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Note-making & Summarising — Writing Skills

Q: What is Note-making & Summarising u2014 Writing Skills about in NCERT English?

Note-making & Summarising u2014 Writing Skills is a lesson from the NCERT English textbook that covers important literary and language concepts. The lesson includes vocabulary, literary devices, comprehension exercises, and writing tasks aligned to the CBSE curriculum.

Q: What vocabulary is important in Note-making & Summarising u2014 Writing Skills?

Key vocabulary words from Note-making & Summarising u2014 Writing Skills are highlighted throughout with contextual meanings, usage examples, and interesting facts. Click any highlighted word to see its full definition and example sentence.

Q: What literary devices are used in Note-making & Summarising u2014 Writing Skills?

Note-making & Summarising u2014 Writing Skills uses various literary devices including imagery, symbolism, and figurative language. These are identified with coloured tags throughout the text for easy recognition and understanding by students.

Q: How does Note-making & Summarising u2014 Writing Skills help in board exam preparation?

Note-making & Summarising u2014 Writing Skills includes CBSE-format extract-based questions, long answer practice with model responses, and grammar exercises that mirror board exam patterns. All questions follow Bloom's Taxonomy levels L1-L6.

🎓 Class 11 English CBSE Theory Ch 7 — Writing Skills: Note-making and Summarising ⏱ ~35 min

🌐 Language: [gtranslate]

📖 English Passage Assessment ▲

This CBSE English Passage Assessment will be based on: Note-making & Summarising — Writing Skills

Assessment Format:
• 2 Short Answer Questions (2 marks each) = 4 marks
• 2 Fill in the Blanks Questions (1 mark each) = 2 marks
• 2 Short Answer Questions (1 mark each) = 2 marks
• 2 Multiple Choice Questions (1 mark each) = 2 marks
Total: 8 Questions, 10 Marks

📖 English Grammar Assessment ▲

This CBSE English Grammar Assessment will be based on: Note-making & Summarising — Writing Skills

Assessment Format:
• 10 Randomized Grammar Questions (1 mark each)
• Question Types: Fill in the Blanks, MCQs, Error Identification, Reported Speech, Sentence Completion
Total: 10 Questions, 10 Marks

📖 English Vocabulary Assessment ▲

This English Vocabulary assessment will be based on: Note-making & Summarising — Writing Skills
Targeting Vocabulary & Usage with Intermediate difficulty.

Question Type:

Number of Questions:

✍ Before You Begin — Activate Prior Knowledge

Note-making and summarising are core academic skills. Explore these questions to prime your thinking before you study the techniques.

1. When you read a long chapter, what method do you currently use to remember important information? What are its limitations?

Most students either underline randomly or try to memorise everything. Effective note-making involves a selective, hierarchical process — capturing main ideas, sub-ideas, and evidence in a structured format that aids quick review and recall.

2. Notice these terms — infer their academic meaning: nominalisation, cohesive devices, abridging, verbatim, paraphrase.

Nominalisation: converting a verb into a noun (e.g., "produce" → "production"). Cohesive devices: words/phrases linking sentences (however, therefore, furthermore). Abridging: shortening by cutting unnecessary words. Verbatim: word-for-word copying. Paraphrase: expressing the same idea in your own words.

3. What is the difference between note-making and summarising? Before reading, predict where these two skills would be used differently.

Notes are for personal reference — highly abbreviated, using symbols and fragmented phrases. A summary is written in full sentences for others to read — it is a condensed but coherent representation of the original. Notes become input; summaries become output.

4. Contextual inference: A passage of 300 words is summarised in 90 words. What percentage of the original content is retained? What does this tell you about the skill of selection?

30% — only the most essential ideas. Effective summarising demands strong analytical skills: you must distinguish between main ideas, supporting details, and examples. Examples and repetitions are the first things to omit. Only cause-effect relationships and core arguments are retained.

Note-making — Process Map

The Five-Step Note-making Process

Key Terms in Note-making & Summarising

Academic Vocabulary

Nominalisation

noun · academic writing

Converting a verb or adjective into a noun form to create concise, formal expression.

"The scientists produced results" → "Production of results by scientists."

Common in: academic reports, notes, abstracts

Cohesive devices

noun phrase · text structure

Words and phrases that link sentences and paragraphs logically (connectors, pronouns, repetition).

