Lesson 1

Time Management
Effective time management is essential to successful university study. To meet the demands of study
you need to develop a system to work out what needs to be done and when. It helps to work out how
to use your available time as efficiently as possible.

Many deadlines for university work occur at the same time, and unless you plan ahead, youll find it
impossible to manage. Planning your time allows you to spread your work over a session, avoid a traffic
jam of work, and cope with study stress.

Developing a Long-term Plan

Plan Ahead & Prioritise
The first step to good time management is to prioritise your
tasks. In other words, deciding which task is most important Tips to Make Time
and should be completed first. For example, in a choice Management Easier
between reading for an essay due in 4 weeks or preparing Break difficult or boring work
a seminar presentation in 2 weeks, choose to prepare the into sections. This allows you
presentation. to approach a large task
as a series of manageable
To prioritise successfully you must develop a long term and parts.
a weekly time management plan. Many students find long,
Dont try to write a whole
medium and short term planning useful for organising their
assignment in one sitting.
study as effectively as possible. Planning ahead saves time,
Write it section by section.
worry and energy.
Complete small tasks straight
away rather than put them
Using a Yearly Planner off. This will encourage you
A yearly planner you can place on your wall or by your desk to begin tackling larger tasks
helps you to identify deadlines and forward commitments. needing attention.
The Learning Centre has a yearly planner available for If you have writers block,
students. try writing something
Place the planner in a position where you have anythingdown. Even if you
easy access to it. change it completely later,
at least youve started. The
Write in the dates assignments are due and exams alternative is having nothing
are scheduled. at all.
Work out how long you will need to complete each
task. Take into consideration when each task is due. Your study and the time you spend
on it is up to you. If you find yourself
Set dates for when you plan to start each task. losing direction, sit back and think
Write them on your planner. of why you are doing your degree;
Draw lines back from the due dates to start dates. remembering your goals can put
Use different colour pens for different subjects, everything into perspective.
assignments or exams.
Doing this will give you a good indication of how much time
you have to complete tasks and cue you to start.

REGZ9000 University Orientation & Study Skills 

Planning on a Weekly Basis
Using Time Slots Wisely
Students often believe they have no time to study, but many of them think of study time in terms of
3 hours or more. When studying, long time slots are necessary, but medium and short time slots can
be used just as effectively. A well-used 15 minutes is more effective than a wasted 2 hours. Different
periods of time suit different activities. For example:

Short Time Slots Medium Time Slots Long Time Slots

One hour or less is useful One to three hours is a good More than three hours can
for: time for more extensive study. be set aside for:
reviewing lecture notes Medium slots can be used working on an
completing short for: assignment
readings detailed note-reviewing completing an extensive
doing problems doing some reading amount of reading
revising for exams drafting/editing an revising for exams
jotting down basic ideas for assignment
an essay revising for exams

Bus and train journeys or During medium and long time slots, divide study time up into
lunch breaks are good times one hour sections and take breaks. Try not to study for longer
for this kind of work. than an hour at a time, as concentration begins to slip.

Filling in a Weekly Planner

For weekly planning, use a diary, a timetable or The Learning Centre Weekly Study Schedule. Fill in
all the main demands on your time:
Uni lectures and tutorials
Work, sport or leisure commitments
Mealtimes and sleep times
After filling in your schedule, look at the blank timeslots left over. Work out how much time you actually
have for study, and plan timeslots to use for uni-related work.

Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday

6-7 am GYM Sleep
7-8 am Lecture Sleep
Example 1: Timetable 8-9 am Lecture Tutorial GYM Work Sleep
9-10 am Lab Sleep
All the main demands on the students 10-11 am

time are noted; University classes, work, 11-12 pm

12-1 pm
LUNCH
Lab
sport/recreation and sleep/rest times. 1-2 pm LUNCH LUNCH LUNCH
2-3 pm Discussion
3-4 pm Tutorial Group
But where are the study times? There 4-5 pm
5-6 pm Lecture DINNER DINNER Party!!!
are lots of time slots that could be study 6-7 pm GYM Work Work Let My
7-8 pm DINNER Hair DINNER
periods including short, medium and long 8-9 pm DINNER Down!!!

time slots. 9-10 pm

10-11 pm
Sleep Dinner
Sleep
11-12 pm Sleep Sleep

Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday

6-7 am GYM SHORT SHORT SHORT SHORT Sleep
7-8 am SHORT Tutorial Lecture Sleep
8-9 am Lecture SHORT GYM Work Sleep
9-10 am Lab Sleep Example 2: Timetable with Study Periods
10-11 am
11-12 pm MEDIUM LUNCH Look at the following timetable with the
SHORT Lab
12-1 pm
1-2 pm LUNCH LUNCH LUNCH LONG
added short, medium and long time slots
2-3 pm SHORT Discussion LONG and compare the two. In this planner,
3-4 pm Tutorial MEDIUM Group MEDIUM
4-5 pm study times are filled in as well as all other
5-6 pm Lecture MEDIUM/ DINNER DINNER Party!!!
6-7 pm GYM LONG Work Work Let My commitments.
7-8 pm SHORT DINNER Hair DINNER
8-9 pm DINNER MEDIUM/ Down!!!
9-10 pm Sleep Dinner LONG
10-11 pm Sleep
11-12 pm Sleep Sleep

 REGZ9000 University Orientation & Study Skills

Be Flexible
Some weeks will be busier than others and unforeseen things will happen. Remember that a timetable
is only a plan or guide. You dont have to follow it religiously every week, but try to stick to the times
and plan as best you can. If you plan a timeslot and miss it, dont paniclook at the schedule and
rearrange your time.

