Journal on Note Taking Essay

Lecture notes play an important role in preparing for examinations, as it may ensure the achiever of students. Many students do not have adequate note-taking skills, and this contribute a lot to the creation of incomplete and unrelated notes (Kiewra, 2002). Researchers suggest that the act of note-taking derriere need students in learnedness tasks and deepen their understanding and tycoon to apply new material (Katayama & Crooks, 2003). Note-taking offers three important premises for university students. First, the act of note-taking may have an becharm on the encoding function of the brain, which engages the learners attention and subsequently moves the information into long-term memory. Secondly, note-taking will make the students less dependent on their instructors notes, as they contain personally meaningful information that might help in the recall process. Thirdly, it may help students with learning difficulties.To begin with, note-taking is inbred to the students acade mic success (Kiewra & Benton, 1988 Titsworth, 2001). In taking notes, students relate lecture topics to their own background knowledge, which in turn may increase their recognition of the topic, and eventually synthesises with the recall of the material presented (Brazeau, 2006 Castello & Monereo, 2005 DiVesta & Gray, 1972).It has been proven that students that are successful have a predisposition to go back to their lecture notes as an essential range of their preparation for examinations. This, therefore, point to one premise, as noted by Kiewra & Benton, 1988 and Titsworth, 2001, that it is very much essential for the academic success of students.Such importance, however, snitchs a negative side, which can be founded on the students inadequacy in inculcating adequate note-taking skills. This drawback often results in the student coming into possession of incomplete and unrelated notes (Kiewra, 2002). Observations reveal how in lecture settings, they record only between 11-70% of the important information delivered (Anderson & Armbruster, 1991 Kiewra, 1985). Such a dismal insight may validate presumption that students with learning difficulties be in worse position, when they record even less information (Boyle, 2007 Kirby, Silvesni, Allingham, Parrila, & La Pave, 2008 Suritsky & Hughes, 1991 Vogel, 1982).These are the premise which makes note-taking a very important aspect of reckon life for university students, without which they may be staring at clear and present danger of failure.To remedy this, it is essential for students with disabilities to be truthful to themselves and inform the authorities during the university entry stage. To this end, at least in the United States, much(prenominal) handicap would be addressed through the granting of accommodation under the law, i.e. the Americans with Disabilities Act, 1990 as well as dent 504 of the Rehabilitation Act, 1973.Such clauses as entrenched in the laws saw from 2003 to 2004, 11.3% of undergrad uates in the U.S. in notifying of their disability or requirement for special learning (Katsiyannis, Zhang, Landmark, & Reber, 2009). For students in such categories, their lot would be made much easier through being allowed extra latitude on time during examinations, as well as do their tests distraction-free (Wilhelm, 2003). The psyche that underscores this is to help make things easier for the capability-challenged students.However, it has been noted that on paper this may be a good remedy, but since not all students would be honest or so their inadequacies in learning, the exact number of students requiring is difficult to determine.Although, at the elementary and secondary level different requirements are applied for different learning abilities, it has been found to be absent in higher education (Scott, McGuire & Shaw, 2003). Filling this necessary void at the university level may help a great deal in, which at the core is the inculcation of the all-important note-taking ski lls ((Einstein, Morris, & Smith, 1985 Gettinger & Seibert, 2002 Simmons, 2006 Suritsky & Hughes, 1991). Also, by addressing this, it may help lecturers to customise according to the needs of the different categories of learners.The review in the journal shows the two phases, which reveals the ability in note taking among university students and the difficulties faced by students with disabilities and its link to proper note-taking.