Reading and research series

SQ3R reading method

SQ3R is a reading strategy formed from its letters:
Survey! Question! Read! Recite! Review!
SQ3R will help you build a framework to understand your reading assignment.

Before you read, Survey the chapter:

 the title, headings, and subheadings
 captions under pictures, charts, graphs or maps
 review questions or teacher-made study guides
 introductory and concluding paragraphs
 summary
Question while you are surveying:
 Turn the title, headings, and/or subheadings into questions
 Read questions at the end of the chapters or after each subheading
 Ask yourself,
"What did my instructor say about this chapter or subject
when it was assigned?"
 Ask yourself,
"What do I already know about this subject?"
Note: If it is helpful to you, write out these questions for consideration.
This variation is called SQW3R
When you begin to Read:
 Look for answers to the questions you first raised
 Answer questions at the beginning or end of chapters or study guides
 Reread captions under pictures, graphs, etc.
 Note all the underlined, italicized, bold printed words or phrases
 Study graphic aids
 Reduce your speed for difficult passages
 Stop and reread parts which are not clear
 Read only a section at a time and recite after each section
Recite after you've read a section:
 Orally ask yourself questions about what you have just read, or summarize, in your own words, what you read
 Take notes from the text but write the information in your own words
 Underline or highlight important points you've just read
 Reciting:
The more senses you use the more likely you are to remember what you read Triple strength learning: Seeing,
saying, hearing
Quadruple strength learning: Seeing , saying , hearing, writing!!!
Review: an ongoing process
Day One
 After you have read and recited the entire chapter,
write questions in the margins for those points
you have highlighted or underlined.
 If you took notes while reciting,
write questions for the notes you have taken
in the left hand margins of your notebook.
 Complete the form for a critical reading review
Day Two
 Page through the text and/or your notebook to re-acquaint yourself
with the important points.
 Cover the right hand column of your text/note-book
and orally ask yourself the questions in the left hand margins.
 Orally recite or write the answers from memory.
  Develop mnemonic devices for material which need to be memorized.
Make flash cards for those questions which give you difficulty.
Days Three, Four and Five
 Alternate between your flash cards and notes and test yourself
(orally or in writing) on the questions you formulated.
 Make additional flash cards if necessary.
Weekend
 Using the text and notebook, make a Table of Contents - list all the topics and sub-topics you need to know from
the chapter.
 From the Table of Contents, make a Study Sheet/ Spatial Map.
 Recite the information orally and in your own words as you put the Study Sheet/Map together.
 As you have consolidated all the information you need for this chapter, periodically review the Sheet/Map so that
at test time
you will not have to cram.

Characteristics of Critical Readers

 They are honest with themselves
 They resist manipulation
 They overcome confusion
 They ask questions
 They base judgments on evidence
 They look for connections between subjects
 They are intellectually independent
Ask yourself the following questions as you read:
 What is the topic of the book or reading?
What issues are addressed?
 What conclusion does the author reach about the issue(s)?
 What are the author's reasons for his or her statements or belief?
Is the author using facts, theory, or faith?
Facts can be proven
Theory is to be proved and should not be confused with fact
Opinions may or may not be based on sound reasoning
Faith is not subject to proof by its nature
 Has the author used neutral words or emotional words?
Critical readers look beyond the language to see if the reasons are clear
 Be aware of why you do, or do not, accept arguments of the author

Reading and research series
KWL reading method
KWL is intended to be an exercise for a study group or class
that can guide you in reading and understanding a text.
You can adapt it to working alone, but discussions definitely help.
It is composed of only three stages that reflect
a worksheet of three columns with the three letters:

What we what we what we

Know Want to know Learned
 K stands for Know
This first stage may surprise you:
Think first about, then list, what you know about the topic before reading!
This advanced organizer provides you with a background to the new material,
building a scaffold to support it.
Think of it as a pre-reading inventory.
 Brainstorm!
Before looking at the text, think of keywords, terms, or phrases about the topic, either in your class or a study
group.
 Record these in the K column of your chart until you cannot think of more.
 Engage your group in a discussion about what you wrote in the K column.
 Organize the entries into general categories.
W stands for Will or Want
The second stage is to list a series of questions of what you want to know more of the subject, based upon what you
listed in K.
 Preview the text�s table of contents, headings, pictures, charts etc.
Discuss what you want to learn
 List some thoughts on what you want, or expect to learn, generally or specifically.
Think in terms of what you will learn, or what do you want to learn about this.
 Turn all sentences into questions before writing them down.
They will help you focus your attention during reading.
 List the questions by importance.
L stands for Learned
The final stage is to answer your questions,
as well as to list what new information you have learned.
Either while reading or after you have finished.
 List out what you learn as you read,
either by section, or after the whole work, whichever is comfortable for you.
 Check it against the W column, what you wanted to learn
 Create symbols to indicate main ideas, surprising ideas, questionable ideas, and those you don�t understand!
Expand this exercise beyond K W L:
Add an H!
Stands for HOW you can learn more.
 Pose new questions about the topic
 How can I learn more or answer questions not answered in my worksheet
These include other sources of information, including: organizations, experts, tutors, websites, librarians, etc.
5 W's and an H
Another reading strategy is to answer the questions
that form the basis of good journalism:
Who What When Where Why and How
 Who are the main characters?
 What does the author say happened?
 Where did the action occur?
 When did it happen or what is the span of time?
 Why did this happen?
 How did it happen?
I keep six honest serving-men
(They taught me all I knew);
Their names are What and Why and When
And How and Where and Who.
I send them over land and sea,
I send them east and west;
But after they have worked for me,
I give them all a rest.
Kipling, Rudyard. (1902). "The Elephant's Child." In The Kipling Society.
Retrieved August 14, 2007, from http://www.kipling.org.uk/poems_serving.htm.

