Hints:

intonation 语调

jot down words or phrases 记下单词或短语

shorthand 速记

service words 修饰语

abbreviation 缩写

connective(s) 连接词

reminisce 回忆,回想

Be alert to the speaker's emphasis through tone, gesture, repetition and illustration on the board. A good lecturer, of course, often signals what is important or unimportant. He may give direct signals or indirect signals. Many lecturers, for example, explicitly tell their audience that a point is important and that the student should write it down. It is worth remembering that most lecturers also give indirect signals to indicate what is important. They either pause or speak slowly or speak loudly or use a greater range of intonation, or they employ a combination of these devices, when they say something important. Conversely, their sentences are delivered quickly, softly, within a narrow range of intonation and with short or infrequent pauses when they are saying something which is incidental. It is, of course, helpful for the student to be aware of this and for him to focus his attention accordingly. Having sorted out the main points, however, the student still has to write them down. And he has to do this quickly and clearly. In order to write at speed, try to develop a suitable system of mechanics: jot down words or phrases, not entire sentences; develop some system of shorthand and be consistent in its use; leave out small service words; use contractions, abbreviations and symbols. Most students find it helpful to abbreviate. They also try to select only those words which give maximum information. These are usually nouns, but sometimes verbs or adjectives. Writing only one point on each line also helps the student to understand his notes when he comes to read them later. An important difficulty is, of course, finding time to write the notes. If a student chooses the wrong moment to write, he may miss a point of greater importance. Connecting words or connectives may guide him to a correct choice here. Those connectives which indicate that the argument is proceeding in the same direction also tell the listener that it is a safe time to write. "Moreover", "furthermore", "also", etc., are examples of this. Connectives such as "however", "on the other hand" or "nevertheless" usually mean that new and perhaps unexpected information is going to follow. Therefore, it may, on these occasions, be more appropriate to listen. After taking notes, review and reword them as soon as possible. Don't just recopy or type without thought. Reminiscing may provide forgotten material later. Rewrite incomplete parts in greater detail. Fill in gaps as you remember points heard but not recorded. Arrange with another student to compare notes. Sharpen your note-taking technique by looking at other students' notes. How are they better than your own? How are your notes superior?Compare the information in your notes with your own experience. Don't swallow everything uncritically. Don't reject what seems strange or incorrect. Check it out. Be willing to hold some seeming inconsistencies in your mind over a period of time. Make meaningful associations. Memorize that which must be memorized.
注意演讲者通过语气、手势、重复和板书演示强调的重点。当然,一位合格的演讲者经常暗示听众重点与非重点。他可能会给出直接或间接的暗示。 比如,许多演讲者明确地告诉听众某个关键点,学生应记下来。值得一提的是,大多数演讲者也间接暗示重点。他们暗示重点时,或停顿、或减缓语速、或提高音量、或使用抑扬顿挫的语调、或综合运用这些方法。相反,当他们说到非重点时,他们说话既快又轻,语调平缓,停顿少而短。显然,这有助于学生意识到重点所在,所以他们应集中注意力。 要点已经整理出来了,然而,学生依然要将它们记下来,而且要记得又快又清晰。要做到这点,学生要培养自己以下恰当的技能:记下单词或短语,而非完整的句子;学会速记并持续使用;省略不重要的修饰语;使用缩写和符号。 多数同学发现缩写很有用。他们只选择使用那些能够提供最多信息的单词。通常情况下,这些单词有名词,有时有动词或形容词。当他回过头来看笔记时,每行写一个关键点也会帮助学生理解笔记内容。当然,最大的困难是,要有时间记笔记。如果学生在不恰当的时间记笔记,他也许会错过更加关键的内容。连接词或许会帮他们做出正确的选择。那些暗示演讲还在继续的连接词,同时也告诉听众,现在正是记笔记的好机会。“而且”、“此外”、“同样”等等连接词就是例子。像“然而”、“另一方面”或“不过”这样的连接词通常意味着新信息,或者意想不到的信息即将出现。因此,在这种情况下,你应该认真听讲。 记完笔记之后,要复习并改写笔记,越快越好。不要只是重抄或打印,而没有思考。回想会让你重拾忘记的内容。详细重写不完整的地方。用你听到的内容给不完整的地方补充填空,而不是原原本本记录下来。与其他同学对比笔记内容。通过借鉴他人笔记提高你记笔记的技巧。他们的笔记怎么比你记得好?你的笔记好在哪里?以自己的经验对比自己的笔记内容。不要不加批判,全盘接受。不要放弃任何有疑问或不正确的地方。仔细检查。乐于保留一段时间后,一些与你想法不一致的内容。作有意义的联想。记住应该被牢记的内容。