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Note-making

NCERT Class 11 · English Based on NCERT Class 11 English textbook · Free CBSE study kit

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Chapter Notes

Overview
This chapter from the NCERT Class 11 English textbook 'Hornbill' introduces the essential study skill of note-making. It explains why note-making is important for understanding and retaining information, and provides a step-by-step process for creating effective notes from a given passage. The one big idea a student must walk away with is that good notes are short, use phrases not sentences, employ abbreviations and symbols, and are logically divided and subdivided using numbers and letters to make them easy to review.
Key Concepts (18)
Note-making
An important study skill that involves drawing the main points from material we read, as it is difficult to remember large chunks of information.
e.g. When reading a chapter on pheasants, a student underlines key facts about their origin, species, and habitat, then writes these as short numbered points.
Summarising
The process of condensing a longer text into a shorter version that captures only the main ideas.
e.g. After making notes on a passage about coal and petroleum, a student writes a brief summary of how these fuels were formed from ancient life.
Sub-titling
The practice of dividing notes under clear headings or sub-headings to organise information logically.
e.g. In notes on pheasants, using sub-titles like 'Origin', 'Species', and 'Distribution' to group related facts.
Note form
A style of writing used in notes where information is listed in phrases, not full sentences, and articles, prepositions, and conjunctions are often omitted.
e.g. Writing 'Pheasants — shy birds with bright plumage' instead of 'Pheasants are shy birds with bright plumage.'
Coherence in writing
The quality of writing where ideas are logically connected and easy to follow.
e.g. Arranging notes so that related points about pheasant origin appear together, followed by points about their distribution.
Cohesive devices
Words or phrases that link sentences and paragraphs together smoothly, such as 'however', 'therefore', 'firstly', and 'in addition'.
e.g. Using 'for example' to introduce a specific instance of a general statement in an essay.
Abbreviations and symbols
Shortened forms of words and standard signs used freely in notes to save time and space.
e.g. Using '&' for 'and', 'e.g.' for 'for example', 'No.' for 'number', and '→' for 'leads to'.
Decimal system
A method of numbering notes where main sections are numbered 1, 2, 3, sub-sections are 1.1, 1.2, 1.3, and sub-sub-sections are 1.1.1, 1.1.2, etc.
e.g. 1. Pheasants 1.1 Origin 1.1.1 Himalayas 1.1.2 Spread to Asia
Main sections
The primary divisions of notes, numbered as 1, 2, 3, etc., covering the broadest topics.
e.g. In notes on energy sources, main sections could be '1. Coal' and '2. Petroleum'.
Sub-sections
Divisions within a main section, numbered as (i), (ii), (iii) or 1.1, 1.2, etc., covering specific aspects of the main topic.
e.g. Under main section '1. Pheasants', sub-sections could be '(i) Origin' and '(ii) Species'.
Sub-sub-sections
Further divisions within a sub-section, numbered as (a), (b), (c) or 1.1.1, 1.1.2, etc., for very detailed points.
e.g. Under sub-section '1.1 Origin', sub-sub-sections could be '(a) Himalayas' and '(b) Spread to Asia'.
Phrases
Groups of words that express a single idea but do not form a complete sentence; used in note-making instead of full sentences.
e.g. Writing 'Origin in Himalayas' instead of 'The pheasants originated in the Himalayas.'
Order Galliformes
The biological order to which pheasants belong, known as game birds, which includes pheasants, partridges, quails, grouse, francolins, turkeys, and megapodes.
e.g. Pheasants are classified under Order Galliformes, which are also called game birds.
Family Phasinidae
The biological family within the order Galliformes to which pheasants belong.
e.g. All pheasants are members of the family Phasinidae.
Environment Society of India (ESI)
The organisation that brought out an identification chart showing 51 species of pheasants to create awareness among school eco-clubs under the National Green Corps (NGC).
e.g. The ESI chart lists all 51 species of pheasants found in the world.
National Green Corps (NGC)
A programme under the Ministry of Environment and Forests, Government of India, which includes school eco-clubs that the ESI chart aims to create awareness among.
e.g. The ESI chart on pheasants was created for members of school eco-clubs under the NGC.
Congo Peafowl
The only species of pheasant that is not from Asia; all other pheasants are from Asia.
e.g. Except for the Congo Peafowl, all pheasants are from Asia.
Peacock (male blue peafowl)
The best-known member of the pheasant family and India's national bird, occupying a prominent place in India's art, culture, and folklore.
e.g. The peacock is the male blue peafowl and is India's national bird.
How It Works
The Five-Step Process of Note-making
  1. Step 1: Underline the important words and phrases in the passage.
  2. Step 2: Read the passage again, asking yourself questions and answering them as you read (e.g., 'What is the passage about?', 'Where found?', 'Origin?').
  3. Step 3: With the help of the answers, note down the main points in phrases without full forms of verbs. Combine two or three related ideas into one point. Use colons and long dashes.
  4. Step 4: Go over the facts and number them.
  5. Step 5: Finally, go over the facts and number them again, ensuring the notes are logically divided and subdivided using figures/letters or the decimal system.