Reading and research series

Pre-reading Strategies
What you bring to the printed page
will affect how you understand what you read,
and may be what is most important in understanding what you read
Organize yourself before you read
Strategies to activate your prior knowledge:
Brainstorming:
Examine the title of the selection you are about to read
List all the information that comes to mind about this title
Use these pieces of information to recall and understand the material
Use this knowledge to reframe or reorder what you know, or to note what you disagree with, for further research
Group discussions:
Group discussions in and out of class will help you to discover what you bring to your reading, what your fellow students
bring, as well as shared experiences
If you find they have new background information, ask for more information from them
Concept or mind mapping:
This is a type of brainstorming where you place the title/subject as the main idea,
then develop a "mind map" around it. It can be effective either in a group or by yourself
Pre-questions:
Often chapters in texts provide organizing questions.
You can also write out a series of questions you expect to be answered when reading:
Examples:
Definition:
What is....? Where does ... fit? What group does ... belong to?
Characteristics:
How would I describe...? What does ... look like? What are its parts?
Examples
What is a good example of ...?
What are similar examples that share attributes but differ in some way?
Experience
What experience have I had with ....? What can I imagine about ...?
Visual Aids:
Pictures and other visual material can activate your prior knowledge.
Use the Internet to search for pictures related to your title/topic to give you visual images of what you are about to read.

Advance Organizers:
Relate new reading material to something you already know, to your background or experiences. Ask your teacher for
assistance in developing these.

Additional Pre-reading Strategies:

Overviews:
Discussing information about the selection or assignment prior to reading must take place.
This may take the form of class discussions, printed previews, photographs, outlines, or films. Spend enough time
before the students begin the assignment to ensure understanding of it.
Vocabulary Previews:
Unfamiliar key words need to be taught to students before reading so that new words, background information, and
comprehension can improve together.
 List all words in the assignment that may be important for students to understand. Arrange words to show the
relationships to the learning task. Add words students probably already understand to connect relationships between
what is known and the unknown. Share information with students. Verbally quiz them on the information before
assigned reading begins.
Structural Organizers: Before reading an assignment, basic frameworks which are included in the text should be pointed
out such as cause-effect or problem-solution. It can be beneficial to call attention to specific plans of paragraph or text
organization such as signal words, main idea sentences, highlighted phrases, headings and subtitles. A review of
skimming techniques might also be appropriate as these various areas are covered.
A Purpose for Reading: When students have a purpose for reading a selection, they find that purpose not only directs
their reading towards a goal, but helps to focus their attention. Purposes may come from teacher directed questions,
questions from class discussions or brainstorming, or from the individual student. Along with the question, it is a good
idea to pose predictions of the outcome and problems which need to be solved. These may be generated by the student
or the teacher, but the teacher should use these to guide students in the needed direction for the assigned selection.
Author Consideration: Depending upon the content area, a discussion of the author of the particular work can be helpful
to the understanding of it. What is the author trying to say? What is his point of view and his reason for writing the
particular work?

KWL: This strategy consists of three steps for students to use with expository text:
What do I Know? What do I Want to learn? What did I Learn?
A good strategy for group discussions.
Develop a three column poster with each question in a column and list out responses.
See also: K - W - L

Reading series
Reading texts
Marking & Underlining
Read a section of your text (that you own!)
that you consider "manageable" but make no entries
Review the section:
Number important or sequential ideas in the margins
Underline or highlight:
 main subjects
 examples of these main ideas
that help you understand them
 unfamiliar vocabulary and/or definitions
Jot down paraphrases, questions, and summaries
in available space within the text
Develop a system to coordinate various sources
of information: workbooks, CDs, Web sites, classroom notes, etc.
Ta k i n g n o t e s
First: read a section of your textbook chapter
Read just enough to keep an understanding of the material.
Do not take notes, but rather focus on understanding the material.
It is tempting to take notes as you are reading the first time, but this is not an efficient technique: you are likely to
take down too much information and simply copy without understanding
Second: Review the material
Locate the main ideas, as well as important sub-points
 Set the book aside
 Paraphrase this information:
Putting the textbook information in your own words forces you to become actively involved with the material
Third: write the paraphrased ideas as your notes
 Do not copy information directly from the textbook
  Add only enough detail to understand
Review, and compare your notes with the text,
and ask yourself if you truly understand
See also Concept mapping for a system of writing and organizing notes.

Time and project management;

problem solving
Managing time and tasks:
Time management
Developing time management skills is a journey that may begin with this Guide, but needs practice and other guidance
along the way.
Creating to-do lists
Listing and prioritizing three to five tasks that enables you to identify and visualize a core group of tasks for easy
reference
Avoiding procrastination
Is your procrastination related to a project? or is it a habit?
Developing self-discipline
Self-discipline can be considered a type of selective training, creating new habits of thought, action, and speech toward
improving yourself and reaching goals.
My daily schedule:
Exercise (Flash): review how you spend your time in a typical day to help you prioritize your goals and objectives.
My daily schedule:
Exercise (Java): review how you spend your time in a typical day to help you prioritize your goals and objectives.
My weekly schedule:
Exercise (Java): review how you spend your time in a typical week to help you prioritize your goals and objectives.
Organizing my tasks:
Consider (and prioritize!) three goals or objectives that you would like to accomplish, and consider them as tasks.
Scheduling:
Use your school calendar to fit in your priorities

