Although she typically finds the lectures interesting, she sometimes has difficulty taking notes, partly because her mind wanders and partly because she is not sure what is important to write down. She knows that she has an applied learning style; that is, she prefers tasks that involve practical situations.

-An approach that would not make Carly's note taking more efficient would be to

A) keep a separate notebook for each course.
B) record lectures and transcribe the notes later.
C) abbreviate frequently used words.
D) leave blank space in her notes.

Question 27

Read the following situation and then answer bellow questions
Carly is taking a sociology class in which class lectures are very important. Although she typically finds the lectures interesting, she sometimes has difficulty taking notes, partly because her mind wanders and partly because she is not sure what is important to write down. She knows that she has an applied learning style; that is, she prefers tasks that involve practical situations.

-The best time for Carly to edit her lecture notes is

A) during the lecture.
B) as soon as possible after the lecture.
C) the next evening.
D) right before the next lecture.

Question 28

Read the following situation and then answer bellow questions
Carly is taking a sociology class in which class lectures are very important. Although she typically finds the lectures interesting, she sometimes has difficulty taking notes, partly because her mind wanders and partly because she is not sure what is important to write down. She knows that she has an applied learning style; that is, she prefers tasks that involve practical situations.

-The most efficient way for her to review her notes is by

A) reading the notes aloud.
B) rereading the notes silently until she has them memorized.
C) using the recall clue system to trigger her memory.
D) exchanging her notes with those of a classmate.

Question 29

Read the following situation and then answer bellow questions
Carly is taking a sociology class in which class lectures are very important. Although she typically finds the lectures interesting, she sometimes has difficulty taking notes, partly because her mind wanders and partly because she is not sure what is important to write down. She knows that she has an applied learning style; that is, she prefers tasks that involve practical situations.

-As someone with an applied learning style, Carly should adapt her note-taking strategy by

A) thinking of practical examples and applications of the material.
B) looking for patterns and relationships among ideas.
C) reviewing and editing her notes with a classmate.
D) translating diagrams and drawings into words.

Question 30

Read the following situation and then answer bellow questions
Carly is taking a sociology class in which class lectures are very important. Although she typically finds the lectures interesting, she sometimes has difficulty taking notes, partly because her mind wanders and partly because she is not sure what is important to write down. She knows that she has an applied learning style; that is, she prefers tasks that involve practical situations.

-In one lecture, Carly's instructor focused on the nature of racism and described a time line of events leading to a statewide program for improving race relations. In that lecture, the instructor most likely used the pattern known as

A) comparison-contrast.
B) sequence or order.
C) classification.
D) listing.