Identifying key Ideas in lectures
Identifying key Ideas in lectures
|Introduction |
|In this tutorial, you will learn how to identify important points in lectures. |
|Important ideas and their elaboration |
|Very often, key ideas are delivered in lectures in the following pattern: lecturers tell the topic sentence in which the |
|key idea is stated and then further elaborate and explain the idea. The elaboration can be explaining key terms mentioned |
|in the idea, mentioning the “why”, “what”, “how” and “when” aspects concerning the idea, or quoting examples to |
|illustrate. |
| |
|For example, the key idea and elaboration pattern can be found in the following extract: |
|The starting point in planning any speech is to formulate a precise objective. This should take the form of a simple, |
|concise statement of intent. For example, the purpose of your speech may be to obtain funds, to evaluate a proposal, or to|
|motivate your team. No two objectives will be served equally well by the same presentation; and if you are not sure at the|
|onset what you are trying to do, it is unlikely that your plan will achieve it. |
|The bolded part of the extract is the key idea. The italic part is the first elaboration of the idea which is about the |
|“how” aspect concerning formulation of objective. The underlined portion is the second elaboration of the idea giving |
|examples of what are possible objectives. |
|Aware of key ideas |
|The key idea and elaboration pattern is the most commonly used method to deliver ideas in lectures. This pattern is |
|repeated used in a lecture so that what you often hear is one important idea, some elaboration , then another important |
|idea and elaboration. |
| |
|The question is how you can identify each of this key idea and elaboration slot. |
| |
|The trick is to be more alert to signals used by most lecturers to indicate key ideas. |
|Key idea signals |
|There are eight common ways lecturers use to signal key ideas: |
| |
|Introduce a new topic:They explicitly say that they have arrived at a new topic. |
|Say words that express importance: They explicitly tell you that the following idea is important. |
|Define terms: They define some terms and you know the statement that express the relationships between these terms is key.|
|Mention stages or a list of steps: They express a sequence of important ideas in stages or in points. |
|Write sentence on blackboard: They write the idea on the blackboard. |
|Verbal or bodily stress: They speak slowly and louder or use exaggerated body movements to help you know the idea is |
|important. |
|Illustrate idea with graphs or drawings: They use graphic or drawing to elaborate the idea. |
|Restate or summarise: They restate, or summarise the idea fearing that you didn’t get it in the first place. |
|Summary |
|You have seen how key ideas are usually followed by elaboration. You have also learnt how lecturers usually signal to you |
|which ideas are important. |
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