- Feb 2022
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Academic writing in itself is not a complicated process thatrequires a variety of complicated tools, but is in constant danger ofbeing clogged with unnecessary distractions. Unfortunately, moststudents collect and embrace over time a variety of learning andnote-taking techniques, each promising to make something easier,but combined have the opposite effect.
Not highlighted in this context but it bears thinking about, Ahrens is looking at writing in particular while many note taking techniques (Cornell notes, SQ3R, SQ4R, etc.) and methods geared at students are specific to capturing basic facts which may need to be learned, by which I mean memorized or at least highly familiar, so that they can later be used in future analysis.
Many of these note taking concepts are geared toward basic factual acquisition, repetition, and memorization and not future generative thought or writing applications.
It's important to separate these ideas so that one can focus on one or the other. Perhaps there are contexts within which both may be valuable, but typically they're not. Within the zettelkasten context the difference between the two may be subtly seen in the conception of "literature notes" and "permanent notes".
Literature notes are progressive summarizations which one may use to strengthen and aid in understanding and later recall. These may include basic facts which one might wish to create question/answer pairs for use in spaced repetition programs.
Permanent notes have a higher level of importance, particularly for generative writing. These are the primary substance one wants to work with while the literature notes may be the "packing peanuts" or filler that can be used to provide background context to support one's more permanent notes.
Compare this with: https://boffosocko.com/2021/12/22/different-types-of-notes-and-use-cases/