# 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.

<!--
Guidance: How to use this template
- Fill the header and the notes column during the class or reading. Leave
  the cue column empty until afterwards.
- Within 24 hours, write questions and keywords in the cue column, one per
  block of notes, then write the summary.
- To review, cover the notes column and answer each cue aloud.
-->

| 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 $15/h has an opportunity cost of $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

1. **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.
2. **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".
3. **Recite.** Cover the notes column and answer each cue aloud in your own
   words. Mark cues you could not answer.
4. **Reflect.** Write the summary and add one connection to something you
   already know or to another course.
5. **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.