BCE Chapter 11

The average rate of speech during a lecture is: a. 100 to 125 words per minute. b. 200 to 250 words per minute. c. 300 words per minute. d. 400 words per minute.

a. 100 to 125 words per minute.

Which of the following should not be used when you take book notes during a lecture? a. During the lecture, use a combination of Cornell Notes and book notes in the textbook. b. Use colored highlighters to highlight textbook sections the instructor discusses. c. Use the margins in your textbook for comments, explanations, or notes. d. Clear the surface of your desk so you have room to open your textbook and write

a. During the lecture, use a combination of Cornell Notes and book notes in the textbook.

Which of the following is not an accurate statement about lecture notetaking skills? a. Rewriting notes should be avoided as it is a waste of valuable study time. b. After a lecture, you can add more structure to your notes by inserting new headings or numbering to separate details. c. For the notes to be useful, you must include time in your schedule to rehearse and review them. d. Your notes may include short meaningful phrases or shortened sentences.

a. Rewriting notes should be avoided as it is a waste of valuable study time.

Essential listening strategies to use for lectures include listening for: a. all of the strategies listed. b. ordinals that help identify important supporting details. c. verbal clues indicating important information. d. words that signal headings, main ideas, and definitions for terminology.

a. all of the strategies listed.

Many instructors emphasize important points in a lecture by: a. giving verbal, visual, and nonverbal clues. b. using hand gestures. c. changing the intonation and volume of their voices. d. clearly stating that a specific point is important to know.

a. giving verbal, visual, and nonverbal clues.

Two-column notes for lectures: a. often show the topic, question, or math problem in the left column and the details, answers, or solutions in the right column. b. are not similar to the Cornell notetaking format. c. work best for notetaking in math lectures. d. work best for notetaking in class discussions or lecture summaries.

a. often show the topic, question, or math problem in the left column and the details, answers, or solutions in the right column.

Which statement about listening skills during a lecture is not true? a. Speaker interference may occur when information is technical or complicated. b. A speaker's speech patterns and tone of voice are not factors that affect the ability to listen effectively. c. A student's attitude impacts the ability to listen effectively. d. Paying attention to external distractors reduces the ability to listen attentively.

b. A speaker's speech patterns and tone of voice are not factors that affect the ability to listen effectively.

If you cannot write fast enough to take notes during a lecture, you can: a. stop writing and plan to get someone else's notes after class. b. leave a space in your notes that you can fill in later and then continue taking notes. c. shift to listening and rely on your auditory memory to remember important information. d. challenge your mind by anticipating the next point instead of writing.

b. leave a space in your notes that you can fill in later and then continue taking notes.

When you are in a lecture notetaking situation: a. you should always begin by trying to use the Cornell Notetaking System. b. you have the option of using Cornell Notes, outline notes, two-column notes, or three-column notes. c. you should always begin by trying to use the simplified Cornell Notetaking System, which is the two-column system. d. you should use undivided attention so you can take accurate and detailed notes after the lecture is given.

b. you have the option of using Cornell Notes, outline notes, two-column notes, or three-column notes.

Which of the following strategies would not be effective to use when the discrepancy between the rate of speech and the rate of thinking is great? a. Keep writing as a way to maintain your undivided attention. b. Mentally summarize the information that has already been discussed. c. Allow your mind to wander briefly, but then switch back to the listening mode so you do not miss important new information. d. Predict the next point and then listen to see if you predicted accurately.

c. Allow your mind to wander briefly, but then switch back to the listening mode so you do not miss important new information.

Which of the following is not true about taking lecture notes on PowerPoint slides? a. Notetakers need to adjust their notetaking strategies based on how the instructor uses the slides. b. When PowerPoint slides show incomplete outlines, notetaking involves adding details to complete the outline. c. Notetaking is not necessary when instructors provide students with copies of the PowerPoint slides or access to the slides online. d. Notes for PowerPoint slides include adding details that do not appear on the slides.

c. Notetaking is not necessary when instructors provide students with copies of the PowerPoint slides or access to the slides online.

Which statement is false? a. Cornell Notes and outline notes can work effectively for lectures in most classes. b. Two-column notes can be used effectively to take notes in class discussions, math lectures, and PowerPoint lecture presentations. c. Three-column notes work effectively for math classes, but students should not use this notetaking system for lecture and discussion classes. d. The format to use to take notes on PowerPoint slides varies depending on how the instructor presents the slides in class.

c. Three-column notes work effectively for math classes, but students should not use this notetaking system for lecture and discussion classes.

The higher, more complex kind of listening that involves interpreting and analyzing is called: a. active listening. b. empathic listening. c. critical listening. d. appreciative listening.

c. critical listening.

Causes, steps, kinds of, reasons, techniques, and ways of are words that often: a. indicate main ideas to place as headings in your notes. b. signal terminology and definitions that you should write in your notes. c. help you identify the structure of the lecture, which includes headings, subheadings, and significant details of the lecture. d. signal important details to add to your notes.

c. help you identify the structure of the lecture, which includes headings, subheadings, and significant details of the lecture.

The Book Notes System involves: a. highlighting and marking your textbook before the chapter is covered by a lecture. b. returning to the textbook after a lecture to mark the information discussed. c. highlighting and taking notes in your textbook as your instructor moves systematically through the chapter during a lecture. d. using all of the strategies listed.

c. highlighting and taking notes in your textbook as your instructor moves systematically through the chapter during a lecture.

Notetaking problems can occur when: a. the speaker's rate of speech is faster than the student's rate of writing. b. the student's rate of thinking is faster than the speaker's rate of speaking. c. there are large differences or discrepancies among rates of speaking, writing, and thinking. d. the speaker's rate of speech is more than 100 words per minute.

c. there are large differences or discrepancies among rates of speaking, writing, and thinking.

Emotional reactions to a speaker may lead to: a. distorting the speaker's message. b. misinterpretation of information. c. tuning out the speaker. d. distorting or misinterpreting information or tuning out the speaker.

d. distorting or misinterpreting information or tuning out the speaker.

Listening: a. may be hindered by listener and speaker interferences. b. is a difficult process because of the limited capacity and duration of short-term memory. c. is a process that requires undivided attention to work effectively. d. is characterized by all of the options listed.

d. is characterized by all of the options listed.

When taking notes for a math class: a. spend time before the lecture to become familiar with math symbols and the English words used to read the symbols. b. copy the math problems and prototypes presented in class in one of the columns of your notes. c. include your instructor's explanation of the steps used to solve the problems. d. use all of these strategies.

d. use all of these strategies.

You can increase your speed of notetaking by: a. omitting nonessential words and writing shortened sentences. b. using symbols that represent words. c. omitting letters in words and using abbreviations instead. d. using all of the strategies listed.

d. using all of the strategies listed.