However / Therefore / As a result / In addition / Moreover

Additive · Adversative · Causal · Sequential

Paraphrase

verb/noun · composition

Restatement of a text in different words, retaining original meaning without copying verbatim.

"Lush forests produced huge trees" → "Dense tropical forests grew to great heights."

Paraphrase vs. plagiarise · paraphrase vs. summarise

Abridgement

noun · summarising

A shortened version of a text achieved by omitting examples, repetitions, and minor details.

The 300-word passage was abridged to a 90-word summary retaining all main ideas.

Abridge · abridged · abridgement

Hierarchy

noun · note structure

A ranked system of organising information from most important (main points) to least (sub-sub-points).

Notes use 1, 2, 3 for main sections and (i), (ii), (iii) for sub-sections.

Hierarchical structure · decimal system · outline format

Aquifer

noun · geography

An underground layer of rock or sediment that holds water, often tapped by wells.

Vast aquifers of fresh water lie beneath the Sahara Desert.

Fossil water · prehistoric aquifer · groundwater reservoir

Note-making — Format Guide

Standard Format

Title (Heading)

Pheasants of the World — A Study

Main Section 1 (with sub-sections)

1. Classification
  (i) Order: Galliformes — game birds
  (ii) Family: Phasinidae
  (iii) Total species: 51

Main Section 2 (with sub-sub-sections)

2. Distribution
  (i) Origin: Himalayas
  (ii) Spread:
    (a) Asia: China, Myanmar, SE Asia
    (b) India: 1/3 of world population
  (iii) Exception: Congo Peafowl (Africa)

Abbreviations Used

ESI = Environment Society of India | NGC = National Green Corps | SE = South East | Govt. = Government

▶ The title must reflect the theme of the passage. Abbreviations must be explained in a key at the end. Notes are written in phrases — never full sentences. Use colons and long dashes for clarity.

Worked Example 1 — The Pheasants Passage

Step-by-Step Notes: Pheasants of India

Reading Note The passage below has been paraphrased from the NCERT source text. Follow each step to understand how raw information is converted into efficient notes.

Pheasants are graceful, colourful birds that occupy a significant place in the natural world. Of the approximately 900 known bird species distributed across 155 families, pheasants belong to the order Galliformes and the family Phasinidae. The Galliformes are classified as game birds and include partridges, quails, grouse, francolins, turkeys, megapodes, and pheasants themselves. There are 51 known pheasant species worldwide, documented in an identification chart produced by the Environment Society of India (ESI). This chart aims to raise awareness among school eco-clubs under the National Green Corps (NGC) of the Ministry of Environment and Forests. With the exception of the Congo Peafowl, all pheasant species originate from Asia. Scientists suggest the Himalayas were their point of origin, from where they dispersed into Tibet, China, Myanmar, and South and South-East Asian countries. India is home to roughly one-third of the world's pheasant population. Among them, the peacock — the male blue peafowl — is the most celebrated, holding the distinction of being India's national bird and featuring prominently in art, folklore, and culture.

Step 2 — Questions

What? — Pheasants: colourful birds, family Phasinidae
How many species? — 51 (ESI chart)
Where from? — Himalayas → Asia (China, Myanmar, SE Asia)
Where in India? — 1/3 world population
Purpose of ESI chart? — Awareness among school eco-clubs under NGC
Best-known species? — Peacock (India's national bird)

Step 4 & 5 — Final Notes with Title

Title: Pheasants — Classification, Distribution & Significance

1. Classification
  (i) Order: Galliformes (game birds)
  (ii) Family: Phasinidae
  (iii) Total species: 51 (source: ESI chart)

2. Distribution
  (i) Origin: Himalayas
  (ii) Spread: Tibet, China, Myanmar, S & SE Asia
  (iii) India: ~1/3 of world pop.
  (iv) Exception: Congo Peafowl (Africa)

3. Significance
  (i) ESI chart purpose: awareness among school eco-clubs (NGC)
  (ii) Peacock: natl. bird; prominent in Indian art, culture & folklore

Abbreviations: ESI = Environment Society of India; NGC = Natl. Green Corps; S = South; SE = South East; natl. = national; pop. = population; approx. = approximately

Practice Exercise — Coal & Petroleum

Make Notes on the Following Passage

The energy locked within coal and petroleum originally reached the earth from the sun millions of years ago. The vast reserves we use today were laid down approximately 200 to 600 million years ago, during a period of widespread tropical conditions. Dense, swampy forests generated massive trees while warm coastal seas teemed with microscopic organisms. When these life forms died, most of their organic material was recycled through natural processes of decay and decomposition — as it still is today. However, a substantial portion of this dead plant and animal matter was buried under accumulating mud, which blocked complete decomposition. Over immense periods of time, successive layers of fine sediment accumulated over this buried organic material. The sheer pressure from these layers converted the sediment into rock. Compressed and sandwiched between rock layers, both coal and petroleum were formed and preserved. Coal developed chiefly from giant fern-like plants that no longer exist in the same form. While coal formation may still occur in isolated locations, present-day conditions are not conducive to the production of significant quantities.