💡 Students often skip Step 2 (asking questions) and jump directly to writing points, which leads to incomplete or disorganised notes. With practice, Steps 2 and 3 can be done mentally, but initially they must be written down.
Method of Dividing and Subdividing Notes
  1. Main sections are numbered: 1, 2, 3, etc.
  2. Sub-sections are numbered: (i), (ii), (iii), etc. (or in decimal system: 1.1, 1.2, 1.3, etc.)
  3. Sub-sub-sections are numbered: (a), (b), (c), etc. (or in decimal system: 1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.2, etc.)
💡 Students often confuse the numbering systems. The decimal system uses dots (1.1, 1.2), while the other system uses brackets (i), (ii), (iii). Both are acceptable, but consistency within one set of notes is essential.
Process of Making Notes on the Coal and Petroleum Passage
  1. Underline the important words and phrases in the passage.
  2. Write down points without fully expanded verbs, numbering them as you do.
  3. Combine related points.
  4. Group related points.
  5. Change the verbs to nouns and begin points with them.
  6. Number the points.
💡 A key step is changing verbs to nouns (e.g., 'deposit' instead of 'deposited') and beginning points with these nouns. Students often forget this and write verb phrases, which makes the notes less concise.
Exam Traps — Don't Make These Mistakes
⚠ Writing full sentences instead of phrases
✗ Pheasants are shy, charming birds known for their brilliant plumage.
→ Notes must be in 'note form' — phrases, not full sentences. Full sentences waste time and space and defeat the purpose of note-making.
✓ Pheasants — shy birds with bright plumage
⚠ Including articles, prepositions, and conjunctions
✗ The origin of the pheasants is in the Himalayas.
→ Articles (a, an, the), prepositions (in, of, on), and conjunctions (and, but, or) should be omitted in notes to keep them short and concise.
✓ Origin — Himalayas
⚠ Using the wrong numbering system inconsistently
✗ 1. Pheasants i) Origin b) Himalayas
→ The numbering system must be consistent. If main sections are numbered 1, 2, 3, then sub-sections should be (i), (ii), (iii) or 1.1, 1.2, not a mix of letters and Roman numerals.
✓ 1. Pheasants (i) Origin (a) Himalayas
⚠ Copying the passage verbatim as notes
✗ Pheasants are shy, charming birds known for their brilliant plumage. These beautiful birds occupy an important niche in nature's scheme of things.
→ Note-making requires condensing and rephrasing the main points, not copying the original text. The purpose is to extract key information, not reproduce the passage.
✓ Pheasants — shy, bright plumage; important niche in nature
⚠ Forgetting to change verbs to nouns when instructed
✗ Deposited bulk of supplies 200-600 million years ago
→ The chapter specifically instructs to 'change the verbs to nouns and begin points with them' for the coal and petroleum passage. Using the verb form ('deposited') instead of the noun form ('deposit') loses marks.
✓ Deposit of bulk of supplies 200-600 million years ago
⚠ Not combining related ideas into one point
✗ Pheasants are from Asia. Except for Congo Peafowl, all are from Asia.
→ Two or three related ideas should be combined into one point to keep notes concise and avoid repetition.
✓ Pheasants — all from Asia except Congo Peafowl
Compare & Contrast
Purpose and form
Note-making
Summarising
Note-making involves writing short, numbered points in phrases using abbreviations and symbols, while summarising involves writing a coherent paragraph in full sentences that condenses the main ideas of a text.
Format of sub-divisions
Decimal system of numbering
Figure/letter system of numbering
In the decimal system, sub-sections are numbered as 1.1, 1.2, etc., and sub-sub-sections as 1.1.1, 1.1.2, etc., using dots; in the figure/letter system, main sections are 1, 2, 3, sub-sections are (i), (ii), (iii), and sub-sub-sections are (a), (b), (c), using brackets.
Exam Focus
Marks pattern: Typically, this chapter appears as a 5-mark or 8-mark question in the writing section: 3-5 marks for note-making (format and content) and 3 marks for a summary based on the notes. Occasionally, 1-mark MCQs on the characteristics of good notes.
Most asked: Making notes from a given passage (unseen or seen) using the correct format of headings, sub-headings, abbreviations, and numbering. · Writing a summary based on the notes made.
Don't skip: Given a passage, make notes in the appropriate format and write a summary based on those notes (5-8 marks).
One-Line Revision (read aloud before the exam)
  1. Note-making is an important study skill that helps us remember large chunks of information by drawing out main points.
  2. Good notes are short and written in phrases, not full sentences.
  3. Articles, prepositions, and conjunctions are omitted in note-making.
  4. Abbreviations and symbols are freely used in notes to save time and space.
  5. Information in notes is logically divided into main sections (1, 2, 3), sub-sections ((i), (ii), (iii) or 1.1, 1.2), and sub-sub-sections ((a), (b), (c) or 1.1.1, 1.1.2).
  6. The decimal system uses dots: 1, 1.1, 1.1.1, etc.
  7. Two or three related ideas can be combined into one point in notes.
  8. Colons and long dashes are useful in note-making to separate a heading from its details.
  9. When making notes on the coal and petroleum passage, change verbs to nouns and begin points with them.
  10. The five steps of note-making are: underline, ask questions, write points, number, and renumber.
  11. Notes must make sense when read again, otherwise they are of no use.
  12. Pheasants belong to the order Galliformes and family Phasinidae.
  13. All pheasants except the Congo Peafowl are from Asia.
  14. The peacock (male blue peafowl) is India's national bird and a member of the pheasant family.
  15. Coal and petroleum store energy originally from the sun, deposited 200-600 million years ago.