Time management series

Time management
Developing time management skills is a journey
that may begin with this Guide, but needs practice and other guidance along the way.
One goal is to help yourself become aware of how you use your time
as one resource in organizing, prioritizing, and succeeding in your studies
in the context of competing activities of friends, work, family, etc.
First: try our exercise in time management:
How do you spend your time each day?
Strategies on using time:
These applications of time management have proven to be effective as good study habits.
As we go through each strategy, jot down an idea of what each will look like for you:
 Blocks of study time and breaks
As your school term begins and your course schedule is set, develop and plan for, blocks of study time in a
typical week. Blocks ideally are around 50 minutes, but perhaps you become restless after only 30 minutes?
Some difficult material may require more frequent breaks. Shorten your study blocks if necessary-but don't forget
to return to the task at hand! What you do during your break should give you an opportunity to have a snack,
relax, or otherwise refresh or re-energize yourself. For example, place blocks of time when you are most
productive: are you a morning person or a night owl?
Jot down one best time block you can study. How long is it? What makes for a good break for you? Can
you control the activity and return to your studies?
 Dedicated study spaces
Determine a place free from distraction (no cell phone or text messaging!) where you can maximize your
concentration and be free of the distractions that friends or hobbies can bring! You should also have a back-up
space that you can escape to, like the library, departmental study center, even a coffee shop where you can be
anonymous. A change of venue may also bring extra resources.
What is the best study space you can think of? What is another?
 Weekly reviews
Weekly reviews and updates are also an important strategy. Each week, like a Sunday night, review your
assignments, your notes, your calendar. Be mindful that as deadlines and exams approach, your weekly routine
must adapt to them!
What is the best time in a week you can review?
 Prioritize your assignments
When studying, get in the habit of beginning with the most difficult subject or task. You'll be fresh, and have more
energy to take them on when you are at your best. For more difficult courses of study, try to be flexible: for
example, build in reaction time when you can get feedback on assignments before they are due.
What subject has always caused you problems?
 Achieve "stage one"--get something done!
The Chinese adage of the longest journey starting with a single step has a couple of meanings: First, you launch
the project! Second, by starting, you may realize that there are some things you have not planned for in your
process. Details of an assignment are not always evident until you begin the assignment. Another adage is that
"perfection is the enemy of good", especially when it prevents you from starting! Given that you build in review,
roughly draft your idea and get going! You will have time to edit and develop later.
What is a first step you can identify for an assignment to get yourself started?
 Postpone unnecessary activities until the work is done!
Postpone tasks or routines that can be put off until your school work is finished!
This can be the most difficult challenge of time management. As learners we always meet unexpected
opportunities that look appealing, then result in poor performance on a test, on a paper, or in preparation for a
task. Distracting activities will be more enjoyable later without the pressure of the test, assignment, etc. hanging
over your head. Think in terms of pride of accomplishment. Instead of saying "no" learn to say "later".
What is one distraction that causes you to stop studying?
 Identify resources to help you
Are there tutors? An expert friend? Have you tried a keyword search on the Internet to get better explanations?
Are there specialists in the library that can point you to resources? What about professionals and professional
organizations. Using outside resources can save you time and energy, and solve problems.
Write down three examples for that difficult subject above?
Be as specific as possible.
 Use your free time wisely
Think of times when you can study "bits" as when walking, riding the bus, etc. Perhaps you've got music to listen
to for your course in music appreciation, or drills in language learning? If you are walking or biking to school,
when best to listen? Perhaps you are in a line waiting? Perfect for routine tasks like flash cards, or if you can
concentrate, to read or review a chapter. The bottom line is to put your time to good use.
What is one example of applying free time to your studies?
 Review notes and readings just before class
This may prompt a question or two about something you don't quite understand, to ask about in class, or after. It
also demonstrates to your teacher that you are interested and have prepared.
How would you make time to review?
Is there free time you can use?
 Review lecture notes just after class
Then review lecture material immediately after class.
The first 24 hours are critical. Forgetting is greatest within 24 hours without review!
How would you do this?
Is there free time you can use?
 Select one of the ten applications above.
and develop a new study habit!
Try something you have a good chance of following through and accomplishing.
Nothing succeeds like a first successful try!
Try the University of Minnesota's Assignment Calculator
Develop criteria for adjusting your schedule
to meet both your academic and non-academic needs
Effective aids:
 Create a simple "To Do" list
This simple program will help you identify a few items, the reason for doing them, a timeline for getting them
done, and then printing this simple list and posting it for reminders.
 Daily/weekly planner
Write down appointments, classes, and meetings on a chronological log book or chart.
If you are more visual, sketch out your schedule
First thing in the morning, check what's ahead for the day
always go to sleep knowing you're prepared for tomorrow
 Long term planner
Use a monthly chart so that you can plan ahead.
Long term planners will also serve as a reminder to constructively plan time for yourself

Time management series

My school calendar; my goals:
(This is the big picture, don't include too much detail)
1. Pick up a copy of your school's term/semester calendar
2. Develop a calendar of important dates for your classes:
Tests, papers, projects, readings, mid-term and final exams, holidays, breaks, study days, etc.
3. Enter important dates for your work, social and family life
4. Each week develop a daily schedule
that includes routines and important dates
5. Post this schedule in your study area
for referral and review, and to mark your progress
6. Each evening develop a schedule to help you organize the next day,
include routines, errands and important appointments
7. Review each day's schedule that morning
Making a habit of the above suggestions will be a product of
Motivation! | Trial and error! | Practice!
1. Document the sequence!
Note that you need to write these down, either for posting on a wall,
or better yet, entered into your computer for reminders, especially 4-7.
2. Commit to a trial period
Three to four weeks or a month...
Think of the schedule as an experiment, but commit yourself to it.
3. Think of this as an "organizer"
rather than a task list. Your to do lists, etc. are part of #2.
Set your computer calendar to remind yourself of important events
as numbers 4 - 7
4. Relate this schedule to a reward
and post it prominently as an incentive in your room.
If you need to give up something, replace it with an postitive benefit.
5. Find someone to partner with, or adopt a role model
so that you can find reinforcement. The person will not have the same school, family or work schedule, but can
be there to encourage and suggest.
 6. Don't expect perfection
it is the enemy of the good.
You are developing a new or altered way of achieving your goals. Sometimes, there will be events that
interfere, and are cause for re-evaluating this schedule.

