ࡱ> AC>?@M 'bjbj== 1PWW׍Ollll8m44m2oLHpHpHpHpHpq<@q (******$ N`qHpHp`q`qNvHpHpcvvv`qHpHp(v`q(v<v@}dHpo `Rhl6rnd y0 ZtHdv LEARNING SKILLS MODULE Exercises & Handouts Generic Skills Integration Project (GENSIP) Student Counselling Service & Staff Development University of Dublin Trinity College Compiled by Tamara OConnor February 2003 EXERCISES Transition & Expectations Why? Reflection Good & Bad Learning Experiences Strengths & Weaknesses Analysis of Past Learning Goal Setting What Works, What Doesnt Work Assessing Environmental Conditions Purposes in Reading Its Hard to Know . . . Look At Your Notes Take Notes a Different Way Self-Evaluation for Writing Assignments Analysing Key Verbs Sourcing Information Creating Affirmations How to Help Improve Concentration & Motivation Visualisation HANDOUTS AND EXAMPLES Reflection Study Questionnaires Time Management Tools Deep Approach to Learning Active Reading Strategies Planning Assignments Key Verbs Essay Writing Strategies Essay Writing Checklist Exercise Transition and Expectations Please do not put your name on this sheet. Provide honest and relevant answers. What aspect of coming to college has been the most frightening or overwhelming for you? What aspect of starting at university do you enjoy most? Exercise Why? Why did you choose to enrol on this particular course of study? What do you hope to gain from your university studies? What skills do you think you will need to successfully complete your course of study? Exercises Reflection Good and Bad Learning Experiences Think about a good and a bad learning experience. What was the difference? Identify key factors. Study Questionnaire Analysis of Past Learning Reflect on your past learning, perhaps doing an analysis. My Strengths and Weaknesses Think about your strengths and weaknesses with regard to learning. Identify two weaknesses youd like to improve and write them down. Exercise Goal Setting List three short term study goals for the week. Complete the following SMART sheet for each goal (at least mentally if not physically). SMART Goal Planner Goal: ____________________________________________________ _________________________________________________________ Very Slightly Not Is this goal Specific? ___ ___ ___ Measurable? ___ ___ ___ Action-based? ___ ___ ___ Realistic? ___ ___ ___ Time-based? ___ ___ ___ If its not very specific, specify your goal: _________________________________________________________ _________________________________________________________ How will you measure success? _________________________________________________________ _________________________________________________________ If necessary list your action steps and the deadline: _____________________________ by (time): ______ _____________________________ by (time): ______ _____________________________ by (time): ______ _____________________________ by (time): ______ _____________________________ by (time): ______ Exercise What works, What doesnt work? Think about the way you manage yourself and your time. What works? What doesnt work and why not? Exercise Assessment of Environmental Conditions Lighting I often turn on extra lamps for reading. _____ People sometimes tell me Im reading in the dark. _____ I prefer to sit by windows at home o r in class. _____ I prefer to sit in the back or corner of a classroom. _____ I often choose seats directly below overhead lights. _____ I find I sometimes shade my eyes while reading. _____ Low light makes me sleepy. _____ Structure I prefer to stand and walk around when studying. _____ I prefer to study seated on the floor rather than at a desk. _____ I find it more difficult to concentrate in lectures than in lab experiments. I find I twitch and fidget after sitting for a short length of time. _____ I find myself tapping a foot or knee after sitting for a short period of time. Sound I prefer to study in silence. _____ When I really concentrate, I dont hear a thing. _____ I find myself distracted by noises in class, even when I am interested in the topic under discussion. _____ Background noises conversation, soft music, TV dont affect my ability to study. _____ Sometimes I wish I could tell my classmates to be quiet. _____ I often hum to myself or tap while working. _____ Visual Stimulation I find myself distracted by classroom movement, even when I am interested in the topic under discussion. _____ When I study, I have notes, papers, texts, and other materials spread around me. _____ I find busy environments crowded stores, a variety of items on a desk, similar images confusing. _____ I prefer highly coloured, busy patterns. _____ I am very organised; when I study, I only have the bare essentials of what I need at hand. _____ I enjoy courses in which the lecturer is theatrical and moves freely around the classroom. _____ Scoring: If you checked the odd-numbered statements in the section on lighting, you probably prefer to study in strong light. If you checked the even-numbered statements, you prefer more subdued lighting. If you checked any three of the five statements about structure, you probably