あとから引用できる研究メモの取り方

まず書誌:

Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1159–1168. https://doi.org/10.1177/0956797614524581

Q (引用):

文言を一字一句、引用符の中に、ページまたは他の位置情報とともに写す。著者の句読点を整えない。

PARA (言い換え):

PDFを閉じ、一つの主張を自分の構文で言い直し、再び開いて著者の語句が残っていないか確認する。

SUM (要約):

記事または章全体を一文か二文で。それでも出典を示す。要約は常識ではない。

MINE (自分の考え):

反応は括弧か別の色に入れ、出典が言ったかのように下書きへ貼れないようにする。

The best way to make sure you don't plagiarize due to confusion or carelessness is to 1) understand what you're doing when you write a paper and 2) follow a method that is systematic and careful as you do your research. In other words, if you have a clear sense of what question you're trying to answer and what knowledge you're building on, and if you keep careful, clear notes along the way, it's much easier to use sources effectively and responsibly and, most of all, to write a successful paper.

If you cut and paste from an electronic document into your notes and forget to clearly label the document in your notes, or if you draw information from a series of websites without taking careful notes, you may end up taking credit for ideas that aren't yours, whether you mean to or not.

Any quotations, however small, must be placed in quotation marks or clearly indented beyond the regular margin.

The student is responsible for taking adequate notes so that debts of phrasing may be acknowledged where they are due.

Plagiarism is presenting another person’s ideas, words, or entire work as your own.

Paraphrasing someone’s ideas or arguments or copying someone’s unique wording without giving proper credit is plagiarism.

It’s even possible to plagiarize yourself. In published work, if you reuse ideas or phrases that you used in prior work and do not cite your prior work, you have plagiarized.

Taking careful notes is simply the best way to avoid plagiarism.

Make careful distinctions between direct quotations and your paraphrasing! This is critical if you want to be sure to avoid accidentally plagiarizing someone else’s work.

Record full citations for each source. Don’t get lazy here! It will be far more difficult to find the proper citation later than to write it down now.

When you want to paraphrase material, it's a good idea first to paste the actual quotation into your notes (not directly into your draft) and then to paraphrase it (still in your notes). Putting the information in your own words will help you make sure that you've thought about what the source is saying and that you have a good reason for using it in your paper. Remember to use some form of notation in your notes to indicate what you've paraphrased and mention the author's name within the material you paraphrase. You should also include all citation information in your notes.

Don't save your citations for later

Never paraphrase or quote from a source without immediately adding a citation. You should add citations in your notes, in your response papers, in your drafts, and in your revisions. Without them, it's too easy to lose track of where you got a quotation or an idea and to end up inadvertently taking credit for material that's not your own.

Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.

Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.

Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.

If you use an author’s specific word or words, you must place those words within quotation marks and you must credit the source.

Look away from the source then write. Read the text you want to paraphrase several times until you feel that you understand it and can use your own words to restate it to someone else. Then, look away from the original and rewrite the text in your own words.

親レコードとして保存:

Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1159–1168. https://doi.org/10.1177/0956797614524581

以降のカードごとの短いキー:

Mueller & Oppenheimer 2014

同じカードに残す正誤表:

Psychological Science はこの論文の正誤表を後に出した (2018), 29(9), 1565–1568, https://doi.org/10.1177/0956797618781773。訂正が何を変えたかは推測しない。必要な数値が表にあるなら、そのDOIを開く。

捏造しないもの:

第二著者、2015年、作ったページ。PDFに1160ページが見えなければ、雑誌のページ付けを確認できるまでPDFページと節見出しを書く。

Reread the original passage until you understand its full meaning.

Set the original aside, and write your paraphrase on a note card.

Jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.

Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form.

Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.

Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper.

The original passage

Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers . 2nd ed., 1976, pp. 46-47.

A legitimate paraphrase

In research papers, students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).

An acceptable summary

Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper (Lester 46-47).

A plagiarized version (Purdue's label)

Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.

If you are tempted to borrow the author’s language, write your notes with the book closed to ensure that you are putting the ideas into your own words. If you’ve already taken a step away from the author’s words in your notes, you’ll find it easier to use your own words in the paper you write.

Q, abstract / p. 1159:

"In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand."

PARA, 同じ箇所:

三つの実験を通じて、ノートPCのメモは手書きのメモより、概念の応用問題で弱い答えを生んだ。

MINE:

2014年の主張として使う。教室方針として確定した話にはしない。ゼミでノートPCを禁じると言う前に Urry et al. 2021 を確認する。もし機序が持つなら、逐語の重なりであり、機械ではない。

Don't write down too much

Your essay must be an expression of your own thinking, not a patchwork of borrowed ideas.

