Note-Taking Methods for Students: Cornell, Outline, Mind Maps & Charting

Study Skills Updated July 2026 14 min read

Not every class calls for the same page layout. This guide breaks down the four core note-taking methods — Cornell, outline, mind mapping, and charting — matches each one to the class type it fits best, and settles the handwriting-vs-typing debate with what the research actually shows, not what study blogs claim it shows.

What Are the Best Note-Taking Methods for Students?

There is no single "best" note-taking method — the best method is the one that matches how your lecturer teaches and what you'll need the notes for later. Four formats cover almost every classroom situation: the Cornell method (builds a self-quiz directly into the page), the outline method (captures fast, linear lectures as a nested hierarchy), mind mapping (shows how ideas connect in concept-heavy material), and the charting method (lines up comparisons side by side in a table).

Most experienced note-takers don't pick one method for the whole semester. They diagnose each class — is this lecturer racing through slides, or circling back to the same three interconnected ideas? Will the exam ask me to define things, or to compare them? — and then reach for the format built for that job. That diagnosis is the actual skill; the four formats below are just tools for executing it.

This page walks through each method, gives you a decision matrix to pick fast, and then covers two questions that come up constantly: whether to write by hand or type, and how to turn whatever you wrote into something you can actually revise from. If you want the broader evidence base behind study techniques in general, our pillar guide on how to study effectively ranks every major technique by how well it's supported by research; this page is the deep dive on the note-taking piece of that picture.

Match the Method to Your Class Type

Before you pick a format, name what kind of class you're walking into: how fast the lecturer moves, whether the ideas connect to each other or run in a strict sequence, and whether you'll ultimately be tested by definition or by comparison. The table below maps the situations students hit most often to the method built for them.

Match the note-taking method to your class type. Use this as a fast lookup before class starts.
Class / situation type	Recommended method	Why
Fast-talking lecturer, dense slides, little time to think	Outline method	Captures a lot quickly in a linear hierarchy without stopping to restructure anything mid-class
Concept-heavy material with interacting parts (body systems, tangled causes, recurring themes)	Mind map	Visualizes relationships between ideas that a straight list of bullets hides
You want notes built for self-quizzing later (theory-heavy, humanities, law)	Cornell method	The cue column becomes a ready-made question bank; the summary forces synthesis
Class is fundamentally about comparisons (drug classes, historical periods, grammar tenses)	Charting method	One glance shows every item against every criterion — no flipping between pages
Math, derivations, step-by-step problem solving	Outline method (numbered)	Steps must stay in exact logical order; nesting shows sub-steps clearly
Discussion-based seminar that jumps between topics	Mind map	Tolerates non-linear jumps without breaking the page's structure

A single class can shift categories mid-session — a professor might open with a strict, linear explanation and then pivot into an open discussion of how three theories relate. When that happens, don't fight the format: switch pages, or leave space to add a quick mind-map sketch in the margin. The goal is matching the tool to what's happening on the board, not proving loyalty to one method for ninety minutes.

The Cornell Method

The Cornell method divides each page into three zones — a narrow cue column, a wide notes column, and a summary strip at the bottom — so that the same page you write during class becomes a ready-made self-quiz once class is over. It was developed by Cornell University education professor Walter Pauk in the 1950s and is taught by learning centers at universities worldwide, largely because it bakes revision into the note-taking process instead of leaving it as a separate task students skip.

How Cornell Notes Are Structured

During class, you write only in the wide right-hand notes column, exactly as you would for any other method. The narrow left-hand cue column stays empty while the lecture is happening — filling it in real time is what breaks the system for most students who try it and give up. After class, usually the same evening, you reread the notes column and write a keyword or question in the cue column next to each key idea. Last, you write a one- to two-sentence summary across the bottom strip, forcing yourself to compress the entire page into its main point.

The Cornell page: notes go in the wide right column during class; cue questions and the summary are added afterward, turning the page into a self-test.