Time and project management series

Avoiding procrastination
Is your procrastination related to a project?
or is it a habit?
To remedy procrastination:
1. Begin with one, modest project
2. Answer these basic questions
3. Keep the answers before you as you mark your progress
What do you want to do?
 What is the final objective, the end result?
It may be obvious, or not
 What are the major steps to get there?
Don't get too detailed: think big
 What have you done so far?
Acknowledge that you are already part of the way,
even if it is through thinking!
The longest journey begins with a first step
Why do you want to do this?
 What is your biggest motivation?
Do not concern yourself if your motivation is negative!
This is honest and a good beginning.
However, if your motivation is negative,
re-phrase and re-work it until it is phrased positively
 What other positive results will flow from achieving your goal?
Identifying these will help you uncover
benefits that you may be avoiding: Dare to dream!
List out what stands in your way
 What is in your power to change?
 What resources outside yourself do you need?
Resources are not all physical (i.e. tools and money),
and include time, people/professionals/elders, even attitude
 What will happen if you don't progress?
It won't hurt to scare yourself a little...
Create a simple "To Do" list
This simple program will help you identify a few tasks, the reason for doing them, a timeline for getting them done, and
then printing this simple list and posting it for reminders.
Develop your plan, list
 Major, realistic steps
A project is easier when it is built in stages;
Start small;
Add detail and complexity as you achieve and grow
 How much time each will take
A schedule helps you keep a progress chart
and reinforce that there are way-stations on your path
 What time of day, week, etc. you dedicate yourself
to work. This helps you
develop a new habit of working,
 build a good work environment, and
distance distractions (It is much easier to enjoy your project when distractions are set aside.)
 Rewards you will have at each station
and also what you will deny yourself until you arrive at each station
 Build in time for review
Find a trusted friend, elder, or expert to help you
motivate yourself or monitor progress
Admit to:
 False starts and mistakes as learning experiences
They can be more important than successes,
and give meaning to "experience"
 Distractions and escapes
Do not deny they exist, but deny their temptation
 Emotion
Admit to frustration when things don't seem to be going right
Admit that you have had a problem, but also that you are doing something about it
 Fantasy
See yourself succeeding
Finally, if procrastination is a habit of yours:
Focus on the immediate task and project, and build up from there.
Each journey begins with one step.

Time management series

Developing self-discipline
Self-discipline
Self-discipline can be considered a type of selective training, creating new habits of
thought, action, and speech toward improving yourself and reaching goals.
Self-discipline can also be task oriented and selective.
View self-discipline as positive effort, rather than one of denial.
Schedule a small task for a given time of the day;
Practice deliberate delaying.
 Schedule a particular task in the morning and once in the evening.
 The task should not take more than 15 minutes.
 Wait for the exact scheduled time.
When the schedule time is due, start the task.
 Stick to the schedule for at least two months.
Advantages: Scheduling helps you focus on your priorities.
By focusing on starting tasks rather than completing them, you can avoid procrastination.

 Schedule a task and hold to its time;

Avoid acting on impulse.
 Track your progress;
At the end of the allotted time, keep a record of accomplishment that builds over time.
Advantage: Building a record will help you track how much time tasks take.

 If you begin to have surplus time, fill it with small tasks, make notes to yourself, plan other tasks, etc.
Harness the power of routine.
 Instead of devoting a lot of hours one day, and none the other and then a few on an another day and so on,
allocate a specific time period each day of the week for that task.
 Hold firm.
 Don't set a goal other than time allocation,
simply set the habit of routine.
 Apply this technique to your homework or your projects, you will be on your way to getting things done
 Advantage: You are working on tasks in small increments, not all at once. You first develop a habit, then the
habit does the job for you.

Use self discipline to explore time management

Time management can become an overwhelming task.
When you do not have control over your own self, how can you control time?
Begin with task-oriented self-discipline and build from there.
Advantage: As you control tasks, you build self-discipline.
As you build self-discipline, you build time management.
As you build time management, you build self-confidence.

Maintain a self-discipline log book.

 Record the start and end times of the tasks.
 Review for feedback on your progress
Advantage: This log book can be a valuable tool to get a better picture over your activities in order to prioritize
activities, and realize what is important and not important on how you spend your time.

Schedule your work day and studies.

 When you first begin your work day, or going to work take a few minutes and write down on a piece of paper the
tasks that you want to accomplish for that day.
 Prioritize the list.
 Immediately start working on the most important one.
 Try it for a few days to see if the habit works for you.
 Habits form over time: how much time depends on you and the habit.
Advantage: When you have a clear idea as to what you want to achieve for the day at its start, the chances are
very high that you will be able to proactively accomplish the tasks. Writing or sketching out the day helps.

Discouragement:
 Do not be intimidated; do not be put off by the challenge
 If you slip, remember this is natural
 Take a break and then refresh the challenge
Tricks:
Associate a new habit with an old one:
If you drink coffee, make that first cup the time to write out and prioritize your tasks.
Advantage: Association facilitates neural connections!