prefer less structure and more mobility in your learning environment.you can modify and adapt your study surroundings to match your structural needs. Do you learn better with more or less noise around you? If you checked the odd-numbered statements in this group, you probably prefer to learn in silence. If you checked the even-numbered statements, you learn best with some auditory background noise. Adapted from Longman, D.G. & Atkinson, R.H. (1999). Study methods and reading techniques, 2nd. ed. Belmont, CA: Wadsworth, pp.37-38 Exercise Purpose in Reading Give students a short piece of reading or use assigned reading, asking some to focus on the purpose of gathering facts and the others to focus on the purpose of summarising. Have them compare what they decided to do and how they proceeded (either pairs, small groups or whole group). Exercise Its Hard to Know Whats Going On . . . This exercise is taken from Ellis, D. (1994). Becoming a Master Student, 7th Edition. Boston: Houghton Mifflin Co., p. 119. However, you could probably create a similar exercise based on readings from your subject area. ITS HARD TO KNOW WHATS GOING ON . . . UNTIL YOU HAVE THE BIG PICTURE Read the following paragraph and then summarize it in one sentence. With hocked gems financing him, he defied all scornful laughter that tried to prevent his scheme. Your eyes deceive, they said. It is like a table, not an egg. Now three sturdy sisters sought truth. As they forged long, sometimes through calm vastness, yet more often over turbulent peaks and valleys, their days became weeks as many doubters spread fearful rumors about the edge. At last, from nowhere winged creatures appeared, signifying the journeys end. Summarize this paragraph now. ________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________ Most people have difficulty knowing what in the world the previous paragraph is about. If it were part of a reading assignment you had previewed, and you had noticed it is about Christopher Columbus, then it would have made more sense. Read it again while thinking about the famous world traveler. Exercise Look At Your Notes Either individually or in pairs, look at notes you have taken for a lecture or from a book. Compare and ask the following questions: How are the notes organised? Do they make sense now, after the fact? Why did you include some things and not others? Have the notes been rewritten or added onto later? (Is this something you would normally do if you had time?) Will the notes still make sense in a months time? If comparing notes with another student, in what ways do they differ? Do you understand each others notes? Exercise Taking Notes a Different Way Ask students to use one of the methods they havent used before. Give a 10 minute lecture. Ask students to compare with what they are used to using. Or Ask students to use a method they havent used before (e.g. mind maps) during a lecture, one that you provide good lecture notes for so theyre not worried about missing something. Ask them to reflect on the advantages or disadvantages of the strategy and whether it is worth practicing (self-monitoring and self-evaluation). Exercise Self-Evaluation for Writing Assignments Think about how you approach writing assignments. For each item below, circle 3 if it poses a difficulty and 1 if it doesnt. Not a problemA difficultyStarting a writing assignment123Knowing what is involved in an essay123Knowing how to analyse the topic or question123Using a systematic approach to writing essays123Planning stages of writing process123Having a strategy for organising information123Having a plan for gathering information123Knowing where to get information123Knowing how to critically evaluate information123Knowing how to structure an essay123Knowing how to develop and support an argument123Knowing how to write paragraphs123Making use of drafts123Spelling and grammar123Presentation of written work123Using feedback to improve writing123 For those items you marked 3, decide if you think it is an area you need to improve. If so decide how you will do it. Remember there is support available in College. Exercise Analysing Key Verbs Below is a list of verbs often included in instructions given for writing tasks. Read through them and note what you think each means. Next, read sentences A F and match the appropriate explanation to a particular verb. 1. Criticise ____________________________________________ ____________________________________________ 2. Define ____________________________________________ ____________________________________________ 3. Illustrate ____________________________________________ ____________________________________________ 4. Describe ____________________________________________ ____________________________________________ 5. Explain ____________________________________________ ____________________________________________ 6. Discuss ____________________________________________ ____________________________________________ A. Set down the precise meaning of a word or phrase, and/or examine different meanings of _____ B. Give a detailed or graphic account of _____ C. Make plain; give reasons for; interpret and account for _____ D. Identify the faults, limitations, or usefulness of _____ Give reasons for and against; examine by argument; sift and debate _____ F. Use figures, diagrams or examples to explain or clarify; or make sense of using concrete examples of _____ Exercise Sourcing Information Have a supply of several different types of information related to the subject area. Have students form small groups and give each group several sources of information. They can then discuss them, asking the following questions. What type of source is it (i.e. journal, book, newspaper, etc.)