MCQs — 10 Questions with Answers

Q1. What is the PRIMARY purpose of note-making as explained in the chapter?

  • A. To write down every detail from a passage word for word
  • B. To draw out main points from material as it is difficult to remember large chunks of information ✓
  • C. To create full sentences that can be used as study guides
  • D. To replace reading the original text completely

Answer: B — The text explicitly states that note-making helps us draw the main points of material because it is difficult to remember large chunks of information.

Q2. According to Step 3 of note-making, which of the following should be OMITTED from notes?

  • A. Main ideas and facts
  • B. Nouns and verbs converted to noun form
  • C. Articles, prepositions, and conjunctions ✓
  • D. Numbers and symbols

Answer: C — The text clearly states that articles, prepositions, and conjunctions should be omitted when writing notes in note form.

Q3. What are the four characteristics of good notes listed in the chapter?

  • A. They should be long, written in sentences, use no symbols, and avoid numbering
  • B. They should be short, written in phrases, logically divided, and use abbreviations freely ✓
  • C. They should include all details, use full forms of verbs, and avoid any organisation
  • D. They should be written by hand, contain complete thoughts, and use only words

Answer: B — The chapter lists that good notes should be short, written in phrases (not sentences), logically divided with figures/letters, and use abbreviations and symbols freely.

Q4. In the pheasant example, which statement about the location of pheasants is CORRECT?

  • A. All pheasants are found equally in every continent
  • B. Pheasants originated in South India and spread to the Himalayas
  • C. About one-third of all pheasants in the world are found in India, and most pheasants are from Asia ✓
  • D. The Congo Peafowl is the most common pheasant species found in Africa

Answer: C — The passage states 'About a third of all the pheasants in the world are found in India' and 'Except for the Congo Peafowl, all the other pheasants are from Asia.'

Q5. Which numbering system uses 1.1, 1.2, 1.3 for sub-sections as shown in the chapter?

  • A. The standard numbering system
  • B. The letter system
  • C. The decimal system ✓
  • D. The roman numeral system

Answer: C — The chapter explicitly mentions the decimal system where main sections are 1, 2, 3 and sub-sections are 1.1, 1.2, 1.3, with sub-sub-sections like 1.1.1, 1.1.2.