Mark your progress:

On a calendar in your bathroom, on a spreadsheet at your computer, on your breakfast table: Check off days you
successfully follow up. If you break the routine, start over!
Advantage: Visualizing is a ready reinforcement of progress

Role models:
Observe the people in your life and see to what extent self discipline and habits help them accomplish goals. Ask them
for advice on what works, what does not.

Test preparation
General test preparation
To do well on tests you must first learn the material...
Mastering one test
Establishing good habits for taking tests can be as simple as exercising...
Anticipating test content
Pay particular attention to any study guides that the instructor hands out...
Review tools for tests
Create study checklists
Identify all of the material...
Overcoming test anxiety
Most students experience some level of anxiety during an exam...
Organizing for test taking
Begin reviewing early. This will give your brain time to get comfortable...
Cramming
Cramming is useful in emergencies; it is not good for long term learning...
Emergency test preparation
A structured approach to cramming...
Test taking
Ten tips for terrific test taking
When you take a test, you are demonstrating your ability...
Taking online tests
An online exam has several variations, but all involve technology!
True/false tests
Every part of a true sentence must be "true"... ;-{)
Multiple choice tests
Multiple choice questions usually include a phrase or stem followed by three to five options:
Short answer tests
A teacher's primary purpose in giving a short-answer test is to test whether...
Open book exams
In an open book exam you are evaluated on understanding...
Oral exams
The oral exam is an opportunity for you to demonstrate your knowledge, your presentation/speaking skills...
Essay Exams
Before writing out the exam: Write down their key words, listings...
Essay terms and directives
"Directives" ask you to answer, or present information, in a particular way....
Math Exams
Begin preparing early, pay attention during class: ...

When you take a test,

you are demonstrating your ability
to understand course material or perform certain tasks.
Successful test taking avoids carelessness.
Examples of objective tests are true-false, multiple choice, fill-in-the-blank.
Examples of subjective texts are short answer, essay, or oral exams
NB: If you have any doubts about the fairness of tests, or of the ability of tests to measure your performance, please see
your academic counseling service.
These suggestions and links at left may help you succeed in having your abilities properly evaluated and efforts
rewarded!
1. Analyze how you did on a similar test in the past.
Review your previous tests and sample tests provided by your teacher.
Each test you take prepares you for the next one!
 2. Arrive early for tests.
List what you need beforehand to avoid panic.
Good preparation prepares you for the task at hand.
3. Be comfortable but alert.
Choose a comfortable location with space enough that you need
Don't slouch; maintain good posture.
4. Stay relaxed and confident.
Keep a good attitude and remind yourself that you are going to do your best.
If you find yourself panicking, take a few deep breaths
Don't talk to other students right before: stress can be contagious.
5. Read directions carefully!
and avoid careless errors.
6. If there is time, quickly look through the test for an overview.
Scan for keywords. If permitted, jot any notes that come to mind.
7. Answer questions in a strategic order:
Easy questions first to build confidence.
Then those with the most point value.
On objective tests, eliminate obvious incorrect answers.
On essay tests, broadly outline your answer and sequence of points.
8. Review! if you have time.
Resist the urge to leave when you complete the exam--
check if you have answered all the questions,
and not made any errors or mis-marked any answers.
9. Change answers to questions if you erred, or misread the question!
You may also find information in the test that will correct a previous answer.
10. Decide on and adopt study strategies that work best for you.
Review where you succeed and where you are challenged.
Check out your academic support center or a trusted teacher for advice.

Exercise text without examples:

Every part of a true sentence must be "true"
If any one part of the sentence is false,
the whole sentence is false despite many other true statements.
Pay close attention to
negatives, qualifiers, absolutes, and long strings of statements
Negatives can be confusing.
If the question contains negatives, as "no, not, cannot"
Drop the negative and read what remains.
Decide whether that sentence is true or false.
If it is true, its opposite, or negative, is usually false
Qualifiers are words that restrict or open up general statements.
Words like "sometimes, often, frequently, ordinarily, generally" open up the possibilities of making accurate statements.
They make more modest claims, are more likely to reflect reality, and usually indicate "true" answers.
Absolute words restrict possibilities.
"No, never, none, always, every, entirely, only"
imply the statement must be true 100% of the time and usually indicate "false" answers
Long sentences often include groups of words set off by punctuation.
Pay attention to the "truth" of each of these phrases.
If one is false, it usually indicates a "false" answer
Guessing:
Often true/false tests contain more true answers than false answers. You have more than 50% chance of being right
with "true". However, your teacher may be the opposite. Review pasts tests for patterns...

Multiple choice tests

Multiple choice questions usually include a phrase or stem
followed by three to five options:
Test strategies:
 Read the directions carefully
Know if each question has one or more correct option
Know if you are penalized for guessing
Know how much time is allowed (this governs your strategy)
 Preview the test
Read through the test quickly and answer the easiest questions first
Mark those you think you know in some way that is appropriate
 Read through the test a second time and answer more difficult questions
You may pick up cues for answers from the first reading, or become more comfortable in the testing situation
 If time allows, review both questions and answers
It is possible you mis-read questions the first time
Answering options
Improve your odds, think critically:
Cover the options, read the stem, and try to answer
Select the option that most closely matches your answer
Read the stem with each option
Treat each option as a true-false question, and choose the "most true"
Strategies for answering difficult questions:
1. Eliminate options you know to be incorrect
If allowed, mark words or alternatives in questions that eliminate the option
2. Give each option of a question the "true-false test:"
This may reduce your selection to the best answer
3. Question options that grammatically don't fit with the stem
4. Question options that are totally unfamiliar to you
5. Question options that contain negative or absolute words.
Try substituting a qualified term for the absolute one.
For example, frequently for always; or typical for every to see if you can eliminate an option
6. "All of the above:"
If you know two of three options seem correct, "all of the above" is a strong possibility
7. Number answers:
toss out the high and low and consider the middle range numbers
8. "Look alike options"
probably one is correct; choose the best but eliminate choices that mean basically the same thing, and thus
cancel each other out
9. Double negatives:
Create the equivalent positive statement
10. Echo options:
If two options are opposite each other, chances are one of them is correct
11. Favor options that contain qualifiers
The result is longer, more inclusive items that better fill the role of the answer
12. If two alternatives seem correct,
compare them for differences,
then refer to the stem to find your best answer
Guessing:
 Always guess when there is no penalty
for guessing or you can eliminate options
 Don't guess if you are penalized for guessing
and if you have no basis for your choice
 Use hints from questions you know
to answer questions you do not.
 Change your first answers
when you are sure of the correction, or other cues in the test cue you to change.
 Remember that you are looking for the best answer,
not only a correct one, and not one which must be true all of the time, in all cases, and without exception.

