Abstract
This study investigated how three international first-year students took notes and retold the contents of the source text through a writing task. Analysis of the notes revealed that some symbols and abbreviations were commonly used, but the selection of important information and note organization varied among the students. Results also indicated that notes that relied heavily on the language of the source text often led to verbatim overlaps with the original source material in the written retelling, whereas notes less reliant on the original text led to production using the students' own words but often with low accuracy.