Setting Up Cornell Notes Step by Step

Divide the page before class. Draw (or use a pre-ruled template) a vertical line about a third of the way from the left edge, and a horizontal line about two inches from the bottom.
Write a header. Topic, date, and lecture number across the top — this matters far more once you're organizing dozens of pages than it feels like it does on day one.
Take notes only in the right column during class. Use whatever shorthand and structure suits the lecture — often outline-style — and leave the cue column blank.
Fill the cue column the same day. Reread the notes column and write a keyword or a question in the cue column beside each key idea. This step, not the ruled lines, is what makes Cornell notes different from any other page.
Write the summary. One to two sentences across the bottom strip, in your own words, capturing the page's main point.
Self-test at review time. Cover the notes column with a hand or a sheet of paper, read only the cues, and try to answer from memory before checking.

Why Cornell Works So Well for Self-Quizzing

The cue column is really a disguised flashcard deck that lives on the same page as the source material, which removes the extra step — making separate cards — that causes most self-testing systems to get abandoned. Because the questions come from your own notes rather than a generic question bank, they're automatically aligned with what your specific lecturer emphasized. For the science of why this self-testing step matters more than rereading the notes column again, see our guide to active recall and spaced repetition.

The Outline Method

The outline method organizes notes into a nested hierarchy: major topics sit flush against the left margin, supporting details are indented beneath them, and finer sub-details are indented further still, typically using roman numerals, letters, or simple bullet levels. It's the fastest method to write in real time because it mirrors how most lectures are already organized, so you're not restructuring anything as you go — you're just recording the structure the lecturer is already using.

How the Outline Method Works

A typical page might run: a top-level roman numeral for the lecture's main topic, capital letters for its major subtopics, arabic numerals for supporting points under each subtopic, and lowercase letters for specific examples or details. The indentation itself carries meaning — you can tell a point's importance and its relationship to nearby points just by how far right it sits, without needing extra symbols or colors. Digital word processors' built-in outline or heading views do this automatically if you'd rather type.

When the Outline Method Breaks Down

Outlining assumes the lecture itself is linear — one point leading logically to the next. It struggles the moment a class isn't: a professor who circles back to earlier points, a discussion that branches in three directions, or content where the real test is understanding how ideas relate rather than what order they came in. When you notice that happening mid-lecture, don't force a straight-line structure onto tangled content — leave space to sketch a small mind map in the margin, or plan to convert the page into one after class. Many students also add a Cornell-style cue column to an outline afterward, which turns a fast, linear outline into a self-quiz without slowing down the live note-taking.

Mind Mapping

Mind mapping starts from a central topic in the middle of the page and branches outward into related ideas, sub-ideas, and connections between them, which makes it the best format for concept-heavy material where the relationships between ideas matter as much as the ideas themselves. The technique is commonly credited to British author Tony Buzan, who popularized it in the 1970s, although radial diagrams connecting a central idea to related ones go back much further in the history of note-making.

How to Draw a Mind Map

Write the central topic in the middle of a blank page — ideally landscape orientation, since mind maps sprawl outward — and circle it. Draw thick branches out to the main subtopics, then thinner branches from those to supporting details, using short phrases or single keywords rather than full sentences on each branch. Keep related branches near each other and use consistent colors or shapes for categories that repeat across the map, which makes the visual relationships do more of the memory work than the words alone would.

The Limits of Mind Maps for Revision

Mind maps are genuinely difficult to draw fast in real time — branches run out of space, handwriting gets cramped as a topic grows, and a lecturer who's already moved to the next idea won't wait while you find room on the page. They also don't map cleanly onto how most exams are answered, since written answers are still linear even when the underlying knowledge is a web of connections. For these reasons, mind maps tend to work best as a post-class synthesis tool: take linear notes (outline or Cornell) live during the lecture, then redraw the material as a mind map afterward, ideally from memory, as a form of active recall in its own right.

The Charting Method (Matrix Notes)

The charting method turns your page into a table before class even starts: one column for each criterion you expect to be tested on, and one row for each item being compared. It wins whenever the content is genuinely a comparison — historical periods against their causes, policies, and outcomes; drug classes against their mechanism, use, and side effects; grammar tenses against their form and typical use; or cell organelles against their structure and function.

How to Build a Charting Table

Before class, look at the syllabus or unit outline and predict the criteria the lecturer will likely compare items on — this usually isn't hard, since comparison-based units are almost always taught around a fixed set of dimensions. Draw the grid with those dimensions as column headers and leave rows blank for each item, then fill cells with short phrases rather than full sentences as the lecture covers each one. The method's main weakness is exactly this dependency on predicting the criteria correctly: if the lecture turns out not to be structured the way you guessed, the grid stops fitting and you're better off falling back to a quick outline for that section and rebuilding the chart afterward.