Short answer tests

A teacher's primary purpose
in giving a short-answer test is to test whether you have a foundation of knowing the material, usually factual.
Prepare for the test
Develop summary sheets of the course material information.
Focus on key words, events, vocabulary, concepts
Organize and categorize the material, then review
When taking the test
 Respond directly to the question or directive
Focus on keywords and ideas called for
Eliminate those that do not directly address the information requested in the test item
 Respond and write concise answers
Connect key facts into short sentences according to the test instructions
 If you can think of several answers
let the instructor know. The instructor may give you a clue to the correct answer he/she's looking for
 A guess made with common sense
could get you more test points than if you leave an answer blank

Open book exams

In an open book exam
you are evaluated on understanding rather than recall and memorization.
You will be expected to
 apply material to new situations
 analyze elements and relationships
 synthesize, or structure
 evaluate using your material as evidence
Access to content (books, notes, etc.) varies by instructor.
The exam can be take home or in the classroom
with questions seen or unseen before exam time
Do not underestimate the preparation needed for an open book exam:
your time will be limited, so the key is proper organization in order to quickly find
data, quotes, examples, and/or arguments you use in your answers.
Preparation:
 Keep current
on readings and assignments in class
 Prepare brief,
concise notes on ideas and concepts being tested
 Carefully select
what you intend to bring with you to the exam,
and note anything significant about what you do not
 Include your own commentary on the information
that will provide fuel for your arguments,
and demonstrate that you have thought this through
 Anticipate with model questions, but not model answers.
Challenge yourself instead with how you would answer questions,
and what options and resources you may need to consider.
Organize your reference materials, your "open book:"
Make your reference materials as user-friendly as possible so that you don't lose time locating what you need
 Familiarize yourself
with the format, layout and structure of your text books and source materials
  Organize these with your class notes
for speedy retrieval, and index ideas and concepts with pointers and/or page numbers in the source material
(Develop a system of tabs/sticky notes, color coding, concept maps, etc. to mark important summaries, headings,
sections)
 Write short, manageable summaries
of content for each grouping
 List out data and formulas
separately for easy access
Test taking:
 Read the questions carefully
to understand what is expected.
Refer to our guide on Essay exam terms/directives
 Make good use of time
Quickly review the number of questions and note how much time each could take.
First answer the questions that you are confident of and/or for which you will not need much time checking out
the resources.
Leave more complex and difficult questions for later
 Don't over-answer
Aim for concise, accurate, thoughtful answers that are based in evidence.
Use quotations
 to illustrate a point, or act as a discussion point
 to draw on the authority of the source
 because you could not say it better
Quotations can be short
Three or four words can be extremely effective when they are worked into the structure of your sentence
A reference to a quote
may be as effective as the quote itself
Guard against over-quoting
It is your words and your argument;
extensive quoting may detract from your point or argument

Preparing for and taking oral exams

The oral exam is an opportunity for you to demonstrate your knowledge, your presentation/speaking skills, as well as
your ability to communicate. They can also be good practice for job interviews!
The exam can be formal, or informal, but you should consider all exams formal exchanges in order to make a good
impression. For both types, you must listen carefully to the question, and answer directly.
Formal exams follow a list of questions in a prepared format. The criteria for evaluation is usually set in a right/wrong
format, and can be competitive. For this type of exam, if you wish to add "related" or qualified information, ask
permission first as a courtesy.
Informal exams are more open, your responses are usually longer, and evaluations can be more subjective. Answers
are often less exact (right/wrong), and value is added for problem solving analysis and method, as well as interpersonal
communication and presentation.
There are three components to a successful oral exam:
Preparation
Ask your teacher what will be on the exam.
Study. If you do not study, you will not do well.
See the Guide "Test Preparation" in this web site.
See the Guide "Anticipating Test Content" in this web site
Write out questions you expect to be asked, then
 Discuss answering techniques with people in the field
or who have had the test.
Practice answering with classmates
Practice in a similar setting, in front of a mirror, to evaluate your "manner"
  Verify the date, time and location;
confirm these with your instructor
 If you use computing, projection, or media systems,
practice with the equipment the day before,
and verify an hour or so before the test if possible.
The Exam
 Look and act professional!
Create a good impression.
Dress well and appropriately, turn off cell phones and pagers;
 Arrive at the location early
to collect yourself and check out the situation, but wait until your scheduled time to keep the appointment.
This is a time for relaxed focus, not cramming or review.
 The exam begins the minute you walk in:
Introduce yourself immediately
Give the instructor all of your attention; look interested and smile!
Keep good posture and eye contact;
If there are distractions (noise outside, etc,) you may mention your distraction and/or nervousness.
 Stay focused through the interview.
Be an intelligent listener as well as talker.
 Do not ramble
if you do not know an answer.
State directly that you do not know the answer but ask if you could outline how you would find the answer, solve
the problem, or the method you would employ.
 Maintain your self-confidence and composure
if you feel the interview is not going well. The interviewer may be testing you.
 Answer questions with more than "yes" or "no".
Stress the positive and not the negative.
Use two or three key points or examples to demonstrate your knowledge
 Watch for signs that the test is over
(i.e., the interviewer looks at the clock, moves the chair back, or completes a set of questions)
 Ask if there is anything
you could answer that would add to your evaluation
Thank the instructor
Follow-up
 Summarize your performance;
where you did well or poorly
Keep a written record
 Note how you could do better
for the next time
 Note if there was a significant "event"
during the interview
 If you have questions or comments
on either the material or your performance, do not hesitate to speak with the instructor. Do not challenge the
teacher, but seek to understand your performance.
 If you have concerns
about an inappropriate evaluation after raising concerns with your teacher, discuss them with that department's,
or your school's, academic counseling center or a higher authority.

