Study System

1.Good Listening in Class

It is important for you to be a good listener in class. Much of what you will have to learn will be presented verbally by your teachers. Just hearing what your teachers say is not the same as listening to what they say. Listening is a cognitive act that requires you to pay attention and think about and mentally process what you hear.

Here are some things you should do to be a good listener in class.

• Be Cognitively Ready to Listen When You Come to Class. Make sure you complete all assigned work and readings. Review your notes from previous class sessions. Think about what you know about the topic that will be covered in class that day.
• Be Emotionally Ready to Listen When You Come to Class. Your attitude is important. Make a conscious choice to find the topic useful and interesting. Be committed to learning all that you can.
• Listen with a Purpose. Identify what you expect and hope to learn from the class session. Listen for these things as your teacher talks.
• Listen with an Open Mind. Be receptive to what your teacher says. It is good to question what is said as long as you remain open to points of view other than your own.
• Be Attentive. Focus on what your teacher is saying. Try not to daydream and let your mind wander to other things. It helps to sit in the front and center of the class and to maintain eye contact with your teacher.

• Be an Active Listener. You can think faster than your teacher can speak. Use this to your advantage by evaluating what is being said and trying to anticipate what will be said next. Take good written notes about what your teacher says. While you can think faster than your teacher can speak, you cannot write faster than your teacher can speak. Taking notes requires you to make decisions about what to write, and you have to be an active listener to do this.
• Meet the Challenge. Don't give up and stop listening when you find the information being presented difficult to understand. Listen even more carefully at these times and work hard to understand what is being said. Don't be reluctant to ask questions.
• Triumph Over the Environment. The classroom may be too noisy, too hot, too cold, too bright, or too dark. Don't give in to these inconveniences. Stay focused on the big picture - LEARNING.

2. Identifying Lecture Styles Lectures given by your teachers are usually organized in one of the following lecture styles: Topic-List Question-Answer Compare-Contrast Series of Events Cause-Effect Problem-Solution Identifying the lecture style used by your teacher will help you take good notes. Read to learn about each lecture style. Topic-List The teacher begins by presenting the topic followed by associated subtopics. Each subtopic includes details and sometimes subdetails. Number words like one or second and transitional words like next and finally indicate that the teacher is using a Topic-List style. The transitional words also indicate a change from one subtopic to another subtopic. Question-Answer The teacher begins by introducing a topic that is followed by one or more questions about the topic. Each question is answered after it is introduced. Words such as who, what, where, when, why and how indicate that the teacher is using a Question-Answer style. Phrases such as in what way and how did they react also indicate that this style is being used. Compare-Contrast The teacher begins by identifying two things that will be compared and contrasted. The teacher then tells how the two things are alike (i.e., compare) and how they are different (i.e., contrast). Words and phrases such as alike, similarly, correspondingly, in parallel, counterpart, equal to, resemble, and just as suggest similarities. Words and phrases such as differently, however, antithesis of, disparity, on the other hand, opposite, and on the contrary suggest differences. Series of Events The teacher begins by identifying the topic. Then the teacher describes an initial event, step, or stage related to the topic. Information is then presented about additional events, steps, or stages. The teacher concludes by revealing the final event, step, or stage. Words and phrases such as initially, at the outset, next, followed by, then, later, after, succeeding, intermediate, last, culminating, and finally indicate that the teacher is using a Series of Events style. Cause-Effect The teacher begins by presenting the cause of something, followed by one or more effects related to the cause. Details are included for some of the effects. Words or phrases such as since, thus, therefore, consequently, for that reason, on account of, owing to, and as a result indicate that the teacher is using a Cause-Effect style. Problem-Solution The teacher begins by introducing a problem and explaining why it is a problem. The teacher continues by describing attempts to solve the problem, providing details as needed. Finally, the teacher concludes by identifying the solution to the problem if one has been found or the status of attempts to solve the problem. Words and phrases such as puzzle, issue, point of dispute, enigma, and complication indicate that a problem is being presented. Words and phrases such as solution, explanation, answer, cleared up, and worked out indicate that the problem has been resolved. Words and phrases such as unravel, investigate, clear up, and untangle indicate that an attempted solution is under way.