? What type of writing is it (i.e. essay, case study, research, etc.)? What is the purpose of the writing? Who is the intended audience? Skim the source, paying attention to: The layout The structure The grammar The vocabulary The style Are there references and quotes? How are they cited? Has the author used an analytical approach? How valid is the argument? What are the strengths and weaknesses of the piece? In your opinion, is it well written? Exercise - Creating Affirmations An affirmation is simply a statement of what you want. They are most effective if they are personal, positive and in the present tense. Also they need to be practiced, so try saying them several times a day, out loud if possible. Heres a couple of examples: I am healthy. I work well with many different kinds of people. I have friends who love me. I try hard. I am a loving son, daughter, etc. Now you write 3 positive affirmations for yourself. Remember personal, positive, present tense! ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ Exercise How to help improve concentration and motivation Scenario 1 Your friend has so much to do he just doesnt know where to start. Do you have any suggestions? Scenario 2 Your friend has a lot on her mind so is easily distracted from her study. Do you have any suggestions? Exercise - Visualisation This exercise will help you manage anxiety or uncertainty associated with difficult academic situations, such as taking exams or standing up in front of the class to make a presentation. It is a good idea to practice the exercise regularly. That way, your body will begin to relax just out of habit. For this example well visualise an exam situation with all the actions you want to perform. Try to involve all your senses, seeing yourself, hearing yourself, etc This provides mental rehearsal and aids concentration. Get comfortable, sit in a relaxed position, close your eyes, and breathe slowly and regularly. Try to clear your mind of all distractions. Picture yourself sitting in the room just before an exam. See yourself sitting comfortably. See yourself getting the exam and reading each question calmly and with confidence. See yourself writing answers to the questions in a relaxed and efficient manner. Hear the pen writing effortlessly across the pages. See yourself finishing the exam and turning it in, knowing that you have been successful. Sit for a minute with that feeling of accomplishment and relief. Remind yourself that you have experienced success in the past, and that you will experience success again. Replay the image over and over again. Adapted from Davis, M., Eshelman, E.R., & McKay, M. (1995). The relaxation and stress reduction workbook, (4th ed.). Oakland, CA: New Harbinger Publications. Example of Student Reflection Here is an example of a student reflecting on how they revise for exams. However, if you can think of an example relevant to your course it will have more relevancy for the student. For example, perhaps a student reflecting on a lecture, and how the information can be applied to current affairs, etc. Sarah is preparing for an essay exam in her sociology class. She is slightly worried because she finds expressing herself in writing difficult although she considers herself a hard working and competent student. She recalls previous exams she has taken, and the things she did right and things she didnt do so well on. She knows she must give herself plenty of time to revise and that shes probably better off not studying at home where there are lots of distractions. In the past she has usually just skimmed the material, often the night or two before the exam but she realises this will probably not be sufficient now. Instead she takes out paper and tries to outline topics and classify information from her books and lecture notes. She stops occasionally to ask herself how shes doing. Is her plan working? Is she maintaining concentration? Does she understand the content? Sarah wonders what else might help build up her confidence and the next time she sits down at the library to prepare, she uses her outlines to practice writing answers to some sample questions. Study Questionnaires There are several questionnaires that assess the way students in third level education study and learn. Here is a few recommendations. Approaches to Studying (Short Version). This is based on research in the area of deep, surface and strategic approaches to learning. Copies