Practice Task

Make notes on the passage above in the standard format (title + numbered sections + abbreviation key). Your notes should not exceed 120 words.

Marks: 5 | Expected notes: 80–120 words

Title: Formation of Coal & Petroleum — Energy from the Sun

1. Origin of energy
  (i) Source: sun
  (ii) Stored in coal & petroleum
  (iii) Deposits formed: 200–600 mn. yrs. ago

2. Formation conditions
  (i) Tropical conditions: dense forests, warm coastal seas
  (ii) Death of organisms → partial recycling through decay
  (iii) Incomplete decomp.: plant/animal matter buried in mud

3. Rock & fuel formation
  (i) Sediment layers → rock formation over time
  (ii) Org. matter compressed → coal & petroleum
  (iii) Coal: mainly from giant ferns; not forming significantly today

Abbrev.: mn. = million; yrs. = years; org. = organic; decomp. = decomposition; approx. = approximately

Summarising — Format Guide

How to Write a Summary

Step 1 — Underline + Note Points

Underline key ideas. List as note-form points (abbreviated phrases).

Step 2 — Expand into Full Sentences

Unlike notes, summaries use complete sentences. Expand each point into a sentence — avoid fragments.

Step 3 — Link with Connectors

Use cohesive devices: "Furthermore," "As a result," "However," "In addition," "Consequently."

Step 4 — Omit Examples & Repetition

Remove all examples, illustrations, statistics that only support (not carry) the main idea. Remove repetitions.

Step 5 — Check Length

A summary = approximately 1/3 the length of the original. For a 225-word passage, aim for 70–80 words.

▶ Nominalisation trick: "The scientists discovered that…" → "Scientists' discovery showed…" — saves words, maintains formality.

Worked Example 2 — Summary: Soybeans

Progressively Reducing a Summary

The original passage on soybeans (225 words) is condensed through three stages. Notice how each stage becomes more precise through nominalisation and phrase compression.

Stage 1 — Key Points Listed (111 words): Soybeans are leguminous seeds that thrive in diverse soils and climates. They are processed into numerous food items — including tofu, soymilk, soy sauce, and margarine — and used to make candles and bio-diesel. They provide high-quality protein, essential vitamins (especially B complex), minerals, and fibre, with low fat and no cholesterol. They reduce LDL levels and lower the risk of coronary heart disease. Lactose-free soymilk, available with added flavour, suits people allergic to regular milk and can be prepared at home by soaking, grinding, and straining the beans.

Stage 2 — Compressed (90 words): The leguminous soybean plant, adaptable to varied soils and climates, yields beans, sprouts, and a wide array of processed foods and dairy alternatives, as well as candles and bio-diesel. Rich in protein, vitamins, minerals, and fibre, it is low in fat and cholesterol and helps lower LDL levels, thus reducing the risk of coronary heart disease. Lactose-free soymilk, available flavoured, suits those allergic to regular milk and can also be made at home.

Stage 3 — Most Concise (74 words): Soybean, a legume growing in varied soil and climatic conditions, yields beans, sprouts, and diverse food items, and is used in making candles and bio-diesel. Rich in protein, vitamins, minerals, and fibre, it is low in cholesterol and fat, lowers LDL levels, and reduces the risk of coronary heart disease. Lactose-free soymilk is available flavoured and taken by those allergic to milk; it can also be prepared at home.

Cohesive Devices — Expression Grid

Furthermore / Moreover / In addition

Adding more information of equal importance.

Furthermore, soybeans are also used in making bio-diesel.

However / Nevertheless / In contrast

Introducing a contrast or qualification.

However, present conditions do not favour large-scale coal formation.

As a result / Consequently / Therefore

Showing cause-effect relationship.

As a result, the buried organic matter was preserved under pressure.

