Journal on Note Taking Essay

Lecture nones play an important role in preparing for examinations, as it may ensure the achievement of scholarly persons. Many students do not have adequate note- fetching skills, and this contri just nowe a lot to the creation of partial and unrelated notes (Kiewra, 2002). Researchers suggest that the act of note-taking can engage students in eruditeness tasks and deepen their understanding and ability to apply new material (Katayama & Crooks, 2003). Note-taking offers one-third important premises for university students. First, the act of note-taking may have an influence 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 teachers notes, as they contain personally meaningful information that qualification help in the recall process. Thirdly, it may help students with learning difficulties.To pose with, note-taking is essential to the students academic success (Kiewra & Benton, 1988 Titsworth, 2001). In taking notes, students relate slash topics to their own background knowledge, which in turn may increase their comprehension of the topic, and eventually synthesises with the recall of the material give ined (Brazeau, 2006 Castello & Monereo, 2005 DiVesta & Gray, 1972).It has been proven that students that be successful have a predisposition to go back to their lecturing notes as an essential part of their preparation for examinations. This, therefore, point to one premise, as mention by Kiewra & Benton, 1988 and Titsworth, 2001, that it is very such(prenominal) essential for the academic success of students.Such importance, however, reveals 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 le cture 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 probe 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 regimen during the university admission stage. To this end, at least in the United States, such stymie would be addressed through the granting of accommodation under the law, i.e. the Americans with Disabilities Act, 1990 as sanitary as Section 504 of the Rehabilitation Act, 1973.Such clauses as entrenched in the laws s aw from 2003 to 2004, 11.3% of undergraduates in the U.S. in notifying of their disability or requirement for specific 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 idea 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 about their inadequacies in learning, the contract number of students requiring is difficult to determine.Although, at the elementary and secondary level unalike requirements are applied for different learning abilities, it has been found to be take out 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 incu lcation of the all-important note-taking skills ((Einstein, Morris, & Smith, 1985 Gettinger & Seibert, 2002 Simmons, 2006 Suritsky & Hughes, 1991). Also, by addressing this, it may help lecturers to tailor according to the needs of the different categories of learners.The review in the journal shows the devil phases, which reveals the ability in note taking among university students and the difficulties faced by students with disabilities and its link up to proper note-taking.