Quick Comparison of All Four Methods

Here's the whole toolkit side by side, since the fastest way to choose in the two minutes before class starts is often a quick glance at a table like this one.

The four core note-taking methods compared.
Method	Structure	Setup effort	Best for	Watch out for
Cornell	Cue column + notes column + summary strip	Low — rule the page once	Theory-heavy subjects, self-quizzing, exam revision	Filling the cue column live instead of after class
Outline	Nested hierarchy, indentation shows importance	None — start writing	Fast, linear lectures; step-by-step problem solving	Breaks down when the lecture isn't linear
Mind map	Central topic with branching sub-ideas	Low, but slow to draw live	Concept-heavy material; post-class synthesis	Hard to keep up with in real time
Charting	Grid — one column per criterion, one row per item	Medium — predict criteria first	Comparison-heavy units (history, pharmacology, grammar)	Grid breaks if you guessed the criteria wrong

Handwriting vs. Typed Notes: What the Research Actually Says

The research does not crown a single winner across every outcome — it depends what you're optimizing for. On balance, the literature leans toward a modest advantage for handwriting on tests of conceptual understanding taken later, and a clear advantage for typing on speed, completeness, and how easy your notes are to search and reorganize afterward.

Handwriting vs. typed notes — where each format tends to win.
Dimension	Handwriting	Typing
Speed / volume captured	Slower — forces you to be selective	Faster — can approach verbatim transcription
Conceptual understanding (research-leaning)	Modest edge, on balance	Weaker, when notes are near-verbatim
Search & reorganizing later	Poor, unless scanned/OCR'd	Excellent — full-text search, easy edits
Accessibility	Harder for some motor/handwriting difficulties	Often essential, not optional
Best paired with	Slower-paced or discussion-based classes	Dense, fast, technical-vocabulary lectures

What the Research Generally Finds

The mechanism proposed for handwriting's edge is straightforward: because you can't write as fast as you can type, taking notes by hand forces you to paraphrase and compress ideas as you go instead of copying them down word for word, and that extra processing at the point of writing seems to help the material stick. This idea was popularized by a widely cited 2014 study nicknamed "the pen is mightier than the keyboard," and a broader 2024 meta-analysis in Educational Psychology Review pooling many follow-up studies on handwritten versus typed note-taking reported a broadly similar pattern: handwriting groups tended to perform somewhat better on tests of conceptual understanding, while typed notes tended to be longer and more complete.

Two honest caveats. First, meta-analyses average results across studies that differ in subject, note-taking instructions, and how "understanding" was tested, so treat the direction of the finding as a leaning rather than a fixed rule that applies to every student and every class. Second, a lot depends on how you type — a student who deliberately paraphrases and structures typed notes, rather than transcribing verbatim, closes much of the gap, because the paraphrasing is what seems to matter, not the pen itself.

The Case for Typing Anyway

Speed matters for dense, technical, vocabulary-heavy lectures (engineering derivations, medical terminology, legal citations) where falling behind by hand means missing content entirely. Typing is also often not optional rather than a preference — students with certain motor or handwriting difficulties rely on it, and no research finding about average retention should override an individual accessibility need. Beyond that, typed notes are searchable, easy to reorganize by topic, simple to back up, and slot directly into a digital study workflow: our guide on organizing study notes digitally covers folder structures, backups, and converting scanned handwritten pages into the same searchable system.

💡

Practical verdict: if you handwrite, keep doing it — the research is modestly in your favor. If you type, close most of the gap by paraphrasing instead of transcribing, and add a short handwritten summary sentence at the end of the page. A stylus on a tablet behaves more like handwriting than typing on both counts.

Turning Notes Into Revision Material

Notes you write and never reopen are worth almost nothing by exam week — the actual payoff comes from converting them into something that tests you, not something you reread. Each method already contains the raw material for its own self-test; the only extra step is doing the conversion deliberately, ideally within a day of writing the notes.

Cornell: the cue column already is a question bank. Cover the notes column, answer from the cues, check, repeat on a spaced schedule.
Outline: turn each header and sub-header into a question ("What triggers X?" instead of "X triggers"), then close the page and answer.
Mind map: pick a branch, cover it, and explain it aloud from memory before checking — this doubles as a redraw-from-memory exercise.
Charting: cover one column of your table and try to fill it back in from memory, row by row, using only the other columns as cues.