The Essay Exam

Organization and neatness have merit
Before writing out the exam:
 Write down their key words, listings, etc, as they are fresh in your mind.
Otherwise these ideas may be blocked (or be unavailable) when the time comes to write the later questions. This
will reduce "clutching" or panic (anxiety, actually fear which disrupts thoughts).
Set up a time schedule
to answer each question and to review/edit all questions
 If six questions are to be answered in sixty minutes,
allow yourself only seven minutes for each
 If questions are "weighted",
prioritize that into your time allocation for each question
 When the time is up for one question, stop writing,
leave space, and begin the next question. The incomplete answers can be completed during the review time
 Six incomplete answers will usually receive more credit than three, complete ones
Read through the questions once and note if you have any choice in answering questions
 Pay attention to how the question is phrased,
or to the "directives", or words such as "compare", "contrast", "criticize", etc. See their definitions in "Essay terms"
 Answers will come to mind immediately for some questions
Before attempting to answer a question, put it in your own words
 Now compare your version with the original.
Do they mean the same thing? If they don't, you've misread the question. You'll be surprised how often they don't
agree.
Think before you write:
Make a brief outline for each question
Number the items in the order you will discuss them
 Get right to the point
State your main point in the first sentence
Use your first paragraph to provide an overview of your essay.
Use the rest of your essay to discuss these points in more detail.
Back up your points with specific information, examples, or quotations from your readings and notes
 Teachers are influenced by compactness,
completeness and clarity of an organized answer
 Writing in the hope
that the right answer will somehow turn up is time-consuming and usually futile
 To know a little and to present that little well is,
by and large, superior to knowing much and presenting it poorly--when judged by the grade received.
Writing & answering:
Begin with a strong first sentence
that states the main idea of your essay.
Continue this first paragraph by presenting key points
Develop your argument
 Begin each paragraph with a key point from the introduction
 Develop each point in a complete paragraph
 Use transitions, or enumerate, to connect your points
 Hold to your time allocation and organization
 Avoid very definite statements when possible; a qualified statement connotes a philosophic attitude, the mark of
an educated person
 Qualify answers when in doubt. It is better to say "toward the end of the 19th century" than to say "in 1894" when
you can't remember, whether it's 1884 or 1894. In many cases, the approximate time is all that is wanted;
unfortunately 1894, though approximate, may be incorrect, and will usually be marked accordingly.
Summarize in your last paragraph Restate your central idea and indicate why it is important.
Review:
Complete questions left incomplete, but allow time to review all questions
Review, edit, correct misspellings, incomplete words and sentences, miswritten dates and numbers.
Not enough time?
Outline your answers

Directives for essays, reports, tests..

"Directives" ask you to answer, or present information, in a particular way.
Review these, and most of all note that there are different ways
of answering a question or writing a paper!
Compare:
Examine qualities, or characteristics, to discover resemblances. "Compare" is usually stated as "compare with": you are
to emphasize similarities, although differences may be mentioned.
Contrast:
Stress dissimilarities, differences, or unlikeness of things, qualities, events, or problems.
Criticize:
Express your judgment or correctness or merit. Discuss the limitations and good points or contributions of the plan or
work in question.
Define:
Definitions call for concise, clear, authoritative meanings. Details are not required but limitations of the definition should
be briefly cited. You must keep in mind the class to which a thing belongs and whatever differentiates the particular
object from all others in the class.
Describe:
In a descriptive answer you should recount, characterize, sketch or relate in narrative form.
Diagram:
For a question which specifies a diagram you should present a drawing, chart, plan, or graphic representation in your
answer. Generally you are expected to label the diagram and in some cases add a brief explanation or description.
Discuss:
The term discuss, which appears often in essay questions, directs you to examine, analyze carefully, and present
considerations pro and con regarding the problems or items involved. This type of question calls for a complete and
entailed answer.
Enumerate:
The word enumerate specifies a list or outline form of reply. In such questions you should recount, one by one, in
concise form, the points required.
Evaluate:
In an evaluation question you are expected to present a careful appraisal of the problem stressing both advantages and
limitations. Evaluation implies authoritative and, to a lesser degree, personal appraisal of both contributions and
limitations.
Explain:
In explanatory answers it is imperative that you clarify and interpret the material you present. In such an answer it is
best to state the "how or why," reconcile any differences in opinion or experimental results, and, where possible, state
causes. The aim is to make plain the conditions which give rise to whatever you are examining.
Illustrate:
A question which asks you to illustrate usually requires you to explain or clarify your answer to the problem by
presenting a figure, picture, diagram, or concrete example.
Interpret:
An interpretation question is similar to one requiring explanation. You are expected to translate, exemplify, solve, or
comment upon the subject and usually to give your judgment or reaction to the problem.
Justify:
When you are instructed to justify your answer you must prove or show grounds for decisions. In such an answer,
evidence should be presented in convincing form.
List:
Listing is similar to enumeration. You are expected in such questions to present an itemized series or tabulation. Such
answers should always be given in concise form.
Outline:
An outline answer is organized description. You should give main points and essential supplementary materials,
omitting minor details, and present the information in a systematic arrangement or classification.
Prove:
A question which requires proof is one which demands confirmation or verification. In such discussions you should
establish something with certainty by evaluating and citing experimental evidence or by logical reasoning.
Relate:
In a question which asks you to show the relationship or to relate, your answer should emphasize connections and
associations in descriptive form.
Review:
A review specifies a critical examination. You should analyze and comment briefly in organized sequence upon the
major points of the problem.
State:
In questions which direct you to specify, give, state, or present, you are called upon to express the high points in brief,
clear narrative form. Details, and usually illustrations or examples, may be omitted.
Summarize:
When you are asked to summarize or present a summarization, you should give in condensed form the main points or
facts. All details, illustrations and elaboration are to be omitted.
Trace:
When a question asks you to trace a course of events, you are to give a description of progress, historical sequence, or
development from the point of origin. Such narratives may call for probing or for deduction.