of the inventory are available at  HYPERLINK "http://www.ed.ac.uk/etl/questionnaires/ASSIST.pdf" http://www.ed.ac.uk/etl/questionnaires/ASSIST.pdf. (Copies are also available from Staff Development). The VARK Inventory offers an analysis of a preferred way of learning: visual, aural, read/write or kinaesthetic. This is available at  HYPERLINK "http://www.vark-learn.com/english/index.asp" http://www.vark-learn.com/english/index.asp The traditional Honey and Mumford Learning Styles Questionnaire offers students a way to assess their preferred learning style ways of learning that suit their style . It can be ordered at  HYPERLINK "http://www.peterhoney.co.uk/product/23" http://www.peterhoney.co.uk/product/23 The Learning and Study Strategies Inventory determines what strategies a student uses on several scales relevant to effective, strategic learning (e.g. time management, concentration, information processing, etc). It can be ordered from  HYPERLINK "http://www.hhpublishing.com/_assessments/LASSI/index.html" http://www.hhpublishing.com/_assessments/LASSI/index.html. (Some copies are available from the Project Coordinator). Date: ___________ TO DO LIST Priority Item (be specific) Reward (if necessary) ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Study / Social Timetable Day-time TimeMonTueWedThursFriSatSun7.00 8.00 9.00 10.00 11.00 12.00 1.00 2.00 3.00 4.00 5.00  Evening TimeMonTueWedThursFriSatSun6.00 7.00 8.00 9.00 10.00 11.00  Notes Total Study HoursTotal Social HoursTotal Physical Recreation Hours  Elements of the Deep Approach to Studying Intention to understand Active interest and personal engagement with material Active, deep processing strategies: Relating ideas Gaining an overview Creating outlines and structures Questioning and using evidence critically Seeking the central point Drawing conclusions Seeing the purpose of a task or seeing it in its wider context Discussion Teaching or explaining concepts, main points Making associations Students who adopt a deep approach to learning and studying tend to have better long-term retention of information and do better academically. ACTIVE READING STRATEGIES 1. Identifying the Purpose Students need to identify the reasons for undertaking a reading task and decide the best way to strategically accomplish it. There are several reasons for reading text. They include: To get an overview or the gist of a subject or topic To determine if more concentrated reading is necessary To gather supporting evidence or information for a project or essay These purposes do not require a complex strategy but a surface one such as skimming or scanning To summarise main points To understand material (e.g. textbook) These purposes are more complex and need a more in depth strategy such as SQ3R To critique or evaluate This purpose is the most complex requiring in depth strategies and even several readings with time for reflection To enjoy or for leisure 2. Selecting & Prioritising Efficient reading means being selective about what you read, and then reading it at whatever speed is appropriate to the nature of the material and to your purpose in reading it (Rowntree, 1998, p. 80). There are several ways you can learn to be more selective in order to be able for all the suggested reading on a course. Often students are very concerned that they may not be able for the reading. Rowntree (1998, p.81) makes the following suggestions: Ask tutors to indicate which parts of the recommended materials are most relevant and why Keep alert for hints and clues about relevant reading dropped by tutors, assignment feedback etc. Ask fellow students Ask students in the year(s) ahead of you Share out reading and regularly report on what is worthwhile Note which books/materials are most regularly mentioned in other books as being important Skim very fast through recommended books (e.g. five to ten minutes per book) with a view to deciding which (or which parts) might repay closer study and which can be ignored. It is also useful to monitor and evaluate as you read. For instance, ask yourself Why am I reading this? What am I getting out of it? Be prepared to stop reading if you are unable to give yourself satisfactory answers. 3. Strategies for Reading 1) Reflection This strategy involves spending a few moments thinking about what you know about the subject before reading. This helps prepare the brain for the information that will follow. This also refers to reflecting on the purpose and what might be the best strategy for achieving it. 2) Scanning / Skimming If the purpose is to get an overview or the gist of material then this is a useful strategy. It only tells you what the text is about. It can be useful for planning - that is when deciding how to go about a task - or in preparation for a lecture. The steps involved are: If a chapter, glance at headings, read introduction and summary, first paragraphs of sections, photos, graphs etc. If a book, glance at table of contents, chapter headings, any introduction or summaries, bibliography Spend only 5-10 minutes Can always decide to come back to read