For the actual scheduling — how often to run these self-tests and how the gaps between reviews should grow as an exam approaches — see our full guide to active recall and spaced repetition, which includes a free review-schedule generator built for exactly this handoff from "notes taken" to "notes revised."

If your notes start on paper, the same day is also the right time to digitize them before they get lost in a bag or a pile: photograph the pages, combine them into a single PDF per lecture with our free images-to-PDF tool, and compress the file with our PDF compressor if it needs to fit a portal's upload limit. Multi-lecture handouts can be combined the same way with our PDF merge tool. All of these run entirely in your browser, so nothing you upload as a note ever leaves your device. If you'd rather keep lecture notes sitting next to your timetable and exam dates instead of scattered across several apps, AttendFlow's built-in notes tool stores them alongside your attendance and exam countdowns in one place.

Mistakes That Quietly Wreck Good Notes

Transcribing verbatim. Typing or writing down every word the lecturer says feels thorough but is almost entirely passive — you're not deciding what matters, so nothing gets processed deeply enough to stick.
Never reviewing. Notes as a write-only archive deliver almost none of the benefit described on this page. The method matters far less than whether you reopen the page.
Switching formats mid-course without a plan. Consistency compounds — a Cornell page you know how to review fast beats a different clever format every week that you have to relearn each time.
Over-decorating. Elaborate color schemes and hand-lettering can eat real study time for very little memory benefit; a simple, consistent scheme beats an elaborate one you rarely finish.
Not dating or labeling pages. Undated notes are nearly impossible to find again once a folder has a semester's worth of pages in it — label everything the moment you write it, on paper or digitally.
Treating a recording as a substitute for notes. A recording is a good backup for the gaps you missed; it's a poor primary method, since re-listening to an entire lecture rarely actually happens once the term gets busy.

✅

The minimum viable version: pick one method that matches the class using the table near the top of this page, take notes in it, and spend ten minutes within a day turning that page into a question you can quiz yourself on later. That alone captures most of what this guide covers.

Frequently Asked Questions

What is the Cornell note-taking method?

The Cornell method splits each page into three zones: a narrow cue column on the left, a wider notes column on the right where you write during class, and a summary strip across the bottom that you fill in afterward. The cue column holds keywords and quiz questions you add once class ends, so the same page becomes a self-test later — cover the notes column, answer from the cues, then check. It was developed by Cornell University education professor Walter Pauk in the 1950s and remains one of the most widely taught note-taking formats in university learning centers.

What is the best note-taking method for lectures?

It depends on how the lecturer teaches, not on which method is "best" in general. A fast-talking lecturer working through a syllabus in order suits the outline method, because it captures a strict hierarchy quickly. A lecturer who jumps between related ideas suits mind mapping. If you want your notes to double as a revision quiz bank, use Cornell. And if the whole point of the lecture is comparing several things against the same criteria, charting wins. See the decision matrix earlier on this page for a full breakdown by class type.

Should I take notes by hand or on a laptop?

For most students, a mix works best: handwrite when the pace allows it and the material rewards understanding over completeness, and type when speed or accessibility matters more. Research generally leans toward a small edge for handwriting on tests of conceptual understanding, because you cannot transcribe verbatim as fast by hand, which forces you to summarize as you go. Typing wins on speed, completeness, and searchability. See the handwriting-vs-typing section above for the full picture, including when typing is clearly the right call.

What is the outline method of note-taking?

The outline method organizes notes into a nested hierarchy: main topics sit flush against the left margin, supporting points are indented beneath them, and finer details are indented further still, usually with roman numerals, letters, or simple bullet levels. It mirrors how most lecture slides and textbook chapters are already structured, which makes it the fastest method to keep up with a lecturer who moves through material in a straight line. It struggles when a class jumps between topics non-sequentially.

When should I use mind maps instead of linear notes?

Use a mind map when the material is defined by how ideas connect rather than by the order they're presented in — a biology unit where several systems interact, a history topic with tangled causes, or a literature theme that threads through many characters. A central idea sits in the middle of the page with related ideas branching outward, so relationships are visible at a glance in a way a numbered list can't show. Mind maps work best built after class from linear notes, since they're hard to draw fast in real time.