Preparing for and taking math exams

Preparation:
 Begin preparing early
Pay attention during class: every minute you daydream in class is many more minutes of studying later.
Do assigned homework problems: math is a building process and in order to understand the next step you need
to comprehend the present, and previous, ones
 Simulate test conditions
After you have studied and think you know the material, practice it under test conditions. Solve unassigned
homework problems and see if you can finish them in the allotted time for the exam
 Know your professor
Study a copy of the exam of a previous class if available;
Talk with someone who taken the professor before, preferably someone who has succeeded in the same class
 Form a study group of 3-4 dedicated students
Not only will other students be able to help you with problems, but by helping others you will better learn the
material. If you are unable teach another student a topic you believe you know, chances are you don't know that
topic very well after all. If you can't teach it, you don't know it!
Testing:
 Read through the exam
Reading through the whole exam you can
1. know what is expected of you
2. prioritize items on the test
3. pace yourself.
 Carefully read the instructions
Make sure you are answering the question that is being asked!
Often students know how to solve a problem, but they misread or misinterpret the question itself
 Check that you have correctly rewritten the problem
If you use a scratch piece of paper make sure that you correctly rewrite the problem.
Don't skip steps. Start from the beginning;
 Clearly write each step of the solution
Be neat and don't rush writing numbers down.
Keep checking your solution as you are working.
Neatness makes it easier to recheck your work;
 Double check your math, especially your calculator entries
Double check your calculator work immediately.
The chances of hitting a wrong number are high, but the chances of hitting the same wrong number are not;
  Don't Dilly Dally
If you get stuck on a problem move on and come back to it later.
When you are finished, recheck all your work.

Text of the A.S.P.I.R.E. exercise:

A: Approach/attitude/arrange
 Approach your studies with a positive attitude
 Arrange your schedule to eliminate distractions
S: Select/survey/scan
 Select a reasonable chunk of material to study
 Survey the headings, graphics, pre- and post questions to get an overview
 Scan the text for keywords and vocabulary: mark what you don’t understand
P: Piece together the parts:
 Put aside your books and notes
 Piece together what you've studied,either alone, with a study pal or group:
summarize what you understand.
I: Investigate/inquire/inspect:
 Investigate alternative sources of information you can refer to:
other text books, websites, experts, tutors, etc.
 Inquire from support professionals (academic support, librarians, tutors, teachers, experts,) and other
resources for assistance
 Inspect what you did not understand.
R: Reexamine/reflect/relay
Reexamine the content | Reflect on the material | Relay understanding
 Reexamine:
What questions are there yet to ask? Is there something I am missing?
 Reflect:
How can I apply this to my project? Is there a new application for it?
 Relay:
Can I explain this to my fellow students? Will they understand it better if I do?
E: Evaluate/examine/explore:
 Evaluate your grades on tests and tasks: look for a pattern
 Examine your progress: toward achieving your goals
 Explore options: with a teacher, support professional, tutor, parent if you are not satisfied.

Index study system

Here is a method of studying that gives you
an accurate perception of how well you know the material,
and forces you to think about it, rather than just look over it.
Review your notes and readings frequently, so the material is "fresh"
As you're reading your text or reviewing your notes,
write down questions about the material.
Imagine you're teaching the course. What questions would you ask on the exam?
Keep track of any terms you need to know
Try the index card system:
1. Write each question or term on the back of an index card
2. On the front of each index card, write an answer or an explanation for the question or term on the back. Use
your notes and text for a reference, but put the answer or explanation in your own words whenever possible
3. Shuffle the index cards so you can't figure out any answers based on their location in the deck
4. Look at the card on the top of the deck: Try to answer the question or explain the term. If you know it, great! Put
it on the bottom of the deck.
If you don't know it, look at the answer, and put it a few cards down in the deck (so you'll come back to it soon)
5. Proceed through the deck of cards until you know all of the information
Some Tips:
 Carry your cards with you everywhere.
Take advantage of little pockets of time.
Test yourself while you're waiting on line, riding the bus, etc.
 If you think you know an answer,
but can't put it into words, you probably don't know it well enough.
Explaining the information is a good way to be sure that you know it.
It's also a good way to prevent test anxiety
 Test yourself someplace where nobody can see you
and recite the answers out loud.
That's the best way to be sure that you can explain them
 Study with a friend from your class.
You can share ideas and help each other out with concepts.
You can use each other to make sure that you're explaining your answers adequately