Listening to a conference speaker outline key points related to job performance, you begin furiously writing down sentence after sentence, using abbreviations to capture each statement. After a minute or so, you realize you’ll never catch up. How are you supposed to capture the essence of the presentation for future reference?

The art of note-taking means that you do just that: you capture the “essence” of a speaker’s remarks rather than try and recount the entire event. But how do you boil it down to basics? Here are some tips that may help:

1. Look for the main idea of the presentation. The title, the speaker’s credentials, and the program outline may provide an overview of the main ideas. Of course it will be impossible to record everything the speaker says unless you plan to use a tape recorder. Instead, plan to jot down a few ideas beside each main point. Some speakers provide PowerPoint handouts or an outline with headings and subheadings. Use these for adding your own ideas.

2. Link main ideas together. As you note patterns that emerge from the presentation, like numbered points between one and five, for example, take notes about these linkages and what they suggest about the overall thesis, or main point. If your handout does not list subpoints, add some of your own, and write a brief explanation for each. In this manner a consistent thread of related meaning can be traced through the entire event.

3. Jot down key words and phrases rather than complete sentences. If you quote the speaker’s comments randomly, use double quotation marks around them to show they were his or her precise words. If time permits, you may want to write a few sentences of summary after each section or following the presentation to help you recall the theme or main idea later.

4. Organize your notes methodically. For example, you may choose to number them using Arabic or Roman numerals. Or you may simply write out main ideas followed by a list of dashes leading to support details. Draw a squiggly line between sections of notes or between speakers’ comments’ notes, if there is more than one presenter. If you use shorthand, be sure you will be able to interpret it later.

5. Consider typing out your notes following the presentation. Unless you have used a laptop during the session, you may find you have several pages of notes that may be hard to decipher. If the session was important for your job or school, you can prepare a typed edition with condensed or expanded notes that come to mind as you rehearse it in your mind again. Then keep the notes on file for future reference, which will optimize the value of the presentation for a long time to come.

Taking notes is not just for secretaries. If you plan to attend an event where someone will be speaking about a topic that is important to you, be prepared to jot down key ideas in a form that you can use later.

Studying a foreign language can be fun and frustrating at the same time. Most of us don’t mind learning to speak another language when we are motivated to do so by a good reason, such as necessity, travel, or someone we know.

People born in another country who want to learn English generally have good reasons for wanting to do so. Some of them plan to move here or have immigrated already, while others know that English is the primary language of international business.

If you want to help a non-native person learn to speak English, here are some easy ways to help him or her:

1. Practice informal conversation skills. Most people who are trying to learn English are eager to speak the language with a native. They will try out a few words or an expression, hoping to make a good impression and draw you into conversation so they can learn more. If that happens, speak naturally but distinctly so that the person can understand to the best of his or her ability. Use basic conversational words while avoiding slang or regional expressions, which the non-native may not know.

2. Offer help with grammar drills. If the non-native person is not already in an English class, you may want to write out a few basic grammar drills. For example, write a verb at the top of a page, and below it, conjugate the verb’s usage with all the singular and plural persons of speech:

To Talk:

I talk

you talk

he or she talks

it talks

we talk

they talk

Repeat each expression, encouraging the other person to say it after you.

3. Suggest television viewing. Thirty-minute weekly television programs are helpful because they set up a situation that is ongoing and easy for the viewer to follow in terms of understanding context and learning names. If possible, watch the show together and point out characters’ names, along with basic traits or actions in simple terms the non-native speaker can follow. Try to discuss the show afterward, beginning with easy phrases or comments:

“Funny, wasn’t it?”

“Did you like it?”

4. Pass along newspapers and magazines to read.

Even if the person has limited English skills, becoming familiar with the shape of English letters and print of common words will help the non-native begin to identify them. If you have time, point to a word or sentence and pronounce it, encouraging your friend to say it after you.

5. Visit public places. Go shopping, see a museum, stop by the park, or take the bus in order to experience new sites together. Use simple expressions to name or describe each location or main features. Your friend will begin to learn these as you say them, and the time spent together will hopefully prove mutually enjoyable.

In addition, you can recommend that your friend look up English grammar skills on the Internet, or pick up a grammar guide at the bookstore. Many of these are geared to people from other cultures. Remember to be patient, and consider referring your friend to the local International Institute or other agency that provides free or inexpensive English classes or tutoring.

Your child sits down at the dining room table and with a sigh, opens an English textbook. Pulling out a grammar exercise, she throws a sidewise glance your way before whining, “I don’t know how to do this.”

What should you do? Drop everything and run to her aid? Calmly tell her to do the work herself? Call a tutor?

A parent can play a healthy role in helping kids to successfully complete their homework assignments. But parents must draw clear boundaries that protect them from offering too much help and their kids from expecting it.

Encourage your child to do as much as possible alone:

“Try the first set of verbs. See what you can do.”

“Read the directions again.”

But if your son or daughter persists in claiming they are unable to understand or complete the assignment, you may need to step in:

“What specific problem are you having?”

“Read it aloud to me, slowly.”

Kids may not appreciate this type of response, preferring, instead, a hands-on approach from Mom or Dad. But it is more helpful when parents gently insist that kids apply critical thinking skills to solve problems themselves.

However, if it becomes apparent that the child truly is lost and doesn’t understand the homework concept, the parent may be able to help. Suggest that your child re-read the section that was assigned for homework practice. After he or she has done that, ask if there are any questions. Answer them to the best of your ability. Those you cannot answer, suggest your child write them on paper for the teacher.

Then ask your child to read the first problem aloud, breaking it into parts if necessary. When you get a quizzical look afterward, calmly nudge the problem back to your child:

“What do you think that means?”

“How does the problem relate to what you just read?”

Little by little, help your child deconstruct the overwhelming assignment by looking at each part individually before responding to the whole unit.

Sometimes, though, a homework question is poorly worded or the parent doesn’t know the answer. Suggest that your child skip to the next question or even the next subject. It’s important that he or she continue on a productive path in completing as much homework as possible rather than giving up on one topic and neglecting the rest.

Parents should avoid taking a hands-on approach. A bit of advice or a probing questions can be helpful instead. Obviously, a parent should never do the work for the child. That would be cheating, as would recommending plagiarism or unethical shortcuts of any kind.

Parents have a great opportunity to model problem-solving skills when their kids struggle with homework uncertainties. But when it becomes clear that a child is feeling overwhelmed by an assignment, the parent should make an appointment to talk with the teacher and clarify the situation. No child can master a skill that he or she cannot comprehend, so be sure that learning takes place first, followed by practice later.