Should I rewrite my notes after class?

Not word for word — but you should process them within a day. For Cornell notes, that means filling in the cue column with questions while the lecture is fresh. For an outline, it means turning headers into quiz questions. For a mind map, it can mean redrawing it from memory to test what stuck. The goal isn't a neater copy of the same passive notes; it's converting them into something you can actively test yourself against later.

How much detail should I include in notes?

Enough to reconstruct the idea later without needing the original source, but not so much that you're transcribing every word the lecturer says. A good rule of thumb: write down definitions, formulas, examples the lecturer explicitly worked through, and anything written on the board or slides, but paraphrase explanations in your own words rather than copying them. If you're writing continuously and never looking up, you're capturing too much and understanding too little.

What is the charting method of note-taking?

The charting (or matrix) method turns your page into a table before class starts: one column for each criterion you expect to be tested on, and one row for each item being compared. It's the strongest method whenever a class is fundamentally about comparison — drug classes and their mechanisms, historical periods and their policies, grammar tenses and their uses, or organelles and their functions. Its main weakness is that it requires knowing the comparison criteria in advance, so it doesn't adapt well if the lecture turns out not to be structured that way.

Are iPad or tablet notes as good as paper notes?

For most of the outcomes that matter, yes, provided you write by hand with a stylus rather than typing. A tablet with handwriting input keeps the generative, summarizing process that seems to help conceptual understanding, while adding real advantages paper doesn't have: infinite page space, easy reorganizing, searchable handwriting in some apps, and no risk of losing a physical notebook. The research on handwriting vs. typing generally treats stylus-based tablet writing as functionally closer to handwriting than to typing.

Is Notion or OneNote as good as paper for taking notes?

For typed notes, yes — both are reasonable, neutral choices, and the "best app" question matters far less than whether you actually review what you write. Their real advantage over paper is organization: tagging, cross-linking, full-text search, and syncing across devices, which pays off hugely once you're several months into a course. Their disadvantage is the one this page covers in detail — typed notes taken in real time tend to be more verbatim and less processed than handwritten ones, so it helps to add a short handwritten or typed summary afterward.

How do I turn my notes into revision material?

Treat every note-taking method as half-finished until you've converted it into something that tests you rather than something you re-read. Cornell's cue column already is a question bank — use it directly. Outline headers become quiz questions with one edit. Mind map branches become "explain this from memory" prompts. Charting tables become fill-in-the-blank grids once you cover a column. Our guide to active recall and spaced repetition covers exactly how to schedule that testing so it sticks.

Can the Cornell method be used for math and formulas?

Yes, with a small adjustment: use the wide notes column for worked examples exactly as the lecturer solves them, step by step, and use the cue column for the type of problem and the method name rather than a question — for example "quadratic formula — when discriminant is negative" instead of a full question. At review time, cover the worked example, read only the cue, and try to reproduce the steps from memory before checking.

How do I organize my notes digitally?

Start with a consistent folder structure — by semester, then subject, then note type — and consistent file names that include the date or topic, so you can find anything without scrolling. If your notes start on paper, scan or photograph them soon after class, convert the images into a single PDF per lecture, and compress the file before it goes anywhere with a size limit. Our free images-to-PDF and PDF compressor tools handle both steps in the browser.

What is the best note-taking app for students?

There isn't a single best app — the honest answer depends on whether you want handwriting (a stylus app), fast typing and search (a text-first app), or a mix. What matters far more than the app is whether your notes follow one of the structured methods on this page and whether you actually revisit them. A plain notes app used with the Cornell structure and a weekly review beats an elaborate app used passively.

How long should I keep my old notes?

At minimum through the end of the course and its exam, and ideally through any resit or supplementary exam window your institution allows. Beyond that, keep notes for subjects that build on each other in later years — foundational math, core science sequences, or anything a later course explicitly assumes you remember. Digital notes cost nothing to keep indefinitely, so the more useful question is whether they're organized well enough to actually find again.

What if the lecturer talks too fast to keep up with notes?

Switch to the outline method with heavy abbreviation, and accept that you will miss some sentences — that's normal and expected. Leave a visible gap or a question mark where you fell behind, rather than trying to catch up mid-sentence and losing the next point too. Fill gaps from a classmate, the textbook, or slides within a day, while the context is still fresh. Recording the lecture as a backup, where your institution allows it, also removes the pressure to capture every word live.