Be Realistic
A great deal of time management is really about taking responsibility for your learning. The best
answer is to be aware of how much time you have and to manage it effectively. Be realistic about
your time and what you can do with it. The most efficient time management system will not help if you
are overcommited. Before you undertake study, you need to realistically assess all the demands on
your time. Consider paid employment, family duties, sport, leisure or civic commitments. If you study
full-time, spend more than about 12 hours per week at a part-time job and spend every evening at
the gym, you will not have much time left over to study. If you suspect you might have taken on too
much, then reassess your commitments, prioritise and compromise.

Be realistic about the time an assignment will take you to complete. Different tasks require different
amounts of preparation time. For example, you might only need a few hours to prepare for a tutorial,
but writing an assignment will take significantly longer. You cant produce good, well written work unless
you give yourself enough time to think, research and write. Brilliant assignments are not written the
night before, so set yourself realistic start dates.

Common Time Thieves

Problem:
Feeling so overwhelmed and anxious about
your workload that you freeze, put things off
and get nothing done.
Solution:
Set priorities and get started
List the tasks you have to do in order of
importance/ urgency, and work through them one
at a time. Actually starting a task reduces your
anxiety about it.
Problem:
Daydreaming or drifting off
Solution:
Check your energy level
Maybe you need a break or some exercise. Take
a short break every hour. Open a window and
walk around. Try visualising a red stop light as
you catch yourself drifting. Hold that image for a
few seconds-then switch to a green light and go
back to work.

Problem:
Putting off starting an assignment because it
feels so overwhelming or difficult that you get
anxious and cant face it.
Solution:
Start a task that you feel anxious aboutdont put
it off! Even if you just jot down a plan about how
you will proceed further, youve made at start!.
Break up the workload into small chunks
This is a very effective strategy. Break up your
work into small, achievable tasks. This way you
are not facing a huge, daunting pile of work, but
one small task.
Complete a chunk every study period. It might
be one task, or it might be a period of study time.
You can set a goal for yourself. For example,
When Ive been working for an hour I can stop
for a bit. Reward yourself when youve completed
the work.
Problem:
Spending valuable study time on irrelevant
tasks (like sharpening pencils)
Solution:
1. Set study goals and vary study techniques
2. Make a to do list
The problem mentioned above is a classic
delaying tactic. Make a list of what you have to do
in order of priority; for example, if an assignment
is due in 1 week, then it goes to the top of your
to-do list.
If working on your assignment is at the top of
your list and you catch yourself just popping out
to wash the carstop yourself and say: why am
I doing this now? Ill do it after Ive reached my
goal.

REGZ9000 University Orientation & Study Skills 

Problem: Discuss any difficulties with your tutor or lecturer.
Seek support from Uni support services. Dont
Feeling that you cant begin because you wont
throw in the towel until youre sure about what it
be able to produce a perfect result.
is you really want to do.
Solution:
Aim at reasonable results! Try the balance sheet method:
Rather than aiming for a masterpiece each time, on a piece of paper, write down all the
its better to produce something (and pass) than benefits to getting item X done.
to put it off so long that you produce nothing.
On the other side of the page, write down
all the reasons you cant get it done or
Problem:
have been putting it off.
The Too Hard Basket: deciding that I didnt
This activity can help you to define exactly what
want to do this course anyway !
has been stopping you working. Its likely youll
Solution: have a list of benefits (starting with relief that the
First; re-examine your motives for doing task is finished!) and a few reasons (such as I
your course; Second; use the balance sheet really dont understand this assignment) you can
method then challenge yourself to sort out.
Students do change their minds about their course
of study. They may feel they have taken the wrong
path, or that their talents lie elsewhere. However,
changing courses should be rational decision, not
a reaction made out of frustration because the
work is too hard.

What Students Do. . .

Some of the following comments from university students at the end of their first year (Field, Gilchrist
& Gray 1989) discuss issues of study and time that might sound familiar. The comments are about
into two areas: planning ahead without getting obsessed about it; and developing effective habits for
dealing with worry and stress.

Trying to plan ahead without going overboard:

Compared to school, its not that the work is harder, its just that its more detailed and therefore
more time-consuming . . .
Instead of procrastinating, start thinking about the assignment right away so that youre the first
one to get to the books. Most importantly, if you get a good start on an assignment you allow
yourself enough time to deal with any unexpected problems . . .

Developing effective habits for dealing with stress:

Having some fun or relaxation on the weekend gives me enough strength to regain my sanity to
start another week . . .
I get anxious sometimes. Last week, for example, I was sick and didnt get half as much done as
I had planned. So I have more to do this week. Im finding right now that I cant get all my reading
done. So I just have to read what is most important . . .

Further Readings
Field, D, Gilchrist, G, & Gray, N 1989, First year university: a survival guide, Ontario
Institute for Studies in Education, Ontario.

Northedge, A 1990, The good study guide, The Open University, Milton Keynes.