in more depth As skimming, asking self how information relates to a particular topic or course material 3) Speed reading Increasing reading rates may help reduce study time but it is generally not an appropriate strategy for the complex reading required at third level. Reading effectively involves varying your reading rate according to your purpose and to the difficulty of the material for you (Marshall & Rowland, 1993, p. 117). Reading rates can be improved by practice. Time the number of words read per minute in an article, then try to reduce it. However, check that you have fully understood the material. Keep a list of unfamiliar words or concepts and return to them later. Previewing for familiarity actually saves time in the long run. 4) SQ3R or Survey, Question, Read, Recall, Review This is a highly recommended strategy because it is flexible and easily adapted to suit varying purposes and circumstances. However, it also encourages good comprehension. It is best used when the purpose is to understand or summarise, in which case you will want to use all steps of the strategy. The steps include: Survey To get the lay of the land or a preview, similar to skimming Remember being familiar with the material and getting it organised in our brains is an important step for memory retention and understanding Question This step can be combined with the survey step, as you skim turn headings into questions or create your own questions Often in texts there are questions at the end of the chapter which should be read first Questioning can help the reader to concentrate (as the mind tries to answer questions) and to read more critically Read Reading actively, carefully, critically Try to keep an internal conversation going, whereby you try to answer questions or react to what the author says Take notes, underline, or highlight if the purpose is rote (rehearsal strategy) Write key ideas in margin or make concept maps, diagrams if the purpose is to understand (or other elaboration and organisational strategies) Make links between what is being read and what is already known Look for relationships or patterns If the purpose is analysis or critique, once you think you understand it, you need to evaluate it: is the information provided accurate, limited, biased, and logical? Re-read difficult parts aloud - this involves more senses Check new vocabulary as you go Recite Try to summarise the main ideas and arguments of what has been read, either at the end of a section or at the end of a reading session This step is sort of like self-examination, checking to see how well the material was understood Review Have the questions asked been answered, can the information be recalled? Recite and review can be combined Next morning or at later date, check if the main points can be recalled. This can be done while dressing, travelling or waiting for a lecture. Review neednt be part of a formal study session, it is more important that it is regular thus aiding retention. 5) Ask Questions Asking and answering questions is a good elaboration strategy which can be done even if you are not using SQ3R. This is especially important if the purpose is to critique. Questions can be asked about the authors purpose, the content, the structure and the style. Try to be creative, as the more active and interesting the questions, the more likely one will pay attention; a useful way to fend off boredom. 6) Making Notes/Underlining Take notes if what is being read is critically important or if it helps understanding. Do not take verbatim but use your own words, summarising main points relevant to the purpose or question. Try creating a mind map or flow chart as an alternative way of summarising the information. 7) Monitor and Evaluate (Self-regulation) Use self-instructions while reading Use self-review, e.g. by periodically checking that the material has been understood Ask Questions What did I learn? Can I summarise the main points at a later point? Did I use the best strategy to achieve my purpose? References: Marshall, L. & Rowland, F. (1993). A guide to learning independently, 2nd. edition. Buckingham: Open University Press. Rowntree, D. (1998) Learn how to study: A realistic approach. London: Warner Books. Planning Assignments Here is a list of possible tasks involved in writing essays. You may want to add or delete items from this list to suit your purpose. For each task, estimate the time involved, then working backward from the final deadline, establish a date you plan to have each task completed. Final submission date: __________________________________ Tasks Time EstimateDate to be completedUnderstanding task demandsUnderstanding question or titleBrainstorming ideasDetermining what information is required and how to get itGathering information, making notesCreating outline structureOrganising notesOrganising thoughts/reflectingWriting first draftRevising draft(s)Writing up referencesFinal draftProof read KEY VERBS ANALYSE Break an issue down into its component parts; discuss them and show how they interrelate. ARGUE Make a case, based on appropriate