Q6. Read the statement: 'Coal was formed mostly of giant fern-like plants.' How should this be written in note form?

  • A. Coal was formed mostly of giant fern-like plants
  • B. Formation of coal from giant fern-like plants ✓
  • C. Giant fern-like plants — formation of coal
  • D. Coal formation: giant fern-like plants, mostly present

Answer: B — In note form, verbs should be changed to nouns, so 'was formed' becomes 'formation,' and the point should begin with the noun to create a phrase, not a sentence.

Q7. According to the chapter, why must notes make sense when they are read again?

  • A. Because the student might share them with classmates
  • B. Because otherwise they will be of no use for revision and study ✓
  • C. Because the teacher will grade them based on clarity
  • D. Because they need to be converted into full sentences later

Answer: B — The text states: 'Notes must make sense when they are read again otherwise they will be of no use.'

Q8. Which of the following is NOT a characteristic of good notes according to the chapter?

  • A. Notes should be written in phrases, not complete sentences
  • B. Notes should include articles, prepositions, and conjunctions for clarity ✓
  • C. Information should be logically divided using numbers or letters
  • D. Abbreviations and symbols should be used freely

Answer: B — The chapter states that articles, prepositions, and conjunctions should be OMITTED from notes, not included; including them contradicts note-making principles.

Q9. Study these two statements: (1) Note-making helps us remember information better than reading long passages. (2) In the decimal system, sub-sections are numbered as (i), (ii), (iii). Which statement is correct?

  • A. Both statements are correct
  • B. Only statement 1 is correct ✓
  • C. Only statement 2 is correct
  • D. Neither statement is correct

Answer: B — Statement 1 is correct because note-making draws main points from difficult-to-remember large chunks of text. Statement 2 is incorrect because (i), (ii), (iii) is the standard system, not the decimal system which uses 1.1, 1.2, 1.3.

Q10. If you were writing notes on 'Coal and petroleum formed from dead organisms covered with mud over millions of years,' which organisation best follows the chapter's principles?

  • A. 1. Coal and petroleum were formed from dead organisms. 2. They were covered with mud. 3. This took millions of years.
  • B. 1. Formation of coal and petroleum from dead organisms — covering with mud — solidification over millions of years (200-600 MY) ✓
  • C. Coal: organisms and mud. Petroleum: formation. Time: millions of years.
  • D. 1. Coal 2. Petroleum 3. Dead organisms 4. Mud 5. Time

Answer: B — Option B combines related ideas (formation, covering, solidification) into one logical point, uses dashes to link ideas, omits verbs, and includes numerical details, following all note-making principles from the chapter.

Flashcards

What is the main purpose of note-making?

To draw out main points from large amounts of information so it is easier to remember and revise.

Define 'note form'.

Writing information in phrases and short points rather than complete sentences, using abbreviations and symbols.

Which words should be omitted when writing notes?

Articles (a, the), prepositions (in, on, at), and conjunctions (and, but, or) should be omitted in note form.

What is the decimal system for numbering notes?

A numbering method where main sections are 1, 2, 3; sub-sections are 1.1, 1.2, 1.3; and sub-sub-sections are 1.1.1, 1.1.2, etc.

Name the five steps of note-making explained in the text.

Step 1: Underline important information; Step 2: Ask questions and answer them; Step 3: Write main points; Step 4: Number the facts; Step 5: Check notes make sense when read again.

What happens when two or three related ideas exist in a passage?

They should be combined into one single point using colons or long dashes for better organisation.

Why must notes make sense when read again?

Because if notes do not make sense later, they will be useless for revision and study purposes.

What should be the length of notes?

Notes should be short and identify only the main point, not include unnecessary details or descriptions.

Explain logical division in note-making.

Information is divided into main sections, sub-sections, and sub-sub-sections using numbers and letters to show hierarchy.

When taking notes, what do you do with verbs?

Verbs should be changed to nouns and points should begin with these nouns to create short, concise phrases.

Important Board Questions

What are the five steps of note-making? Write them in a simple sequence. [2 marks]

The five steps progress from reading and underlining, through questioning, to writing points in phrases, numbering them, and finally checking that they make sense when read again.