 REGZ9000 University Orientation & Study Skills

 Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday

6-7

7-8
Weekly Planner

8-9

9-10

10-11

11-12

12-1

1-2

2-3

3-4

4-5

5-6

6-7

7-8

8-9

9-10

REGZ9000 University Orientation & Study Skills 

 UOSS Session Planner 2008
July
Notes
s m t w t f s
1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

Week Zero

27 28 29 30 31

Week 1

August Notes
s m t w t f s
31 1 2

Week 1

3 4 5 6 7 8 9

Week 2

10 11 12 13 14 15 16

Week 3

17 18 19 20 21 22 23

Week 4

24 25 26 27 28 29 30

Week 5

September Notes
s m t w t f s
1 2 3 4 5 6

Week 6

7 8 9 10 11 12 13

Week 7

14 15 16 17 18 19 20

Week 8

21 22 23 24 25 26 27

Week 9

28 29 30

Recess

October Notes
s m t w t f s
1 2 3 4

Recess

5 6 7 8 9 10 11

Week 10

12 13 14 15 16 17 18

Week 11

19 20 21 22 23 24 25

Week 12

26 27 28 29 30 31

Study

 REGZ9000 University Orientation & Study Skills

 Reading Effectively
Lengthy reading lists for courses and essays can be frightening, particularly when the subject is
unfamiliar. What appears to be an impossible task becomes possible when you start asking questions
about what you need to find out, and then select reading that relates to your questions.

Why are You Reading?

Reading has many purposes, and there are many ways to read:
To locate specific information means skimming rapidly over text until you find what youre looking
for, e.g., in reading a newspaper people usually leave out more than they read.
To understand reasons and facts and to learn, read slowly and deliberately.
To enjoy words and descriptions, as in poetry and some prose, slow reading is needed, perhaps
several times over, to get the feel of the language or to picture a scene.
To escape into a novel, you might skip the dull parts and pick up enough detail to see what happens
and how it ends, skimming some parts and dwelling on others.

How You Read Depends on Your Purpose for Reading

For most people, tertiary study demands a great deal of reading, and new skills need to be learned in
order to cope with the workload. Although only rarely will you be expected to read all the references, if
the thought of all that reading is daunting, dont hesitate to ask a lecturer or tutor for help. The purpose
of most of your reading will be to seek information related to an assignment or course material.

At University You Will Be Expected To Read For:

Lectures: You will be expected to read material before your lectures. This will make the lecture
more relevant.
Tutorials: Tutorials are often based on a set of readings. If you have not read the material, you may
not be able to participate fully in the discussion.
Assignments: You cant write your assignment until you have completed the necessary readings.

Begin With These Questions...

What do you already know about a topic?
Talk over your ideas with someone.
Jot down what you know and make up a diagram linking your ideas.

How interested are you in the topic or text?

Its hard to maintain concentration if you are not interested. Either try to develop an interest, or
choose a more interesting topic.

When the topic or material is new . . .

Begin with a general introductory text and read slowly.
Jot down any new terms. Make sure you understand their meanings and spellings; look them up
in a recommended dictionary or reference book. Write them in your own words.

Is it Relevant to my work?
From your reading list, select a book or article that gives an overview of the topic. Ask yourself
what it is you must find out. Ask your own questions to guide your reading.

REGZ9000 University Orientation & Study Skills 

 Use the contents page first. Is the information you are looking for listed?
Go to the index at the back. Locate key words or names you need to follow up.
Skim through the first chapter. If the chapter is relevant, read the first and last paragraphs. Ask
yourself what the author is saying then read the key sentence of each paragraph (usually the first
or last sentence).
From this, you can gain an overall view of the content and the authors opinion, enabling you to
decide on the relevance of the book to your topic. You may need to skim through several books
before deciding what you want from each.

For Your Reading List:

Record details of author, title, place of publication, publisher and date now so that you dont have the
frustration of trying to find the book again when preparing your bibliography.
Record page numbers with any notes you take.

Reading Strategies
Active Reading
1. Focus on the Question
Read with a purpose in mind. You should have an idea of the information you are looking for before
you begin reading. Keep reminding yourself of the question to be answered so you dont waste time
reading irrelevant material. Try to identify questions you want answered and any evidence to support
your ideas

2. Use the Table of Contents and Index

Using the Table of Contents and Index can enable you to directly locate relevant information. It saves
time and encourages a focused approach. Use a thesaurus to identify key words in the Table of
Contents and Index.

3. Previewing
Take a few minutes to preview a chapter or article. Dont take any notes, dont underline, just scan
the chapter or article. Glance through the material with a purpose in mind. Preview written material by
reading abstracts, listed objectives, headings, subheadings, introductions and conclusions. Note any
pictures, graphs and charts, and the captions below each. Often it is easier to absorb ideas when they
are expressed through a chart or picture. Previewing gives you an overview of the article or chapter
and tells you which direction the written work takes.

4. Skimming
Skimming is the process of quickly locating specific information from a large quantity of written
material. To skim text, allow your eyes (or finger) to move quickly over a page until you find a relevant
section. Look for key words or names. Phrases such as on the other hand and finally often signify
a summary of the authors main arguments or conclusions.

When you locate information requiring attention, you then slow down to read the relevant section
more thoroughly. Skimming is no substitute for thorough reading and should only be used to locate
material quickly.

5. Take Notes
Taking notes will help you to focus and to read actively.
Be selective and dont write down everything. Dont be a human copy machine; if
you really need every word take a photocopy.
Identify major and minor arguments and the supporting evidence.
React to what you read; agree, disagree, question.

