EAP Listening and Notetaking 2 — Questions and Answers
Question 1: When a lecturer uses the phrase 'to put it another way,' what notetaking action is most appropriate?
- Start a new section in your notes
- Write a 'REW' marker and record the restatement (Correct answer)
- Skip the restatement since the idea was already noted
- Underline the original statement twice
Correct answer: Write a 'REW' marker and record the restatement
Restatements clarify the main idea, so marking them (e.g., 'REW') and capturing the simpler version helps comprehension.
Question 2: Which abbreviation strategy is most efficient for the word 'development' in academic lecture notes?
- devmt
- dev. (Correct answer)
- dvlpmt
- d-ment
Correct answer: dev.
Short, consistent abbreviations like 'dev.' are faster to write and easier to decode when reviewing notes.
Question 3: A student hears a professor enumerate 'first... second... and finally.' What does this signal about the lecture structure?
- The lecture is about to end
- A process or list of equal-weight items is being presented (Correct answer)
- The next point contradicts the previous one
- A definition is being offered
Correct answer: A process or list of equal-weight items is being presented
Ordinal markers (first, second, finally) signal a sequence or parallel list that should be numbered in notes.
Question 4: Which of the following is the best example of using symbols in lecture notes?
- Writing 'therefore' in full to avoid confusion
- Using '→' for 'leads to' and '↑' for 'increases' (Correct answer)
- Drawing diagrams only when the professor draws them
- Replacing every noun with a symbol
Correct answer: Using '→' for 'leads to' and '↑' for 'increases'
Arrows and directional symbols capture cause-effect and trend relationships quickly without slowing note-taking speed.
Question 5: During a lecture, the professor speaks noticeably more slowly and loudly about one concept. What should a student infer?
- The concept is off-topic and can be skipped
- The concept is likely a key testable point (Correct answer)
- The professor is filling time
- The concept is a review of prior material
Correct answer: The concept is likely a key testable point
Changes in pace and volume are paralinguistic cues that signal emphasis and high-importance content.
Question 6: What is the primary advantage of the Cornell notetaking method for EAP students during lectures?
- It requires no review after class
- It separates cue questions from notes for active recall (Correct answer)
- It uses only bullet points
- It eliminates the need for abbreviations
Correct answer: It separates cue questions from notes for active recall
The Cornell system's cue column prompts self-testing during review, strengthening long-term retention.
Question 7: A professor says, 'The data suggest — and this is crucial — that X causes Y.' How should this be noted?
- Write only 'data suggest X causes Y'
- Star or flag 'X → Y' as a key relationship (Correct answer)
- Write 'the data suggest' verbatim
- Skip it since cause-effect is obvious
Correct answer: Star or flag 'X → Y' as a key relationship
When a professor explicitly signals importance ('this is crucial'), that content should be starred or flagged in notes.
EAP Listening and Notetaking 2
When a lecturer uses the phrase 'to put it another way,' what notetaking action is most appropriate?