1. Etiquette

2. Cornell Note Taking
The Cornell note taking method was devised in the 1950s by Walter Pauk, an education professor at Cornell University. This method condenses and organizes your notes and encourages you to summarize and review your material for deeper understanding and to help with revision.

3. ​How To Use the Cornell Note Taking Method
3 Sections:
Notes
Cues (Main Ideas/Questions)
Summary

4. Step 1: Take Notes
As you go through any lecture, take notes on what you’re learning in the NOTES column. This will either be during class or at home taking notes from your textbook or a video.
Here the aim is to record as many key points as possible. Specifically, try to record:
Key words and ideas
Important dates/peoples/places
Diagrams/charts
Formulas
Case studies/examples

5. Let’s Practice

6. Email Etiquette An actual email I recently received:
is there any way i could make up for my missed assignments and get them to you because im worried im going to fail
What is wrong with this ? Would you be excited about helping this person?

7. Email Etiquette Here’s another actual email:
I didn’t understand today’s material on thesis writing. Explain it.
What is wrong with this ? Would you be excited about helping this person?

8. Etiquette
If you’re writing to a teacher or other professional, chances are you want something from them.
Follow these simple rules to increase the likelihood that adults will want to help you.
Rule 1: Identify Yourself
Rule 2: Get to the Point Quickly
Rule 3: Watch Your Tone
Rule 4: Proofread
Rule 5: WAIT

9. Rule 1: Identify Yourself
Your address does not always indicate who you are. Always identify yourself in the first sentence.
Also, a period is very helpful for teachers as well.
Ex. Dear Mr. Smith, This is Sally Student in your A5 class. I was wondering when you will be grading that awesome assignment we did.

10. Rule 2: Get to the Point Quickly.
Do not write long winded s. Keep it simple.
If the message is too long, people are more likely to skim or delete entirely.
Do NOT write s that require a complicated response. Just come talk to the teacher directly if that is the case.

11. Bad Example
Hi Mrs.Mair this is XX from your B6 class, and i'm so sorry to bug you about this but I would really like to ask you if I could possibly join a group.I was not here on Monday because I had a volleyball tournament it’s not like I was sick or just skipped school for fun I had to go to this volleyball tournament my parents paid lots of money for me, and this was one of the biggest tournaments in volleyball, and it was very important that I went to this tournament. Volleyball means a lot to me and it’s not like I wanted to miss Monday i did not really have a choice to stay, and I did not even know what we were going to do on Monday so please if it is possible could I please join a group I am so busy every single day. I have to wake up at 5:00 for high school volleyball, then when I come home from school I eat a little snack and then i go to sand volleyball, and then I have club volleyball practice to go to so my schedule is very busy every single day. I hardly have time to even do my math homework and I realize that it’s my fault for being so busy and it’s not yours and I should be better on top of my homework but it has just been really hard for me to catch on school this semester. Right now I have been really far behind because of how much I am gone for volleyball tournaments and I totally understand that this is all my fault and why I am so far behind, but if you could just put me in a group that would mean so much to me I will work so hard and I will do anything extra you want me to do just please understand. I love volleyball and I plan to go to college for it but it would just help me out so much to be able to work with a group sense i just have such little at home time. I realize that if i join now its kinda late but my group can catch me up on what they have been doing and i can work super hard for them i will do whatever you want me to do just please do not make me do this by myself. I know i am kinda making a big deal about it but it would just help me out so much. it's not that i do not want to do the assignment i just need a group because it would go by faster and would really help me out and i could help out my group by doing lots of work. Every says that this project is really hard and it's going to take a while. So thank you for listening to me and i am so sorry to take up our time and to bug you, i'm sure lots of people have and i do not want to add on stress to you. But please just think about it sorry for the super long letter but thanks for understanding.

12. Rule 3: Watch Your Tone
Teachers are not willing to help you if you sound demanding on any level.
It may be an very critical, freak out issue to you, but it isn’t going to be to your teacher. Patience will get you further than demands.
Do not write in all caps. It is the writing equivalent of yelling.
Ex. Dear Mr. Smith, I need to know right now why I have a C in your class. I HAVE NEVER GOTTEN A “C” BEFORE.

13. Rule 4: Proofread Spell Check your email before hitting send.
Avoid “text” speak. Adults see this as laziness.
Reread your to check for tone. Could someone misinterpret what you’ve said. If so, rewrite.

14. Rule 5: WAIT
Once you’ve hit send, you need to be patient. Person has hours to respond before being rude.
You might need an answer right now, but the recipient is busy too.
Do not . . .
Send the “Did you get my ?” within this window.
Write an at night and then come talk to the teacher anyway the next morning.
Talk with the teacher without checking your for a response first.

15. Email Etiquette Summary
Never forget that you want something from the person you are ing. You will get much further by following these rules.
If you break these rules with me, I will ask you to revise your before I respond.
In the end, be prepared for a “No.” Just because you’re asking nicely, doesn’t mean the other person has to say “Yes.”

16. Step 2: Cues (Main Ideas/Questions)
The aim with the Cues column is to reduce your NOTES to their essential ideas so you can improve recall.
Once you’ve finished a lecture/reading assignment, review your NOTES column and pick out the key words/ phrases/ dates/ authors. Record these in the Cues column.
Next, formulate some questions based on your NOTES. Again, record these in the Cues column.

17. Step 3: Summarize
For the last step, you should briefly summarize your NOTES column in the SUMMARY section. 
In other words, boil the whole lecture/article down to just a few sentences that cover the main idea.
To summarize, think about the following questions:
Why is this information important?
What conclusions can you draw?
 The Summary section is really useful for finding information later when you want to remember the key ideas from a lecture or section of text.