 REGZ9000 University Orientation & Study Skills

 Try not to use copious note-taking as a way of avoiding understanding complex material.
Highlighting with pencil and Post-it stickers can help you read more actively.

6. Reviewing Notes
You need to review your notes to remember them and put them into the perspective of the essay.
Reviewing tells you if you have answered the question and identifies any weak areas and poorly
understood concepts.

Critical Reading
What is Critical Reading?
The purpose of critical reading is to gain a deeper understanding of the material. It involves reading
in depth. Some questions you should ask yourself while reading are:
Has the writer backed up statements and ideas with credible evidence?
Are logical arguments used?
Does the writer present the two sides of a case evenhandedly?
Looking at how material is organised can help you to understand its contents. To help reinforce your
understanding you can take notes or underline information. Transitional words and phrases can alert
you to the words and phrases that are signposts to the structure.

The Anatomy of a Book

1. Title/ Subtitle
What is the author trying to convey in the title (and any subtitle)?

2. Cover/ Dustjacket
What information does the cover of the book give about the contents, the author, and the importance
of the book within its field?

3. Author/ Editor/ Translator

Is there any information inside the book about the authors (or editors or translators) background,
other publications, or experience relevant to the subject?
Do you know anything else about the author or any other of his/her writings?

4. Publication Details
When was the book written?
What is the publication date of your copy?
Has the book been reprinted or revised?
Is the book a translation? When was it translated?
Who is the publisher? In which countries has the book been published?

5. Table of Contents
Is the table of contents detailed enough to be helpful?
Which sections appear to be interesting, familiar or difficult to you?
How do the contents relate to your purpose and to other materials you are studying?

6. Preface/ Foreword/ Introduction

If the book includes a preface, foreword or introduction, have they been written by the author or
editor, or someone else?
What information do these sections give you about why the book was written, its place in its field,
or how to read it?
REGZ9000 University Orientation & Study Skills 
7. Text of The Book
What do the introduction and conclusion tell you about the book?
Are there guides to your reading, such as summaries of chapters or subheadings?
Does the author spell out the theme, thesis or argument of the book in the introduction, chapter
headings or elsewhere?

8. Graphic/ Layout
What does any graphic materialdiagrams, photographs, graphs, tables, mapstell you?

9. Glossary
If the book has a glossary, are many words unfamiliar to you?

10. Bibliography And References

How comprehensive are the footnotes, endnotes or bibliography?
Does the author cite recently published items?
Is the bibliography a summary of all sources consulted or only the major ones?

11. Index
What does an examination of the index add to your understanding of the book content?
Which subject areas are given prominence?
Does the index list mostly ideas and concepts, or more factual entries?
Has the index sufficient detail to enable you to easily locate areas of interest?

Asking Questions as You Read

As you read a section of a book or article, look for information to help you answer the following
questions.

1. The Authors Purpose

Why has the author written the material?
Are these purposes explicitly stated? Are there other implicit purposes?
For whom is the material intended?
What theoretical perspective has the author taken? How does this perspective relate to other
material in the field?

2. Content
What is the main theme, thesis or argument?
What main points are used to justify or support this thesis?
What explanation or evidence is used to support the main points?
Do the evidence and explanations seem well researched and accurate?
Is the information correct as far as you know?
Which aspects of the topic has the author chosen to concentrate on and which to omit?
Has a contemporary issue or a particular philosophy influenced the authors purpose? Is the author
defending a particular point of view?
What are the authors assumptions? Are these explicitly stated anywhere in the text?

10 REGZ9000 University Orientation & Study Skills

 Is there any evidence of deliberate bias, such as interpretation of material, choice of sources or
factual information?
Does any graphic material illustrate or restate the written content?
Which of your questions about the subject does (or does not )the author answer?
How do the contents relate to what you know about the topic?
Do any items puzzle or intrigue you?

3. Structure
What framework is used to organise the material? Is the framework clearly explained?
How is the theme/thesis/argument reflected in the structure?
How is the content organised and developed within the framework?
How does the conclusion relate to the introduction and to the rest of the material?

4. Style and Format

In what style has the material been written? For example, is it formal or informal, simple or complex,
didactic or persuasive, narrative, analytical?
How does the style and format influence your reaction to the material?

References
Baker, W D 1974, Reading skills, Prentice-Hall, New Jersey.
Beisler, F 1985, Communication skills, Pittman Publishing, Melbourne.
Dudley, G A 1964, Rapid reading, Psychology Publishing Co Ltd, Cheshire.
Improved Reading Centre (Australia) 1987, Advanced reading skills course notes, Personal Publishing,
Milsons Point.
Leeuw, M & Leeuw, E 1965, Read better, read faster: A new approach to efficient readings, Random
House, Great Britain.
Marshall, L & Rowland, F 1993, A guide to learning independently, Longman, Melbourne.

REGZ9000 University Orientation & Study Skills 11

 Reading for Undergraduate Study
Students read mostly secondary sources (textbooks, lecture notes, course readers)

A) Introductory Textbooks
Textbooks:
increase in complexity as a program progresses
are written by expert(s) for non-expert audience
not a lot of knowledge assumed
terms defined
all logical steps included
no or little intext referencing
have text and graphic aids to understanding
give guidance for selfassessing understanding (summaries and exercises)
treat established knowledge as accepted knowledge which is generally beyond debate

This established knowledge is easy to categorise, structure, file & store. This can often be done
mentally or by making simple notes.