evidence and logically structured, for and/or against some given point of view. ASSESS Estimate the value or importance of something, paying attention to positive and/or negative aspects. COMPARE Look for similarities and differences between. CONTRAST Set in opposition in order to bring out differences. CRITICISE Give your judgement about the merit of theories or opinions or about the truth of facts, and back your judgement by a discussion of the evidence. DEFINE Set down the precise meaning of the word or phrase, giving sufficient detail so as to distinguish it. DESCRIBE Give a detailed or graphic account. DISCUSS Investigate or examine by argument; sift and debate giving reasons for and against. EXPLAIN Tell how things work or how they came to be the way they are. IDENTIFY Pick out what you regard as the key features of something, perhaps making clear the criteria you use in doing so. ILLUSTRATE Use a figure or diagram to explain or clarify, or make it clear by the use of concrete examples. JUSTIFY Express valid reasons for accepting a particular interpretation or conclusion. OUTLINE Indicate the main features of a topic or sequence of events, possibly setting them within a clear structure or framework to show how they interrelate. PROVE Demonstrate or establish the truth or accuracy, giving evidence or a logical sequence of statements from evidence to conclusion. RELATE Explain how things are connected to each other and to what extent they are alike or affect each other. REVIEW To make a survey of, examining the subject critically. STATE Present in brief, clear form the main points. SUMMARISE Give a concise account of the chief points or substance of the matter, omitting details and examples. TRACE Follow the development or history of a topic form some point of origin. Essay Writing Strategies There are several types of written work--essays, reports, projects, assignmentswhich depend on the purpose. For instance, writing up a lab report or a practical is different from writing a critical essay. Your first task is to understand for what purpose you have been asked to write the paper. If you are writing a critical essay the following steps might prove useful. But remember flexibility is important so constantly monitor and evaluate the strategies and approach you have chosen. Scheduling Determine date of submission and work backwards to the present, remembering things usually take longer than you expect! Generate a list of writing tasks involved, such as selecting a topic, writing a thesis statement or research question, initial research, creating an outline, research, first draft, revising, second draft, references, proof reading, final draft. Estimate how much time each task may take and assign it a deadline. You may have to revise your schedule once you have clarified your topic. You will get better at estimating the time required for each task as you become more familiar with the library and your own writing style. Understanding the question. If you have been given a specific topic, find out as many details as possible such as who will be reading the paper, what is the specific purpose, how long should it be, what type of content is expected. If you have a choice in topic, start by generating ideas. Ensure the topic is feasible (given time limits and resources), of interest to you and appropriate (check out the idea with your tutor). Keep an ideas file for future reference, ask your lecturer, check journal articles, brainstorm or use free writing. Create a thesis statement or question. Similar to a news headline using key words that makes an assertion or describes an action. Be as specific as possible. Do initial research Try to get an overview of the subject that may help you to determine the structure of your paper. Scan the relevant literature to see how much material is available, always keeping in mind your thesis statement/research question so you do not get sidetracked. Create an Outline. Using the key words in your thesis statement try to make a skeletal outline. As you gather more information this can become more detailed. Keep in mind both content and structure of the essay. Take into account the length of the paper. Try to write a sentence or paragraph per heading. Keep room for additional ideas. Essay papers usually have an introduction, the main body, and conclusions section. As you begin to write, an outline keeps you on track! Doing the research You are looking for information to answer your question and evidence to support your argument. One suggestion is to use 3 x 5 index cards, putting one idea per card. Read the information critically, evaluating the relevance and validity. Take summary notes. Possible sources include books, journal articles, correspondence, radio, TV, notes. Copy all information carefully, noting when the ideas are your own or the authors, especially quotations; keep track of page numbers. Be selective. Students often go overboard on researching, never getting around to writing. Ask yourself is this relevant to my question/statement? Use source cards that record relevant