Cornell note-taking is unreasonable and unfavorable for students

The issue of required Cornell notes is sweeping through our school. Note-taking is a crucial skill to store, recall, and review information presented. Some students take pride in this systematic strategy of note-taking, while others whine and protest upon hearing those dreaded words. Supporters of the Cornell note technique assert that by using Cornell notes, they are better able to organize thoughts and bring details to light. However, for many students, Cornell note-taking serves as a burden, as it simply is not their style of taking notes.

In my opinion, Cornell notes are simply time-consuming and restrictive. There is no need for drawing 2’’ and 6’’ columns when they are unnecessary to the comprehension of the material at hand. Often students, especially seniors who have already created their own style of note-taking, are forced to take notes in such a specific manner that it actually hinders their ability to learn in classes. It is a waste of time as they are unable to format their notes in the way that most benefits them. Furthermore, writing questions on the margin may help some students better visualize and think about what they are learning, but when there are different methods students are accustomed to, those are the methods that will best aid them in studying and improving test scores. Besides, there are numerous students who do not have the patience to complete each step of taking Cornell notes, including annotating, highlighting, and summarizing. In that case, the Cornell notes’ strategy is an unfavorable way of taking notes and, thus, students feel restricted when taking notes that serve to only benefit themselves.

Additionally, in postgraduate institutions, professors will constantly conduct lectures for students to learn the material. It is very inefficient and time-absorbing if students choose to draw columns and then follow the detailed instructions of Cornell note-taking. Instead, students are encouraged to take quick, detailed notes, writing as the professor speaks. This not only saves time, but it also allows students to ensure that nothing important is missed. Some habits developed during high school may not always work in higher education facilities. In this case, the Cornell notes are not a realistic means of taking notes in a classroom, especially when going off of a professor’s lecture.

Students have their own method of note-taking as well as their own way of organizing thoughts and ideas. The strategy of Cornell note-taking, therefore, may prove helpful to some students and disagreeable to others, so students must choose which style of note-taking is best for them and should never be restricted by being forced to utilize one particular note-taking technique.