In brief / To summarise / In conclusion

Signalling a concluding or synthesising statement.

In brief, pheasants are an ecologically vital group of Asian birds.

Rich in / Low in / Free of

Economical descriptive phrases replacing verbose clauses.

"It contains a large amount of protein" → "Rich in protein."

X, a [noun phrase], …

Appositive construction — defining a subject within the same sentence.

Soybean, a legume, growing in varied conditions…

Grammar Workshop — Nominalisation for Concise Writing

Converting Verbs to Nouns for Note-making & Summarising

Rule: Nominalisation

Verb/Adjective → Noun Form → Begin your note/sentence with the noun

In note-making, nominalisation allows you to omit the subject and auxiliary verb, making points more concise. Example: "Scientists discovered that coal was formed…" → "Discovery/Formation of coal by…" or simply "Coal formation: from compressed organic matter."

1. Convert: "The government decided to protect the environment."

Hint: What noun form can replace "decided to protect"?

Nominalised: "Government's decision to protect the environment" or "Protection of the environment — government decision." Note how the verb "decided" becomes the noun "decision."

2. Convert: "The pheasants migrated because conditions became unsuitable."

Hint: "migrated" → "migration"; "became unsuitable" → "due to unsuitability"

Nominalised: "Migration of pheasants due to unsuitability of conditions." Two verbs become two nouns; the sentence is trimmed from 11 words to 8 while retaining full meaning.

3. Convert: "Children who show intelligence far beyond their age often turn out to be mediocre in adult life."

Hint: From the NCERT example — "precocious" is the adjective form. How can you reduce this to 9 words?

Nominalised/Compressed: "Precocious children often turn out to be mediocre in adult life." The entire relative clause "who show intelligence far beyond their age" is replaced by one adjective — "precocious." This is the single most powerful tool in summarising.

Writing Practice — Summarise the Green Sahara

Comprehension & Summary: The Green Sahara

Task: Read the passage below (a paraphrase of the NCERT text by Joel Achenback) and write a summary in approximately 90 words. Your summary must cover: (a) the present Sahara; (b) why it was once green; (c) how and when it changed; and (d) current fossil water beneath it.

The Sahara is today the world's largest and driest desert — in some areas, rainfall occurs barely once a century, and some people live their entire lives without witnessing rain. Yet beneath this arid expanse lie enormous reserves of ancient groundwater, enough to fill a small sea. This is fossil water, accumulated thousands of years ago, some of it possibly a million years old. Only six thousand years ago, this landscape was dramatically different — it was green, and prehistoric rock art even depicts hippopotamuses, animals that require permanent water sources. This transformation was driven by the migration of the paleo-monsoon, which shifts north and south over millennia in response to cyclical changes in the earth's axial tilt and its orbital path around the sun. Around 10,000 years ago, increased solar radiation during northern summers caused the African monsoon to shift northward, bringing rainfall to North Africa and creating a habitable green landscape. By approximately 5,000 years ago, the monsoon retreated southward again, triggering rapid desiccation. The prehistoric inhabitants, witnessing the greening of their world turn to dust, may have migrated towards the Nile Valley — a region that began flourishing as a civilisation around the same period. Today, geologists note that the pace of climate change observed in the deep past mirrors the speed of shifts occurring now.

Point 1Present state: driest, largest desert; rare rain

Point 2Fossil water beneath — ancient groundwater

Point 36,000 yrs ago: green (evidence: rock art, hippos)

Point 4Cause: paleo-monsoon migration due to axial tilt

Point 510,000 yrs ago: monsoon shifted north → green Sahara

Point 65,000 yrs ago: monsoon retreated → rapid drying

Model Summary (88 words)

The Sahara, today the world's largest and driest desert, conceals vast reserves of prehistoric groundwater beneath its surface. Merely six thousand years ago, however, this region was verdant, as evidenced by rock art depicting water-dependent animals such as hippopotamuses. This transformation was caused by the cyclical migration of the paleo-monsoon, driven by shifts in the earth's axial tilt. Around 10,000 years ago, increased solar radiation pushed the monsoon northward, greening North Africa. By 5,000 years ago, it retreated southward, triggering swift desiccation and possibly prompting mass migration towards the Nile Valley.

Annotations: Note the use of "conceals" (active, vivid); "verdant" (one word for "green and full of vegetation"); "cyclical migration" (nominalisation); "triggered" for cause-effect; appositive "the world's largest and driest desert" for compact identification. No examples or statistics retained — only the causal chain.