B) Readers
Some courses will be more challenging due to readings that you will encounter. A reader is a
compilation/ collection of selected writings from a range of sources such as:
magazine articles (specialist but not researched focused)
newspaper articles
webpage texts
research articles (very technical)
chapters of books on an aspect of theory
review articles of theory/ applications/ issues
policy documents
industry/ government reports

Readers present a range of viewpoints and explanations of theory or issues. Readers provide the
following challenge:

Some articles in the reader may assume a level of prior knowledge higher than a first-year university
student. Texts can be difficult to understand.
Information and ideas are no longer taken as established knowledge. You need to form your own
opinions by comparing and evaluating the readings.
The amount of information to grasp each week can seem daunting. You need to decide what is
essential to read thoroughly and what to read for a general overview only.

12 REGZ9000 University Orientation & Study Skills

 Reading to Remember: The SQ3R
Method
Reading is one of the core activities of study. You need to be able to understand what you read and
to be able to recall the main ideas when you need them. You can use the SQ3R method to help you
remember a reading for tutorials, seminars or to revise for exams.

S = Survey
Before you start to read, survey the material to gain an overview of the contents.
Approach a reading by scanning the title(s), subheading and any summaries or abstracts. Doing this
will help you gain an idea of the main idea or topic of the piece. You may also find that you get some
idea of the authors position.

Q = Question
Your reading will be more effective if you question the material.
1. Ask yourself:
What did my lecturer/ tutor say about this chapter or subject?
What do I already know about this subject?

2. Devise questions that will guide your reading:

Think about specific questions that you need to, or would like to find answers for.
Read any focus questions at the end of the reading.
If there are headings in the material, turn the headings into questions. For example, if the heading
is Qualitative and Quantitative Research, your question might be: What is the difference between
these two types of research?

3. Make a list of your questions.

You will use them during revision to help you remember what you have read.

R1 = Read
Be prepared to READ material twice. First, read without making notes:
1. Look for the authors plan. Reading any headings, abstracts or summaries to get an idea of the
main thesis. Look for any sections that answer the questions you first raised.
2. Find the main idea of each paragraph. Usually this is the first or last sentence.
3. Look for important details (supporting evidence, written illustrations of points made, provisions or
alternatives).
4. Compare diagrams and illustrations with the written text. Often you will understand more from
them.
5. Question the authors reasoning. Is each point justified? Is there enough evidence? What is it?
6. Where you feel the reasoning is suspect, look at other texts and see what other authors have to
say on the topic. Check your conclusions against theirs.
7. Use personal experience as a memory aid. When the author makes a claim, reflect on your own
experience to support or disprove it. This will help you remember and understand. But keep in
mind that you are using personal experience only as a memory aidit is not sufficient to prove or
refute a research finding!
REGZ9000 University Orientation & Study Skills 13
8. You dont always have to read the full text. You can read only those sections which are relevant
to your purpose.
9. Make sure you understand what you are reading. Reduce your reading speed for difficult passages.
Stop and reread parts which are not clear.
10. If you have difficulty understanding a text, look up difficult words in the dictionary or glossary of
terms and reread. If the meaning of a word or passage still evades you, leave it and read on.
Perhaps after more reading you will find it more accessible and the meaning will become clear.
Speak to your tutor if your difficulty continues.

On your second reading, begin to take notes:

1. Note down the main idea(s) of each paragraph. This is often the first or last sentence.
2. Look for important details (supporting evidence, written illustrations of points, provisions or
alternatives). Examples can be good cues for your memory.
3. Take notes from the text, but write information in your own words.
4. In your notes, underline or highlight the important points. This will be useful for later revision.

R2 = Recall
You should now try to recall what you have read.
1. Close the book.
2. Make notes of what you remember.
3. Check their accuracy against the notes you made during your reading.
4. Return to the reading. Read one section at a time and try to recall what you have read. It can
also be helpful to RECITE ideas aloud to help you remember.

R3 = Review
Now Review what you have read.
At the end of your study period:
Check the accuracy of your notes against the original material (if you have underlined the main
points, this should be simple!). This is an important part of the process because it can really help you
remember what you have studied.

The next day:

1. Read through your notes to re-acquaint yourself with the main points.
2. Now read through the questions you noted down and try to answer them from memory.
3. Try doing the same thing after a few days.

Periodically reviewing notes will help you at exam time. The more you revise throughout semester,
the less you will need to cram during exam study periods.

14 REGZ9000 University Orientation & Study Skills

 Glossary
This glossary explains some of the terms used in the sample reading on the next page.

