A student seeking greater retention of material taught in class can use the Cornell Note-Taking Method. With such a method, the three sections of the note-taking plan can facilitate student memorization by improving encoding. For a student to be able to retain incoming material, he or she must first be able to encode, as in interpret and internalize, the incoming material (Faber, Morris, & Lieberman, 2000). The note-taking section requires the student to use elaborate repetition which helps the material be stored for the long term. The cue section uses recoding to further encode the material. And the summary section requires the student to reprocess what they have written to extend their retention. As these sections must be completed separately, the student must return to the notes at least three times per twenty-four hour period. This immediacy of review can help the student retain the material better. Thus, the process can serve as a vantage point for learning with Cornell note-taking as it encourages memorization by improving encoding during the note-taking process and ensuring review of material within the first twenty-four hours. With Cornell Notetaking, lecture notes are graded by the student more completely, which can improve retention. Instead of writing down what is said or seen, the student must write down the information that seems significant to him. This allows for the process of elaborate rehearsal; we connect incoming information to what they easily know (O'Brien Moran, 2014). When recording notes, the student completes an elaborate rehearsal ensuring that the new material makes sense when first received and is therefore easier to store. At the same time, the pro...... middle of paper ...... on ninth grade students' understanding. Psychology of Reading, 21(3), 257-270. doi: 10.1080/02702710050144377Morgan, K. and Hayne, H. (2006). The effect of encoding time on retention in infants and young children. Infant Behavior and Development, 29(4), 599-602. doi:10.1037/0278-7393.26.3.638O'Brien Moran, M. (2012). Introduction to College (4th ed.). Canada: Pearson. O'Brien Moran, M. (Wednesday May 7, 2014). Note taking [PowerPoint slides]. Retrieved from the University of Manitoba's Desire to Learn portal. Rashid, S. and Rigas, D. (2010). A two-group empirical study of electronic note-taking. The Open Journal of Virtual Reality, 2, 1-7. doi:10.2174/1875323X01002010001Mulligan, N.W. & Picklesimer, M. (2012). Levels of processing and the cue-dependent nature of memory. Journal of Memory and Language, 66(1), 79-92. http://dx.doi.org/10.1016/j.jml.2011.10.001