Cornell Notes Template
Cornell notes page: header, cue column and notes area as a two-column table, summary, method steps and review routine
Anleitung: Use for a lecture or reading. Take notes in the right column during class, then add cues and the summary within 24 hours. Main pitfall: filling the cue column during the lecture, which removes the recall practice that makes the method work.
Vorschau
Cornell Notes: [Topic or lecture title]
Note-taking page in the Cornell format: a narrow cue column for questions and keywords, a wide notes area for the lecture or reading, and a summary at the bottom. The method was developed by Walter Pauk at Cornell University and described in his book How to Study in College. Replace every
[bracketed]value.
| Course | Topic | Date | Source |
|---|---|---|---|
| [Course code and name] | [Lecture or chapter topic] | YYYY-MM-DD | [Lecture 7 / Textbook ch. 4, pp. 81-104] |
Notes
| Cues (questions, keywords) | Notes (main ideas, details, examples) |
|---|---|
| Example: What is opportunity cost? | The value of the next best alternative given up when making a choice. Not only money: includes time. Example: studying for 2 hours instead of working a shift paid 30. |
| Example: Why are supply curves upward-sloping? | Higher price makes production profitable for more firms; existing firms expand output. Increasing marginal cost. Diagram on slide 12. |
| Example: Shift vs movement along the curve? | Price change = movement along the curve. Change in any other factor (input costs, technology, expectations) = shift of the whole curve. Common exam trap. |
| [Question or keyword] | [Notes in short phrases, abbreviations, bullet-style lines] |
| [Question or keyword] | [Notes] |
| [Question or keyword] | [Notes] |
| [Question or keyword] | [Notes] |
Summary
[Three to five sentences in your own words that capture the main ideas of the page and how they connect. Example: "Every choice has an opportunity cost, the value of the best option given up. Supply rises with price because higher prices cover rising marginal costs. Only a price change moves along a supply curve; other factors shift it. These ideas set up next week's topic, market equilibrium."]
How to use the Cornell method
- Record. During the class, write in the notes column only. Use short phrases, symbols and abbreviations; skip lines between ideas so you can add to them later.
- Reduce. Soon after, read your notes and write a question or keyword in the cue column next to each block. Good cues ask "why" and "how", not only "what".
- Recite. Cover the notes column and answer each cue aloud in your own words. Mark cues you could not answer.
- Reflect. Write the summary and add one connection to something you already know or to another course.
- Review. Repeat the recite step on a schedule rather than rereading.
Review routine
| Review | When | What to do | Done |
|---|---|---|---|
| 1 | Same day | Fill cues and summary | [ ] |
| 2 | After 1 day | Recite all cues; mark weak ones | [ ] |
| 3 | After 1 week | Recite weak cues; rewrite unclear notes | [ ] |
| 4 | After 1 month | Recite all cues; link to later topics | [ ] |
| 5 | Before the exam | Turn cues into practice questions | [ ] |
Standard and licence note
Based on the Cornell note-taking system described by Walter Pauk in How to Study in College, cited as a reference; the layout is a widely used convention. Original text written for this collection. Template licence: MIT.
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