1. Identity 12. Post structuralism

A persons idea of who she/he is. In post-
structuralist terms identity refers to the different
subject positions that individuals take up in
different discourses.
2. Agency
The capacity of a person to act purposefully
in accordance with their wishes; that is, to act
as a subject rather than as an object of social
interactions.
3. Constructivist theory
A theoretical approach in the social sciences
that sees realities (e.g. concepts, identities and
meanings) as humanly or socially constructed.
4. Monolithic
Singular, massive and uniform rather than different
and contradictory.
5. Diversity
The state of being different or various in character,
quality or kind.
6. Historiography
The writing of history, and also the study of how
it is written.
A contemporary school of thought that, rather
than focusing on the unity and explanatory power
of a structure or system (as does structuralism),
sees society as consisting of multiple and different
social practices and discourses. Reality is seen
as socially constructed with language mediating, if
not determining, all human endeavours. Identity,
too, is regarded as historically specific and as
multiple and fragmented.
13. Positivist theory
A philosophy which holds that objective knowledge
is only gained through the observation and
description of sensory phenomena, that is, only
through rigorous scientific procedures. This view
has been much criticised and a number of thinkers
have developed post-positivist positions.
14. Debate
A more formal argument about a topic, issue
etc.
15. Eclectic
To come from various and diverse sources.
16. Static
Fixed, stationary; not changing.

7. Black armband history 17. Passive

Pejorative term used to describe an Australian Not active but acted upon.
history that includes accounts of the oppression
and maltreatment of indigenous people since 18. Jurisprudence
European invasion and settlement. The philosophy of law.

8. Stereotype 19. Inclusive

A preconceived, standardised and over simplified Describes a practice etc that includes rather than
impression of the characteristics of a person, excludes; inclusive language, for example, is
situation (OED). language that includes people of both sexes and
avoids words like he and man when the reference
9. Myths is to females as well as males (OED)
A traditional or widely-held story or belief.
20. Motive
10. To marginalise An emotion, reason or circumstance that
To move someone or something from the centre to influences a persons action(s).
the edge of an area of activity (e.g. a society).
21. Process
11. Post modernism A continuous series of actions, events or
A broad movement in both the arts and literature, changes.
and philosophy. It is characterised by a lack of
belief in universal ways of understanding the world 22. Jingoism
(meta-narratives) and a focus on fragmentation Loud, excessive patriotism
and multiplicity. It coincides in many ways with
post-structuralism, although the latter is more
concerned with theory in the social sciences and
philosophy.
REGZ9000 University Orientation & Study Skills 15
 Sample Reading: Hudson, W & Bolton, G 1997, Creating Australia in W Hudson & G Bolton (eds)
Creating Australia: changing Australian history , Allen & Unwin, Australia, pp. 1-11.

Establishing
main idea
The author is
talking about
something
mythical

Orientation
to the
chapter and
statements
of different
views

See notes Statement

below of thesis

16 REGZ9000 University Orientation & Study Skills

Further elaboration of
thesis statement

Reason 1

Refute prior
opinion/ claim

Elaborate Reason 1

Concluding sentence

Topic sentence

Support

Linking ideas

Development of
the idea that new
perspectives on
Aust. identity are
needed

Linking ideas

REGZ9000 University Orientation & Study Skills 17

 Full thesis
statement
Concluding
sentences
& full thesis
statement

Topic sentence

Note how topic

sentences relate
back to the main
argument/ thesis
statement

Qualifies
thesis

Topic sentence

Supporting,
giving example,
integrating
evidence and
voices of others

Analysis

Critical
observation

18 REGZ9000 University Orientation & Study Skills

 Concluding
Qualify the main
argument

Topic developing
historical
perspective on
mulitculturalism
and ethnic
diversity

Supporting
examples

Concluding
sentence of
paragraph

Note how this

sentence refers
back (this
diversity) to
the previous
paragraph, thus
linking the two

Integrating the
ideas of others
as support
Note in-text
referencing

REGZ9000 University Orientation & Study Skills 19

 Identify both
sides of the
argument

Authors
interpretation and
examination of
the concept of
agency

Topic sentence
links to previous
paragraph as well
as stating the
topic

20 REGZ9000 University Orientation & Study Skills

 REGZ9000 University Orientation & Study Skills 21
The
editors
explain the
theoretical
framework
of the book
Use of to the
however reader and
indicates an
opposing point
Statement of the
authors Social
Constructivist
position
Summary
of the main
ideas of the
Statement of chapters in
what they are the rest of the
doing and why book
 Theoretical
locations &
positions of the
contributors
This
section
identifies
leading
authors in

22 REGZ9000 University Orientation & Study Skills

the field
and a
description
of their
Again links to
the editors
argument
about
multiplicity
of Australian
identity and
originality of
achievement
 REGZ9000 University Orientation & Study Skills 23
The
concluding
paragraph
points out the
implications
for Australian
history
Theoretical
framework
Harvard-style
conventions
 Note Taking Skills: An Introduction
Effective note-taking from lectures and readings is an essential skill for university study. Good note
taking allows a permanent record for revision and a register of relevant points that you can integrate
with your own writing and speaking. Good note-taking reduces the risk of plagiarism. It also helps you
distinguish where your ideas came from and how you think about those ideas.

Effective note-taking requires:

recognising the main ideas
identifying what information is relevant to your task
having a system of note taking that works for you
reducing the information to note and diagram format
where possible, putting the information in your own words
recording the source of the information

Reading Notetaking Strategies

1. Be Selective and Systematic

As you take notes from a written source, keep in
mind that not all of a text may be relevant to your
needs. Think about your purpose for reading.
Are you reading for a general understanding
of a topic or concept?
Are you reading for some specific information that
may relate to the topic of an assignment?
Before you start to take notes, skim the text.
Then highlight or mark the main points and any
relevant information you may need to take notes
from. Finallykeeping in mind your purpose for
readingread the relevant sections of the text
carefully and take separate notes as you read.
A Few Tips About Format
Set out your notebooks so that you have a
similar format each time you take notes.
Columns that distinguish the source
information and your thoughts can be
helpful.
Headings that include bibliographic
reference details of the sources of
information are also important.
The use of colour to highlight major
sections, main points and diagrams
makes notes easy to access.