Assessment Rubric — Note-making & Summarising

CBSE Marking Criteria (8 marks)

Criterion	Full Marks	Descriptors
Format	2	Correct title; numbered hierarchy (1, (i), (a)); abbreviation key present; note form (phrases, not sentences)
Content — Main Ideas	3	All major points covered; logical grouping of related ideas; no important omission; no irrelevant addition
Abbreviations	1	At least 4 standard abbreviations used correctly; each explained in the key
Summary — Coherence	2	Full sentences; cohesive devices used; approximately one-third length of original; no verbatim copying; own words throughout

CBQ — Extract-Based Questions

CBQ

Read the extract and answer the questions that follow.

"Summarising is the selection and paraphrasing of all important information from the original source. This is done by analysing the paragraphs of the passage in order to formulate a plan of writing. However, instead of converting the points into noun forms, we expand them into full sentences and connect them using appropriate linking words. The summary will contain all the main ideas of the original. Practice in using one word in place of many will help achieve precision."

1. What is the key difference between note-making and summarising according to the extract?

L2 — Understand

Answer: In note-making, points are reduced to noun forms (nominalisation) and written as abbreviated phrases. In summarising, those points are expanded into full, grammatically complete sentences and joined with cohesive linking devices. The summary is meant to be read by others, while notes are personal reference tools.

2. What does the phrase "formulate a plan of writing" suggest about the process of summarising?

L4 — Analyse

Answer: The phrase suggests that summarising is not a mechanical or spontaneous activity but a deliberate, analytical process. The writer must first understand the overall structure of the passage, identify the major ideas, and plan how to sequence and link them before writing a sentence. It implies intellectual engagement, not mere reproduction.

3. Why does the extract stress "practice in using one word in place of many"? Evaluate the significance of this skill in academic writing.

L5 — Evaluate

Answer: Concision is a hallmark of effective academic writing. Using a single precise word ("precocious" for "showing exceptional ability at an early age") demonstrates command of vocabulary and reduces redundancy. In examinations, this skill helps students stay within word limits while retaining full meaning. It also trains the writer to avoid padding, vagueness, and circumlocution — all of which weaken academic prose.

4. Imagine you are writing a summary of a 400-word science article for a school magazine. Based on the principles in the extract, describe the process you would follow. (120–150 words)

L6 — Create

Model Answer: I would begin by reading the article carefully to grasp its overall argument, then re-read it to underline key ideas in each paragraph. Next, I would write abbreviated notes — phrases only — capturing the central point of each section, discarding examples, repetitions, and minor details. I would then examine these notes to identify any logical groupings. After this planning stage, I would expand each note into a full sentence, selecting one precise word wherever several vague words appeared in the original. Finally, I would connect the sentences using appropriate cohesive devices — "however," "as a result," "furthermore" — to create a coherent, readable paragraph of approximately 130 words (one-third of 400). Before submission, I would verify that no sentence was verbatim and that every main idea of the original was represented.

Frequently Asked Questions

What is Note-making & Summarising — Writing Skills about in NCERT English?

Note-making & Summarising — Writing Skills is a lesson from the NCERT English textbook that covers important literary and language concepts. The lesson includes vocabulary, literary devices, comprehension exercises, and writing tasks aligned to the CBSE curriculum.

What vocabulary is important in Note-making & Summarising — Writing Skills?

Key vocabulary words from Note-making & Summarising — Writing Skills are highlighted throughout with contextual meanings, usage examples, and interesting facts. Click any highlighted word to see its full definition and example sentence.

What literary devices are used in Note-making & Summarising — Writing Skills?

Note-making & Summarising — Writing Skills uses various literary devices including imagery, symbolism, and figurative language. These are identified with coloured tags throughout the text for easy recognition and understanding by students.

What exercises are included for Note-making & Summarising — Writing Skills?

Exercises include extract-based comprehension questions in CBSE board exam format, grammar workshops connected to the passage, vocabulary activities, and creative writing tasks with model answers provided.

How does Note-making & Summarising — Writing Skills help in board exam preparation?

Note-making & Summarising — Writing Skills includes CBSE-format extract-based questions, long answer practice with model responses, and grammar exercises that mirror board exam patterns. All questions follow Bloom's Taxonomy levels L1-L6.

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