Explain why it is important to omit articles, prepositions, and conjunctions when writing notes. Give one example from the chapter showing how a full sentence can be shortened in note form. [5 marks]

Omitting these words saves space and makes notes concise without losing meaning. Use the example: 'Coal was formed mostly of giant fern-like plants' shortened to 'Formation of coal: giant fern-like plants' to show how verbs change to nouns and words are reduced.

Read the given passage and make notes following all the rules explained in the chapter: 'The peacock is a large bird with magnificent tail feathers. Male peacocks display their feathers in a fan-like pattern during courtship. These beautiful displays serve to attract female peacocks. The peacock is found mainly in India and is considered sacred in many cultures. It is India's national bird and appears in Indian art, music, and literature for centuries.' Create a properly numbered and organised note on this passage. [6 marks]

First underline key facts (large bird, magnificent tail, male display during courtship, attract females, found in India, sacred, national bird, appears in art/music/literature). Then ask questions (what is peacock, why display, where found, significance). Combine related points using colons and dashes, convert verbs to nouns, omit small words, and use a clear numbering system (1, 2, 3 for main points; (i), (ii), (iii) for sub-points).

Assertion-Reason Questions for Note-making

Q1. Assertion (A):

Notes should be written only in phrases and not in complete sentences.

Reason (R):

This practice reduces the volume of information while maintaining comprehension, making notes easier to review and revise during examinations.

Answer: A — Both A and R are true, and R is the correct explanation of A — Both assertion and reason are true, and the reason correctly explains why using phrases instead of sentences is essential for effective note-making. The passage explicitly supports both statements.

Q2. Assertion (A):

The Environment Society of India created the pheasant identification chart to promote ornithological research among academic institutions.

Reason (R):

The chart was designed to create awareness among members of school eco-clubs under the National Green Corps.

Answer: D — A is false but R is true — The assertion is false because the passage specifies the chart targets school eco-clubs for awareness, not academic research institutions. The reason is true but becomes irrelevant when the assertion is incorrect.

Q3. Assertion (A):

Coal and petroleum are forming in significant quantities in modern times due to current tropical conditions.

Reason (R):

Scientists believe that coal formation depends on specific tropical conditions and moist environments that existed 200-600 million years ago but are not widespread today.

Answer: D — A is false but R is true — The assertion is false; the passage states 'Coal may still be forming here and there on earth, but conditions are not right for the production of significant quantities.' The reason is true and actually proves the assertion wrong.

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Case-Based Questions (CBQ) for Note-making

Case Study:

Ravi, a Class 11 student, has been assigned to prepare notes from a 5-page chapter on 'Energy Resources' for his Environmental Science exam. The chapter discusses fossil fuel formation over millions of years, renewable energy sources, and India's energy consumption patterns. Ravi decides to write complete sentences with full verbs, proper punctuation, and detailed explanations because he wants his notes to be grammatically correct and easy to read. However, when he reviews his notes one week before the exam, he finds it difficult to quickly identify key points due to the volume of information he has recorded.

Q1. What is the primary issue with Ravi's note-making approach?

  • A. He included too many abbreviations that made notes incomprehensible
  • B. He wrote in complete sentences and detailed explanations, which increases volume and reduces quick recall efficiency ✓
  • C. He used numerical systems instead of letter systems for organization
  • D. He failed to include fossil fuel formation details

Answer: B

Q2. Based on the note-making principles from the passage, which revision to Ravi's approach would be most effective?

  • A. Rewrite all notes in decimal numbering format without changing the content structure
  • B. Convert notes to use phrases instead of sentences, use abbreviations, and organize hierarchically with numbered sections ✓
  • C. Add more detailed explanations about renewable energy sources
  • D. Remove all abbreviations and write out complete words

Answer: B

Q3. When Ravi applies proper note-making techniques to the same 5-page chapter, he would expect which outcome?

  • A. His notes will be longer but more grammatically correct
  • B. His notes will no longer be meaningful
  • C. His notes will contain fewer facts about energy resources
  • D. His notes will be concise, logically organized, and allow quick identification of main points during revision ✓

Answer: D

Q4. Which combination of note-making elements from the passage would help Ravi most effectively study for his exam?

  • A. Phrases, abbreviations, hierarchical numbering, and ensuring notes remain meaningful upon review ✓
  • B. Complete sentences, full verb forms, and grammatical punctuation throughout
  • C. Only decimal numbering without any hierarchical subdivisions
  • D. Extensive details with minimal use of abbreviations

Answer: A

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