At a time when student exchanges between countries become more and more widespread, it seems important to look at a text type which students are exposed to more than any other in the course of their studies: the lecture note. While other instructional texts like textbooks have received quite a bit of attention by scholars interested in LSP, lecture notes have gone unnoticed as a particular sub-group of instructional texts. This article describes a corpus-based study on lecture notes, related to German for chemistry students. The study provides interesting insights into one student's attempt to map the domain of chemistry through a second language.