Should I record lectures instead of taking notes?

Use a recording as a backup, not a replacement. Notes taken during the lecture force real-time processing — deciding what matters, summarizing it, and connecting it to what you already know — which a passive recording doesn't require until you sit down and re-listen, and most students never actually do that re-listening. A better combination is live notes with real gaps left intentionally, backed by a recording you use only to fill those specific gaps.

Is highlighting a textbook a good note-taking method?

On its own, no — reviews of study techniques consistently rate highlighting as low-value for retention, because it doesn't require you to reconstruct or summarize the material in your own words. It's fine as a first pass to flag what you'll later turn into an outline, a mind map, or Cornell cue questions, but the learning happens in that second, active step, not in the highlighting itself.

How should I take notes from a textbook differently than from a lecture?

You have more control over pace with a textbook, so use it: read a section first without writing anything, then close the book and write what you remember using whichever method fits the content (outline for sequential explanations, charting for comparison tables, mind maps for interconnected topics), then reopen the book only to fill gaps. This produces notes that are already partly retrieval practice, unlike a lecture where you're writing while the material is still being delivered.

What's the real difference between the outline method and Cornell notes?

They can look almost identical during class — both are typically written top to bottom in a hierarchy. The difference is the extra structure Cornell adds: a dedicated cue column and summary strip that turn the same content into a self-quiz. In practice, many students write outline-style notes during the lecture and add a cue column and summary afterward, which is functionally the Cornell method with an outline as its notes column.

Can I combine multiple note-taking methods?

Yes, and most experienced note-takers do. A common combination is taking outline-style notes live during a fast lecture, then adding a Cornell cue column and summary that evening, and occasionally redrawing a dense topic as a mind map before an exam. Charting tends to stay separate, used specifically for units built around comparison. Pick a primary method per class using the decision matrix on this page, and treat the others as finishing tools.

How soon after class should I review my notes?

Within 24 hours if possible — this is when the Cornell method's cue-column step, or any equivalent "process my notes" step, does the most good, because it's also close to the first point on a spaced-review schedule where reviewing pays off most. Waiting a week or more means relearning material you've mostly forgotten rather than reinforcing something still fresh. Our guide to active recall and spaced repetition covers exactly how to schedule reviews after that first one.

Do color-coded notes actually help you remember more?

Color-coding helps with organization and speed of scanning — finding "all definitions" or "all dates" at a glance — more than it helps with memory directly. There's no strong evidence that color by itself improves retention the way active recall or spaced review does. Use a simple, consistent scheme (for example, one color for definitions, one for examples) rather than an elaborate system, and don't let choosing pen colors eat into time you could spend actually reviewing the material.

What's the single biggest note-taking mistake students make?

Treating note-taking as the finish line instead of the starting point. Notes that are never reopened, never turned into questions, and never tested against are barely better than not taking notes at all — the memory benefit comes from what you do with them afterward, not from the act of writing them down. Pick a method that matches your class, and then, just as importantly, protect the ten minutes a day or so it takes to turn that day's notes into something you'll actually revise from.

Key Takeaways

There's no single "best" method — match it to the class: outline for fast/linear lecturers, mind maps for concept-heavy material, Cornell for self-quizzing, charting for comparisons.
Cornell's real value is the cue column and summary added after class, not just the three-zone layout — filling the cue column live is the most common way students break the system.
The outline method is fastest for linear, sequential lectures but breaks down when a class jumps between topics non-sequentially.
Mind maps expose relationships that linear notes hide, but work best drawn after class rather than live during a fast lecture.
Charting turns comparison-heavy content into an instant reference table — predict your criteria columns before class starts.
Research leans toward a modest handwriting edge for conceptual understanding and a clear typing edge for speed and searchability; a stylus on a tablet behaves more like handwriting than typing on both counts.
Notes are only as useful as what you do with them afterward — convert cues, headers, branches, or table cells into self-test questions within a day.
Combining methods (live outline, evening Cornell cue column, occasional pre-exam mind map) is normal and often the strongest approach.

References

Keep your notes next to your timetable and exam dates, not scattered across five apps. AttendFlow is a free app for students — attendance, CGPA, timetable, exams & notes in one place.