2. Identify the Purpose and Function of a Text

Whether you need to make notes on a whole text or just part of it, identifying the main purpose and
function of a text is invaluable for clarifying your note-taking purposes and saving time.
Read the title and the abstract or preface (if there is one)
Read the introduction or first paragraph
Skim the text to read topic headings and notice how the text is organised
Read graphic material and predict its purpose in the text

Your aim is to identify potentially useful information by getting an initial overview of the text (chapter,
article, pages ) that you have selected to read. Ask yourself; will this text give me the information I
require and where might it be located in the text?

24 REGZ9000 University Orientation & Study Skills

3. Identify How Information is Organised
Most texts use a range of organising principles to develop ideas. While most good writing will have a
logical order, not all writers will use an organising principle. Organising principles tend to sequence
information into a logical hierarchy, some of which are:
Past ideas to present ideas
The steps or stages of a process or event
Most important point to least important point
Well known ideas to least known ideas
Simple ideas to complex ideas
General ideas to specific ideas
The largest parts to the smallest parts of something
Problems and solutions
Causes and results

An Example:
Read the text below on Underwater Cameras and then look at how the text is presented in note form.
The most important words to include in notes are the information words. These are usually nouns,
adjectives and verbs .

Underwater Cameras Sample Notes from the text Underwater

Regular cameras obviously will not Cameras
function underwater unless specially
prot e ct e d. Th o ug h h o u si n gs ar e Underwater Cameras
available for waterproofing 35 mm
and roll-film cameras, a few special 1. Regular Cameras
models are amphibious they can be special housing necessary
used above or below the water. Most of
these cameras are snapshot models, but 2. Amphibious
one, Nikonos, is a true 35 mm system
camera. Though lenses and film must be a) snapshot models
changed on the surface, the camera b) Nikonos (35 mm)
will otherwise function normally at
depths down to 70 mm. Four lenses are Lenses
available : two of these , which have i) air & water 35 mm
focal lengths of 90 mm and 35 mm, will 90 mm
function in air and water; the other
two of these, which have focal lengths ii) only under water 28 mm
of 90 mm and 35 mm, will function in 15 mm
air and water; the other two, the 28
and 15 mm lenses , work only under
water. Lenses are also available from
other manufacturers.

Source: Freeman M 1994, The encyclopaedia of practical photography, Quartro Books, London, p.283.

4. Include Your Thoughts

When taking notes for an assignment it is also helpful to record your thoughts at the time. Record
your thoughts in a separate column or margin and in a different colour to the notes you took from the
text.
What ideas did you have about your assignment when you read that information.
How do you think you could use this information in your assignment?

REGZ9000 University Orientation & Study Skills 25

Listening Notetaking Strategies
Many of the strategies for reading note taking also apply to listening note taking. However, unlike
reading, you cant stop a lecture and review as you listen (unless you listen to a taped lecture).
Therefore preparation prior to listening can greatly improve comprehension.
Have a clear purpose
Recognise main ideas
Select what is relevant, you do not need to write down everything that is said
Have a system for recording information that works for you

Lecture Survival Tips

Strategies to Increase Comprehension and Improve Note-Taking

Before the During the Lecture After The Lecture

Lecture be on time and sit near the front revise lecture notes
revise the previous within 24 hours. Tidy
d i s t i n g u i s h b e t w e e n m a i n p o i n t s ,
lecture or tutorial up your handwriting
elaboration, examples, repetition, waffle,
and fill in any missing
pre-read about the restatements and new points by:
bits. Reviewing
topic
Listening for structural cues (signpost/ makes remembering
c h e c k t h e transition words, introduction, body and lectures much
pronunciation of summary stages) easier.
any new words or
Looking for non verbal cues (facial expression, write a short summary
discipline-specific
hand and body signals) of the lecture (1
language in the pre-
paragraph) in your
readings. Looking for visual cues (copy the content of
own words
any visual aids used (e.g. OHTs), note
r u l e u p p a g e s
references to names and sources) attach any handouts
according to your
to your lecture
note-taking system. Listening for phonological cues ( voice change
notes.
This saves time in in volume, speed, emotion). Generally with
the lecture. more important information the speaker
will speak slower, louder and they will
direct their attention to the audience.

Symbols for notetaking are as follows:

1. Use Symbols and
= equals/is equal to/is the same as
Abbreviations is not equal to/is not the same as
The use of symbols and abbreviations is equivalent to
is useful for lectures, when speed is
therefore, thus, so
essential. You also need to be familiar
with symbols frequently used in your because
courses. + and, more, plus
> more than, greater than
Develop a system of symbols and < less than
abbreviations; some personal, some
less, minus
from your courses
gives, causes, leads to, results in,
Be consistent when using symbols
is given by, is produced by, results from
and abbreviations
rises, increases by

Some examples of commonly used falls, decreases by

symbols and abbreviations are proportional to

presented in the following tables. not proportional to

26 REGZ9000 University Orientation & Study Skills

Abbreviations
These can be classified into three categories

1. Common 2. Discipline-Specific 3. Personal

Many are derived from Latin. In chemistry: Here you can shorten any word
c.f. (confer) = compare Au for gold that is commonly used in your
GM for magnesium lectures.
i.e. (id est) = that is
e.g (exempla grate) = for In the case of quantities diff =different
example and concepts, these are
represented by Greek letters Gov = government
NB (nota benne) =note well in many fields. NEC = necessary
no. (numero) = number
A or a (alpha) B or b
etc. (et cetera)= and so on (beta)

Some abbreviations are so well known and widely used that they have become an Acronym - an
abbreviation pronounced as a word.