information such as author, title, and year of publication, city of publication and publisher. Its hard to backtrack at a later date when you are under pressure to get the paper written. Check what type of referencing your department uses; this can differ. Writing the First Draft Gather your notes and outline; start writing!! This step is to help you clarify your own thinking on the subject and to create flow. This is not for keeps so just write as if you were talking or explaining the subject to someone. Try to write one idea per paragraph. Be concise and use logical transitions although you can always reorganise the order at a later date. Remember you are trying to create a coherent argument or approach. Put the draft aside for a day or two and then rewrite. Revising Your Draft Reread the draft first, preferably out loud. Cut out any unnecessary words or paragraphs that dont fit the purpose. Rearrange so that the argument flows logically. Let a friend read the paper and critique it. Be critical, looking at words and phrases: use an active not passive voice, check grammar and spelling, avoid vagueness. Once you are sure you have covered your topic and the argument is coherent, then check your presentation: preferably typewritten with proper spacing and margins, quality paper, binder or folder as if it was a sales job. Proofread. Make copies. Submit! Feedback. When you get your paper back read any comments and ask for comments to be explained. Examine how you can improve for your next writing assignment. Essay Writing Checklist Does the essay answer the question or deal with the topic that was set? Does it cover all the main aspects and in sufficient depth? Is the content accurate and relevant? Is the material logically arranged? Is each main point well supported by examples and argument? Is there a clear distinction between your ideas and those you have brought in from other authors? Do you acknowledge all sources and references? Is the length of the essay right for its purpose? Is it written plainly and simply, without clumsy or obscure phrasing? (Try reading it out loud.) Are the grammar, punctuation and spelling acceptable? Is your paper in presentable form? Easy to read and ready to make an impression? REFERENCES Davis, M., Eshelman, E.R., & McKay, M. (1995). The relaxation and stress reduction workbook, (4th ed.). Oakland, CA: New Harbinger Publications. Ellis, D. (1994). Becoming a Master Student, 7th Edition. Boston: Houghton Mifflin Co. Longman, D.G. & Atkinson, R.H. (1999). Study methods and reading techniques, 2nd. ed. Belmont, CA: Wadsworth. Marshall, L. & Rowland, F. (1993). A guide to learning independently, 2nd. edition. Buckingham: Open University Press. Rowntree, D. (1998) Learn how to study: A realistic approach. London: Warner Books. Trinity College Dublin Generic Skills Integration Project Learning Skills "7@  p ) <   = > e f J5OJQJ\^J5\CJCJOJQJ^J>*CJOJQJ^J CJmH sH CJOJQJ^J>*CJ OJQJ^JmH sH 6CJ ]mH sH 56OJQJ\]^J56CJ\]aJ6CJ$]aJ56\]aJ6CJ4]aJ1  !"789:;<=>?@l$a$ב&Ic 9r 45]^rs23MNhii~89:;h^h & F. / 0 1 2 3 4 5 6 m n o p q r  9r h^h & F   o p ' ( ) ^ & F 9r   9r ^ 9r  & F 9r ) < = y  ; c TUV"#T  & F 9r  9r IJU?ablm6  & F 9r  & F 9r  9r 6?rsOMfgefgh  & F 9r  9r  & F 9r hijklmnopqrstuvwxyz{|}~ () 9r  )GH}\"{"$$&&U'(***=0]0T3v367 77~7778:=e======]CrCCDDDDDDŴ䉗jOJQJU^JjOJQJU^JH*OJQJ^J5OJQJ\^J B*CJOJQJhmH phsH OJQJ>*CJOJQJ>*OJQJ^J>*CJOJQJ^J OJQJ^J6H*OJQJ]^J6OJQJ]^J6)FG}~^_` 0!1!{"|"}"##!#  & F 9r  9r ^ $ 9r a$ 9r  9r !#"#J#K#{#|###$$e$f$$$$N%O%R%S%&&&&&R'S'T' `^``  & F 9r  9r T'U'V'd'e'r's'''''z$Ifj$$If\#      4 a $$Ifa$ $$Ifa$ '''''' $$Ifa$$Ifj$$If\#  4 a'''''''&(((*(,(-(P(R(T(V( $$Ifa$$Ifj$$If\#  4 aV(W((((((((((((((( $$Ifa$$Ifj$$If\#  4 a(())))):)<)>)@)A)p)r)t)v) $$Ifa$$Ifj$$If\#  4 av)w)))))))))))))))pp $$Ifa$$Ifj$$If\#  4 a)))))))** *"* $$Ifa$$Ifj$$If\#  4 a "*#*$*%*&*'* $$Ifa$j$$If\#      4 a'*(*)*********++,B,~ ^` `^``j$$If\#4 a B,C,|,,,,--P-}-~---- .M.N.O.P.....1/2/s/t// & F$ ^` 9r //405060708090:0<0=0]0^0_0 1 1F1G1H1I1112:2;2F2 & F& 9r ^  & F% 9r dh 9r F2T2`2o2y2z2222+3P3Q3T3U3v3w3_4`4}4~44444 5`  & F% 9r dh 9r  & F& 9r ^ 5 55q5r555U6V6666667 7 7 777[7\7y7z7{7|7}7~7 9r h^h & F~77777777889:::::<<========== = 9r  =!="=#=$=%=&='=(=)=====????ZC[C]CrCsCCCWEXE & F4$a$^ 9r DE EXEjEEEFFFGFHFlFFG G=G>G?GeGfGhGGVHWHHHHHHIII1IIrIN'N(N1N;N[NdNiNrNwNNNNNNNNNNNN5CJ\aJ >*CJaJCJaJCJaJ 5>*\CJ$jsOJQJU^JjbOJQJU^Jj=OJQJU^J6OJQJ]^J OJQJ^JjOJQJU^J0JOJQJ^J9XEIFJFgGhGIIIII/I0I1IIrIsIIIII,J-JjJkJJJ$a$ 9r  & F4JJJ$K%KbKcKKKKKLLZL[LLLLLMMRMSMMMMM N N'N'N(N1N2N7N;N?NCNINMNQNUN $$Ifa$$If $$Ifa$ UNVN[N\N"8$If$$Iflִ ' Z 06    4 la\N]N^N_N`NaNbNcN$IfcNdNiNjN"8$If$$Iflִ ' Z 06    4 lajNkNlNmNnNoNpNqN$IfqNrNwNxN"8$If$$Iflִ ' Z 06    4 laxNyNzN{N|N}N~NN$IfNNNN"<$If$$Iflִ ' Z 06    4 laNNNNNNNN$IfNNNN"<$If$$Iflִ ' Z 06    4 laNNNNNNNN$IfNNNN"<$If$$Iflִ ' Z 06    4 laNNNNNNNN$IfNNNN"8$If$$Iflִ ' Z 06    4 laNNNNNNNN$IfNNNN"8$If$$Iflִ ' Z 06    4 laNNNNNNNN$IfNNNN"8$If$$Iflִ ' Z 06    4 laNNNNNNNNO O&O/O4O=OBOKOPOYO_OhOnO~OOOOOOO QQ%R*R,R-RGRHRdRSS1TrTTTOUhUUUSVYZuZZZ[[r^^aaƺɰɰɰɤɰɚɰ5OJQJ\^J5CJOJQJ\^J6OJQJ]^J5CJ OJQJ\^JCJ OJQJ^JCJ^JCJOJQJ^J 