28 Matching Annotations
  1. Jan 2023
    1. Letusconsiderthepracticeof note takingundertwo mainheads:notesonlectures,andnotesonreading

      I've been heavily focused on note making while reading to the detriment of the different form of note making for lectures.

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  2. Nov 2022
    1. That is to make notes about the shape of the discussion-the discussion that is engaged in by all of the authors,even if unbeknownst to them. For reasons that will becomeclear in Part Four, we prefer to call such notes dialectical.

      Dialectical notes are made at the level of syntopical reading and entail creating a conversation not only between the reader and the author, but create a conversation of questions and answers between and among many texts and the reader.

    2. during an analytical reading, you will need to give answers to questions about the truthand significance of the book. The notes you make at this levelof reading are, therefore, not structural but conceptual.

      Conceptual notes are made during the analytical reading of a book and "give answers to questions about the truth and significance of the book."

    3. The point to recognize is that these notes primarily concern the structure of the book, and not its substance-at leastnot in detail. We therefore call this kind of note-making structural.

      Adler and Van Doren define structural note making as the sorts of questions one might ask at the level of inspectional reading including: - what kind of book is it? - what is it about? - what is the overall structure with respect to the argument the author intends to make?

  3. Sep 2022
    1. More effective structured note-taking systems,such as Cornell Notes or REAP, increase students' critical readingskills, including synthesis, analysis, and evaluation (Ahmad, 2019)

      More effective than what? Just highlighting? What does Ahmad show? Is there a hierarchy of strategies that have been cross tested with larger groups? What effect does a depth and breadth of neurodiverse subjects show, for example?


      This is the my first encounter with REAP.

      REAP is an acronym for Read, Encode, Annotate, Ponder.


      Has anyone done direct research on commonplacing or zettelkasten techniques to show concrete data to compare them with other currently more popular techniques like Cornell notes or REAP?

      Read for potential methods and set up for a potential meta study: Ahmad, S. Z. (2019). Impact of Cornell Notes vs. REAP on EFL secondary school students’ critical reading skills. International Education Studies, 12(10), 60-74

  4. Feb 2022
    1. In the early chapters Ahrens outlines the general form and method for taking notes for a zettelkasten, though he's not overly descriptive of the method and provides no direct examples.

      In the middle chapters he talks broadly about learning research and how the zettelkasten method dovetails with these methods.

      He does this almost as if he's a good teacher showing the student an outline of what to do and why, but leaving it up to them to actually do the work and experimentation to come up with their own specific methods of use to best suit their purposes. This allows them to do the work themselves so that they have a better chance of following a simple, but easy set of rules, but in a way that will allow them to potentially more quickly become an expert at the practice.

      “The one who does the work does the learning,” writes Doyle (2008, 63) [Section 10.5]

      In some sense, he's actively practicing what he preaches as a teaching device within his own book!

      I think that this point may be actively missed by those readers who aren't actively engaging with and converting his ideas into their own and doing the work which he's actively suggesting.

    2. Reading with a pen in yourhand is the small-scale equivalent of a lecture.

      Active reading with a pen in your hand and the creation of smart notes is a small-scale equivalent of a full introductory lecture from the perspective of Richard Feynman's technique for testing understanding.

      Active reading is roughly equivalent to the idea of reading with a pen in your hand or showing evidence of a mind at play.

    3. Taking smart notes is the deliberate practice ofthese skills. Mere reading, underlining sentences and hoping toremember the content is not.

      Some of the lighter and more passive (and common) forms of reading, highlighting, underlining sentences and hoping to understand or even remember the content and contexts is far less valuable than active reading, progressive summarization, comparing and contrasting, and extracting smart or permanent notes from one's texts.

  5. Jan 2022
    1. Moving my (web) reading list to sticky notes because I never remember to check it on my computer.

      Wall with stickie note sized print outs taped to it. They contain a QR code, presumably linking to the thing they want to read with a Title and author below it.

  6. Aug 2021
    1. https://kimberlyhirsh.com/2019/04/01/dissertating-in-the.html

      A description of some of Kimiberly Hirsh's workflow in keeping a public research notebook (or commonplace book).

      I'd be curious to know what type of readership and response she's gotten from this work in the past. For some it'll bet it's possibly too niche for a lot of direct feedback, but some pieces may be more interesting than others.

      Did it help her organize her thoughts and reuse the material later on?

  7. Mar 2021
  8. Feb 2021
    1. I try to keep a note of what I read, which I probably would not do if I was not writing a blog

      I've recently shifted into a frame of mind where I think that, if I'm reading something (something that isn't obviously news or entertainment), I should be making notes. If I'm not making notes, then I'm probably wasting my time reading that particular piece of content.

  9. May 2020
    1. Annotations—even inline marginalia which include your own writing—have very little informational value. They’re atomized; they don’t relate to each other; they don’t add up to anything; they’re ultra-compressed; they’re largely unedited. That’s fine: think of them as just a reminder. They say “hey, look at this passage,” with a few words of context to jog your memory about what the passage was about.Since you’re going to write lasting notes anyway, annotations need carry just enough information to recreate your mental context in that moment of reading. You wouldn’t want to rely on that long-term, since then you’d just have a huge pile of hooks you’d have to “follow” anytime you wanted to think about your experience with that book.

      Classical marginalia in books, according to Andy Matuschok, have little informational value. They are not interlinked, they're very compressed and usually unedited. But that's okay.

      Their purpose is to help you get back to the mental context you were in when you thought the passage was worth returning to.

  10. Mar 2019
    1. She felt out of place.

      Ей было не по себе.

    2. for starters orders

      сигналов стартеров

    3. Of course, we've had our ups and downs

      Конечно, у нас бывало то лучше, то хуже

    4. processed kind

      консервированный

    5. Jean put the ruler down on the conveyor belt.

      Джин положила линейку на конвейер. (Прим.: В западных супермаркетах для экономии времени несколько покупателей выгружают продук­ты на конвейер одновременно. Для того, чтобы кассир видела, где граница, покупатели кладут пластиковую линейку яркого цвета между своими и чужими покупками.)

    6. Think of all the oriental foods you can get into

      Как по­думаешь, каких только ни бывает восточных продуктов

    7. her individual yoghurt seemed to say it all

      казалось, что её единственная упаковка йогурта говорит сама за себя.

    8. a gross offish fingers

      оптовая закупка рыбных па­лочек

    9. You can always tell a person by their shopping

      Всегда можно определить, что за человек перед тобой, по его покупкам

    10. when I turned up?

      когда я бы вдруг пришла?

    11. a see-through tray of tomatoes which fell casualty to the rest.

      прозрачный лоток с помидорами, придавленный другими покупками.

    12. the quick till

      касса-экспресс

    13. Jean felt her patience beginning to itch.

      Джин чувствовала, что её терпение заканчивается.

    14. giving an accompaniment of nods and headshaking at the appropriate parts.

      в такт словам то кивала, то качала го­ловой.

    15. why I should have to put up with her at family occasions.

      с какой стати я должна мириться с её присутствием на се­мейных праздниках.