Note-Taking Methods Compared: Which One Should You Use at University?
Updated: Oct 1
Ask ten students how they take notes and you will get ten answers, most of them some version of “I write down as much as I can”. The problem is rarely effort. It is that one method is being used for every situation, when fast lectures, dense journal articles, seminar discussions and exam revision all need slightly different approaches.
This post compares the five note-taking methods I teach most often, explains what each one is good and bad at, and suggests a simple system for combining them. If you want the underlying principles first, such as why we take notes at all and how to prepare before a lecture, start with my academic note-taking guide.
The five methods at a glance
Cornell method: best for lectures you will revise from. Drawback: it only works if you complete the review step afterwards.
Outline method: best for well-structured lectures and textbooks. Drawback: it struggles when the lecturer jumps between ideas.
Mind mapping: best for connecting ideas and planning essays. Drawback: it is slow to do live.
Charting (table) method: best for comparing theories, studies or cases. Drawback: you need to know the categories in advance.
Sentence (linear) method: best for fast, unpredictable lectures. Drawback: the notes are hard to revise from unless you rework them.
1. The Cornell method
Divide the page into a narrow cue column on the left, a wide notes area on the right and a summary box at the bottom. During the lecture you write in the notes area only. Afterwards you add questions and keywords in the cue column and write a two- or three-sentence summary at the bottom.
Use it for: lectures and recorded talks you will need to revise from. The cue column turns your notes into a self-test: cover the right-hand side and answer the questions on the left.
Watch out for: skipping the after-class step. Without the cues and summary, Cornell notes are just ordinary notes with a wide margin. I explain the method in detail in my Cornell note-taking guide.
2. The outline method
Main topics start at the left margin, supporting points are indented beneath them, and details are indented again. It mirrors the structure of a well-organised lecture or textbook chapter.
Use it for: lectures that follow clear slides or headings, and summarising book chapters. Outlines are quick to turn into revision questions and essay plans.
Watch out for: lecturers who move between ideas or return to earlier points. Your indentation quickly becomes a mess. When that happens, switch to the sentence method and reorganise later.
3. Mind mapping
Put the topic in the centre of the page and organise ideas in branches around it, with arrows to show how ideas on different branches connect.
Use it for: reviewing a lecture or a week's reading, seeing how a topic fits together, and planning essays. It is the best method for spotting relationships and gaps.
Watch out for: trying to mind map live. Most students find it too slow for a fast lecture, so take linear notes in class and build the map when you review. See how to use mind maps for studying for a step-by-step method.
4. The charting method
Draw a table before you start. The rows are the things being compared (theories, authors, studies, cases or countries) and the columns are the categories you compare them on, such as main argument, method, findings, strengths and limitations.
Use it for: reading for a literature review or a “compare and evaluate” essay. A completed chart shows at a glance where sources agree and disagree, which is exactly what you need to synthesise sources in your writing.
Watch out for: designing the table before you know what matters. Read one or two sources first, then decide on the columns.
5. The sentence (linear) method
Write each new fact or idea as a short sentence or phrase on a new line, numbering them as you go. There is no structure to maintain, so it is the easiest method to keep up with.
Use it for: fast lectures, guest talks and seminars where the discussion is unpredictable.
Watch out for: leaving your notes in this form. Sentence notes are a first draft. Within a day, reorganise them into an outline, a Cornell page or a mind map, or they will be hard to revise from.
Which method for which situation?
Live lecture with clear slides: outline or Cornell.
Fast or unstructured lecture: sentence method, then rework into Cornell or a mind map the same day.
Journal articles and book chapters: outline for a single source; charting when you are reading several sources on the same question.
Seminars and discussions: sentence method, noting who said what and any questions to follow up.
Revision: mind maps for the big picture, Cornell cue columns for self-testing.
Essay and dissertation planning: mind maps to find your argument, charts to organise your sources.
Handwriting or laptop?
Handwriting is slower, which forces you to summarise rather than transcribe. A widely cited 2014 study by Mueller and Oppenheimer found that students who typed lecture notes tended to copy more word for word and did worse on conceptual questions. Later replications have produced more mixed results, so the safest conclusion is not “never type” but “never transcribe”. If you use a laptop, close other tabs, turn off notifications and make yourself paraphrase.
Digital notes have real advantages too: they are searchable, you can add links and screenshots, and apps such as OneNote, Notion or GoodNotes (on a tablet with a stylus) let you combine handwriting with digital organisation.
A simple system that works for most students
Before the lecture: skim the slides or reading and set up your page, either a Cornell layout or a blank outline.
During the lecture: capture key points, definitions, examples and anything the lecturer repeats or stresses. Use abbreviations and leave space.
Within 24 hours: tidy the notes, fill gaps from the slides or recording, and add Cornell cues and a summary.
At the end of each week: turn the week's notes into one mind map or chart that connects the lectures and readings.
Before assessments: test yourself from the cue columns and redraw your mind maps from memory.
Frequently asked questions
What is the best note-taking method for university?
There is no single best method. Cornell is the most useful all-rounder for lectures because it builds in review and self-testing, but most successful students combine it with mind maps for revision and charts for reading.
Should I write down everything the lecturer says?
No. Aim to capture main ideas, definitions, examples and evidence, plus anything the lecturer repeats or stresses. If slides or recordings are available, use them to fill gaps later rather than trying to transcribe in class.
Is it better to take notes by hand or on a laptop?
Both can work. The evidence suggests the problem with laptops is word-for-word copying and distraction rather than typing itself. If you type, paraphrase in your own words and switch off notifications.
How should I take notes from journal articles?
Read the abstract, introduction and conclusion first, then note the research question, method, key findings and limitations in your own words, with page numbers for any quotations. When you are reading several articles on the same topic, use the charting method to compare them.
Note-taking improves quickly with feedback. If you would like help building a system for your course, my one-to-one online Academic & Research Skills sessions cover note-taking, reading and academic writing.
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