5>*\5>*CJ\aJ >*CJaJCJaJ5CJ\aJ:NNNNNNNN$IfNNNN"8$If$$Iflִ ' Z 06    4 laNNNNNNNN$IfNNNN"8$If$$Iflִ ' Z 06    4 laNNNNNNNN$IfNNNN" $$Iflִ ' Z 06    4 laNNOO OOOOO O $$Ifa$ $$Ifa$ O!O&O'O"8$If$$Iflִ% X 06    4 la'O(O)O*O+O,O-O.O$If.O/O4O5O"8$If$$Iflִ% X 06    4 la5O6O7O8O9O:O;O*5CJ5CJCJ CJOJQJB*OJQJhmH phsH OJQJ>*CJOJQJ6H*OJQJ]^J 6CJ]5OJQJ\^J OJQJ^J6OJQJ]^J56OJQJ\]^J8Ucc#ddddd5eefSfvfgWgvgwg~ghfhghohhhii & F- & F, & F+ & F*^^ & F)iiijjkkkkllllmmm{mmmmmmmmmmn ^`^ & F. 9r ^nnnnnnnpp pCpDpKpYpnpoppxW$$IffF B  U      4 a$If 9r pppppppp@\W$$IffF B  U      4 a$IfW$$IffF B  U      4 a $$Ifa$ppppppqq!q'q(qf1$$Iff  4 aW$$IffF B  U      4 a $$Ifa$$If (q)qDqEqFqGqXqYqZq[qxSPSW$$IffF B  U      4 a $$Ifa$$IfD$$Iff0B`   4 a [qzq{q|q}qqqqqqqqqqqqqq\Td<W$$IffF B  U      4 a $$Ifa$$Ifqqqqqqqq8@W$$IfF B   U        4 a$IfW$$IffF B  U      4 a $$Ifa$qqqqqqPrQrrr6s7snsosssJtKtttttCuDuuuvv `^``$a$ 9r vsvtvvvkwlwwwbxcxxxxxHyIyyyyzz{{{$|} & F1 & F0$a$ `^``}}2~3~P~W n$ea[wZ & F0 & F1+o0`ÌČŌƌ & F2$a$h^h & F1 & F0KLrsԍՍ78gh34 & F212ѐO|}ǑՑ֑ב$%  9r ` 9r `^Ώ12Fbdlސ&JLVՑ֑ב#&' 6CJ]6H*OJQJ]^JH*OJQJ^J6OJQJ]^J OJQJ^JCJOJQJ^J%&'/ 01h. A!"#$% =DyK 2http://www.ed.ac.uk/etl/questionnaires/ASSIST.pdfyK dhttp://www.ed.ac.uk/etl/questionnaires/ASSIST.pdf%DyK ,http://www.vark-learn.com/english/index.aspyK Xhttp://www.vark-learn.com/english/index.aspDyK 'http://www.peterhoney.co.uk/product/23yK Nhttp://www.peterhoney.co.uk/product/23]DyK :http://www.hhpublishing.com/_assessments/LASSI/index.htmlyK thttp://www.hhpublishing.com/_assessments/LASSI/index.html i8@8 NormalCJ_HaJmH sH tH <@< Heading 1$@&CJOJQJ^J>@> Heading 2$@&5OJQJ\^J>@> Heading 3$@&6OJQJ]^JD@D Heading 4$@&>*OJQJ^JmH sH 8@8 Heading 5$@& OJQJ^J<A@< Default Paragraph Font,@, Header  9r , @, Footer  9r HC@H Body Text Indent ^ OJQJ^JB>@"B Title$a$5CJ OJQJ\^JmH sH 2J@22 Subtitle5\mH sH VB@BV Body Text5$7$8$9DH$ @$CJKHOJQJaJmH sH .U@Q. Hyperlink >*B*ph>V@a> FollowedHyperlink >*B* ph'P  !"789:;<=>?@lIc45]^rs23MNhi~89:;./0123456mnopqrop'()<=y ; c  T U V " # T  I J  U ?ablm66?rsOMfgefghijklmnopqrstuvwxyz{|}~ ()FG}~^_`01{|}!"JK{|  e f N!O!R!S!"""""R#S#T#U#V#d#e#r#s################&$($*$,$-$P$R$T$V$W$$$$$$$$$$$$$$$$%%%%%:%<%>%@%A%p%r%t%v%w%%%%%%%%%%%%%%%%%%%%%&& &"&#&$&%&&&'&(&)&*&&&&&&&''(B(C(|(((())P)})~)))) *M*N*O*P*****1+2+s+t+++4,5,6,7,8,9,:,<,=,],^,_, - -F-G-H-I---.:.;.F.T.`.o.y.z....+/P/Q/T/U/v/w/_0`0}0~00000 1 11q1r111U2V2222223 3 3 333[3\3y3z3{3|3}3~3333333344566666889999999999 9!9"9#9$9%9&9'9(9)99999;;;;Z?[?]?r?s???WAXAIBJBgChCEEEEE/E0E1EErEsEEEEE,F-FjFkFFFFF$G%GbGcGGGGGHHZH[HHHHHIIRISIIIII J J'J(J1J2J7J;J?JCJIJMJQJUJVJ[J\J]J^J_J`JaJbJcJdJiJjJkJlJmJnJoJpJqJrJwJxJyJzJ{J|J}J~JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJKK KKKKK K!K&K'K(K)K*K+K,K-K.K/K4K5K6K7K8K9K:K;KCeCVDDD'XXXX _Hlt36883783 _Hlt36884931 _Hlt36884932 _Hlt36885115 _Hlt36883794 _Hlt36883744 _Hlt36883745@%B%BGCSCDD(@@@@@@@@&B&BHCTCDD(X^RZ##m$w$A9I9dBkB:R;RCRS$SjjGmQm[mem}֍׍%(# A C r t   6 : I f ! !!`0f0}0C1b1i1q1 777_72::::;;????AAAIBJBBBBe$f2f`ffgg'jQjRjYjjjll!m&m|rrttttu uuv͋ьی#MOV֍׍%(333333333333333333333333333333333333333NUi[[\\ "T/2244778888899999[?EKK*N֍׍#(Student CouncellingCC:\My Documents\Tamara\Gensip Modules\Learning Skills Exercises.docStudent Councelling]C:\WINDOWS\Application Data\Microsoft\Word\AutoRecovery save of Learning Skills Exercises.asdStudent CouncellingCC:\My Documents\Tamara\Gensip Modules\Learning Skills Exercises.docStudent CouncellingCC:\My Documents\Tamara\Gensip Modules\Learning Skills Exercises.docStudent CouncellingCC:\My Documents\Tamara\Gensip Modules\Learning Skills Exercises.docStudent CouncellingCC:\My Documents\Tamara\Gensip Modules\Learning Skills Exercises.docStudent CouncellingCC:\My Documents\Tamara\Gensip Modules\Learning Skills Exercises.docStudent CouncellingCC:\My Documents\Tamara\Gensip Modules\Learning Skills Exercises.docStudent CouncellingCC:\My Documents\Tamara\Gensip Modules\Learning Skills Exercises.docDerek RichardsYC:\Documents and Settings\drichard\Desktop\GENSIP\documents\Learning Skills Exercises.doc4aL`R 0^TRV~edJ%rP RV d RVBe pBSSf6D)RVW8 vp18b_QZ7 RVv#l9%ƨ6X|;%$?]($fP(,)) /n!zU/ ~%P0;kn2;\~}76H`7RV99!x;:*gFo7{> l @l˰?E[(hXMҰnlMy^fmZnrs^:2}a =~ay^f?uay^fmc De;\Jf'%(hRV~/i6H`{Fjk0Ild_Xb_i7oolE99)) /mc~eXMv#SS](aL~%P0l @9%Jfs^!x;{Fj|;%RDezU/=~a*<?ualM"&sW8;kn2Be 7(h^T6D)P 7 d vp2}aruw7{>P(k44L x                        L x      L x      L                 L x      L         46        L x               jB                  46        L x                46        UH                  46L                L x      L        jB                           46 x       "T#U#V#d#e#r#s################&$($*$,$-$P$R$T$V$W$$$$$$$$$$$$$$$$%%%%%:%<%>%@%A%p%r%t%v%w%%%%%%%%%%%%%%%%%%%%%&& &"&#&$&%&&&'&(&Q/R/2J7J;J?JCJIJMJQJUJVJ[J]J^J_J`JaJbJcJdJiJkJlJmJnJoJpJqJrJwJyJzJ{J|J}J~JJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJJKK KKKKK K!K&K(K)K*K+K,K-K.K/K4K6K7K8K9K:K;K?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-/012345789:;<=BRoot Entry F`RDData 1TableWordDocument1PSummaryInformation(.DocumentSummaryInformation86CompObjjObjectPool`R`R  FMicrosoft Word Document MSWordDocWord.Document.89q