For example , the word laser was originally an abbreviation for Light Amplification by Stimulation
Emission of Radiation. It now is a noun in its own right!

2. Use Concept Maps and Diagrams

You can set down information in a concept map
or diagram. This presents the information in a
visual form and is unlike the traditional linear
form of note taking. Information can be added
to the concept map in any sequence.

Concept maps can easily become cluttered, so

we recommend you use both facing pages of
an open A4 note book. This will give you an A3
size page to set out your concept map and allow
plenty of space for adding ideas and symbols.

Begin in the middle of the page and add ideas

on branches that radiate from the central idea
or from previous branches.

Arrows and words can be used to show links

between parts of the concept map.

Colour and symbols are important parts of

concept maps, helping illustrate ideas and
triggering your own thoughts.

REGZ9000 University Orientation & Study Skills 27

 How to Organise Effective Notes for
Academic Writing
As a tertiary student, it is essential to develop effective note-making skills to ensure that you get the
most out of the time that you spend reading. Good note-making can help organise your ideas and keep
you focused on your reading. It can also help you keep a record of your reading and help you locate
information. There is nothing worse than having to spend time tracking down information that you have
previously read and now require for an assignment!

Jotting down notes on a reading in the margins and/or highlighting important sections can help you
to better understand a text to some extent. However, as your reading requirements become more
extensive, it is well worth your while to spend time to write effective notes that will save you time down
the research/writing track.

How to Organise Effective Notes for Academic Writing

The following split-page method may be a useful way to help you organise your notes and assist you
to develop some of the above skills that are so essential for successful academic study.

Bibliographic Details
Make sure that you note down the appropriate bibliographic details. They may include the authors
surname and initial, the title of book/ article, the title of the journal, the publisher, the place of publication,
the page numbers of the article, internet site details, including the web address etc. It is also a good
idea to include the library call number so that you can easily relocate the text. You never know when
you have to review parts of the text again.

Page Layout
Divide your page into 3 columns.

The first column should be for your notes based on the reading.
This section may include paraphrased information from the original text, (paraphrasing means to
rewrite somebody elses ideas in your own words); or direct quotes. Ultimately, most of your note-
making should paraphrase or summarise the key ideas of the author(s). Use direct quotes sparingly
in assignments and only in situations where they seem to be the most appropriate way of expressing
something.

The second column is used for the page number on which you have found a particular piece
of information.
This is essential for two reasons. Firstly, when directly quoting you must acknowledge the page
number(s) on which you located information. Secondly, if you need to clarify your notes, you need to
be able to quickly locate the information.

The third column, which is vital in effective note-making, is used for your comments on the
text.
Your comments are important because this is where you relate what you are reading to the various
ideas that you are trying to develop, you acknowledge similarities and differences with other authors,
or you identify where your knowledge needs further developing. This is the section that encourages you
to think critically about your text, to question what the author is saying and to examine the strengths
and weaknesses of the authors ideas. It is where you start making links between the various authors
that you have read as well as to consider where and how your ideas are positioned in the research,
and how they may be validated or questioned.

28 REGZ9000 University Orientation & Study Skills

 A Template for Setting Out and Writing Effective Notes from a Reading
Remember to use a new page for each new reading
Bibliographic Details
Make sure that you note down the authors surname and initial, the title of the book/article,
publisher, place etc.
Bibliographic Details
Notes
Paraphrased notes
Summaries of important
information
Direct quotes
Adapted from Martins, R & Catterall, J, University of Western Sydney, Macarthur.
Page
Comments on Information
Number
How does this information relate
Always to other texts that I have read?
remember
to include What important links can be made
the page to the topic/ other research?
number.
How is the information relevant?
(If it isnt relevant, should I be
pursuing it at this time?)
Does the author say anything
new or particularly interesting?
Is there anything that I dont
understand that I need to follow
up?
Is the author saying anything
that I disagree with and why do I
disagree with it?
Is the author saying anything that
contradicts the findings/opinions
of other authors?
What conclusions can you make
from the points being made?
REGZ9000 University Orientation & Study Skills 29
authors surname and
initial,
the title of book / article,
the title of the journal,
publisher,
place of publication,
page numbers of article,
internet site details,
including web address etc.
It is a good idea to include the
library call number.
Paraphrases (i.e. rewriting
somebody elses ideas in your
own words) and summaries
should form the bulk of the
information in this section.
When using a direct quote,
ensure that you put inverted
commas around the quote, or
write it in a different colour, to
remind you that it is somebody
elses words copied verbatim
(word for word).
In this section, you may write
anything that indicates your
response to the reading. The
questions included in the
template are a guide only. You
do not have to have a response
to every paraphrase or quote
but it is important to think
about why you are including
information and to jot down any
reasons that seem pertinent to
why you are reading the text.