Your note cards or note sheets will record only ideas that are relevant to your focus on the topic; and they will mostly summarize rather than quote.

Don't depend on underlining and highlighting. Find your own words for notes in the margin (or on "sticky" notes).

Label your notes intelligently

Leave lots of space in your notes for comments of your own—questions and reactions as you read, second thoughts and cross-references when you look back at what you've written.

Record

During the lecture, use the note-taking column to record the lecture using telegraphic sentences.

Questions

As soon after class as possible, formulate questions based on the notes in the right-hand column. Writing questions helps to clarify meanings, reveal relationships, establish continuity, and strengthen memory. Also, the writing of questions sets up a perfect stage for exam-studying later.

Review

Spend at least ten minutes every week reviewing all your previous notes. If you do, you’ll retain a great deal for current use, as well as, for the exam.

手がかり欄(左):

自分の問い、テーマタグ、または方法 / 知見 / 限界のような見出し。Cornellが求めるとおり、最初の通読のあとで問いを書く。論旨を探している最中には書かない。

メモ欄(右):

位置情報付きの Q / PARA / SUM 行。電文体でよい。段落全体の逐語コピーはCornellメモではなく書き起こしです。

要約(下):

自分の言葉で二文。出典の主張と、それがあなたの問いにどう答えるか。要約が書けなければ、読み終えていません。学術論文の読み方 を参照。

A note is a thought.

• Abbreviated subject heading — あとで並べ替えるための二語か三語。
• Complete bibliographic citation — 著者、タイトル、出版社または雑誌、日付、ページ。文書館なら箱とフォルダ。
• Notes on facts, quotations, and arguments — Q / PARA / SUM の行。
• Your interpretation — 文脈、意義、出典が他の研究にどう語るか。

著者 / 年:

Mueller & Oppenheimer 2014

問い:

マルチタスクがなくても、ノートPCでのメモ取りは概念学習を損なうか。

方法:

三つの実験。Study 1 は TED Talk と Princeton の被験者プールを使った。

引用してよい知見:

ノートPCのメモは逐語の重なりが多く、元研究では概念スコアも悪かった。

著者 / 年:

Urry et al. 2021 (短いキー。Crossrefの記録は88名の著者を列挙する。推測の著者リストではなくDOIを保存する)

公式タイトル:

Don't Ditch the Laptop Just Yet: A Direct Replication of Mueller and Oppenheimer’s (2014) Study 1 Plus Mini Meta-Analyses Across Similar Studies

問い:

事前登録した Study 1 の直接追試でも、ノートPCの不利は残るか。

方法:

ノートPC n = 74、手書き n = 68。TED Talk。短い妨害のあと学習時間なしで小テスト。類似8研究のミニメタ分析も。

引用してよい知見:

ノートPCの方が語数も逐語の重なりも多いが、手書きに小テスト成績の優位はなかった。https://doi.org/10.1177/0956797620965541; Psychological Science, 32(3), 326–339.

Annotations added to notes will automatically include links back to the PDF page as well as citations that you can later add to a Word, LibreOffice, or Google Docs document with one of the word processor plugins.

In three studies, we found that students who took notes on laptops performed worse on conceptual questions than students who took notes longhand.

We show that whereas taking more notes can be beneficial, laptop note takers’ tendency to transcribe lectures verbatim rather than processing information and reframing it in their own words is detrimental to learning.

As in the original study, laptop participants took notes containing more words spoken verbatim by the lecturer and more words overall than did longhand participants. However, laptop participants did not perform better than longhand participants on the quiz.

Overall, results do not support the idea that longhand note taking improves immediate learning via better encoding of information.

Bibliographic header as UNC printed it

James Leoni, trans. Ten Books on Architecture by Leone Battista Alberti. London: Alec Tirani, Ltd., 1955.

Chapter heading as UNC printed it

BOOK I, CHAPTER X: “Of the Columns and Walls, and Some Observations Relating to the Columns”

p. 14 note as UNC printed it

(p. 14) Alberti begins by talking about walls, and then says a row of columns is simply “a Wall open and discontinued in several Places;” he says the column supports the roof, and that columns are the most beautiful of the architectural elements; here, he’ll address what columns have in common, and later he’ll discuss their differences.

Cite: 著者。年。タイトル。コンテナ。DOIまたはURL。

Read as: 雑誌PDF / プレプリント / 書籍 / 文書館。

SUM: 一文、自分の構文、それでも出典の主張。

Q 行:

• 「原文」(p. #)
• なぜ言い換えではなく、この文言か

PARA 行:

• 言い直した主張 (p. #)
• 原文と照合済み:残った語句なし

MINE: 関連、反論、または別の短いキーへの結び。

Tags: テーマ、章、または研究問い。出典の代わりではない。