3. Notetaking Tips

It is important to take good notes in class. Taking written notes almost forces you to concentrate on what the teacher is saying. Your notes will help you prepare for tests and will give you clues as to what your teacher thinks is most important for you to know. Further, your notes will contain information that may not be in your textbooks. Here are some tips that can help you take good notes. Use a loose leaf notebook for taking notes. You can then remove pages as needed. You cannot do this if you use a spiral notebook. Write your notes on the front side of pages only. This will allow you to lay the pages side by side when reviewing your notes for a test. Write the date at the top of each page of your notes and number the pages. This will help you to keep your notes in the proper sequence. Keep your notes for each class separate from your notes for other classes. You can use different color tabs to help you do this. Be selective in what you write. On average, the speaking speed of teachers is five to six times faster than is the writing speed of students. Quite simply, do not try to write everything your teacher says. Use abbreviations and symbols to increase your notetaking speed. Don't be too concerned with spelling and grammar. These notes are for your use and will not be graded. Ask your teacher to repeat something you think you may have missed. As you write points made by your teacher, translate these points into your own words. Doing this will increase your understanding of your notes and your ability to remember the information they contain. If your teacher provides a definition for a word, write that definition in your notes word for word. Write legibly. You will have to read your notes later on. Include in your notes information your teacher writes on the board. Stay especially alert during the last few minutes of the class. Teachers sometime use the last few minutes of a class session to cram in everything they wanted to cover but didn’t. Your class notes are your record of what your teacher covered. Use the tips above to make them as good as possible.

4. Rewriting Class Notes
Teachers often emphasize the information they provide in class lectures when they design tests. This means that your class notes are a vital resource when studying for a test. It is important that your class notes be complete and accurate. The best way to be certain that your class notes are complete and accurate is to review them in the evening while the information that was covered in class is still fresh in your mind. At this time you should rewrite your notes, correcting any errors, filling in any gaps, and adding additional information as appropriate. Rewriting your class notes also gives you the opportunity to improve their organization and to make them neater, thereby making your notes easier to study from. Further, rewriting your class notes reinforces the information so that you will remember it better. Here are some tips to consider when you rewrite your class notes. Reread your class notes two or three times before beginning to rewrite them. It is important to do this so that you have the “big picture” firm in your mind. Rewrite your class notes in an outline format that shows connections and relationships between various topics and key terms. Question what you have written in your class notes.  Make sure that what you have written makes sense and that you understand what you have written. Compare your class notes with those of another student in your class. Often, much of the information in a teacher's lecture is based upon the information in the textbook. Check to be certain that the information you wrote in your class notes is consistent with corresponding information in the textbook. Use sources of information other than your textbook to gain further understanding of the information in your class notes. The Internet is very helpful in this regard. Change any abbreviations and symbols in your class notes into complete words and statements. Highlight the most important words and concepts in your class notes. Rewrite your class notes in a designated notebook that becomes a primary resource when studying for a test. Jot down any questions you think you may need to ask your teacher at the next class session.

5. Taking Notes in Class

In classes, your teachers will talk about topics that you are studying. The information they provide will be important for you to know when you take tests. You must be able to take good written notes from what your teachers say. Taking good notes is a three-stage process in which there are certain things you should do before class, during class, and after class. Here are the three stages of notetaking and what you should do during each stage. 1. Get Ready to Take Notes (Before Class) Review your notes from the previous class session before you come to class. This will help you remember what was covered and get you ready to understand new information your teacher provides. Complete all assigned readings before you come to class. Your teacher will expect that you have done this and will use and build upon this information. Bring all notetaking materials with you to class. Have several pens and pencils as well as your notebook. 2. Take Notes (During Class) Keep your attention focused on what your teacher is saying. Listen for "signal statements" that tell you what your teacher is about to say is important to write in your notes. Examples of signal statements are "The most important point..." and "Remember that..." Be sure to include in your notes information that your teacher repeats or writes on the chalkboard. Write quickly so that you can include all the important information in your notes. Do this by writing abbreviated words such as med for medicine, using symbols such as % for percent, and writing short sentences. Place a ? next to information you write in your notes but about whose meaning you are not sure. 3. Rewrite Your Notes (After Class) Rewrite your notes to make them more complete by changing abbreviated words into whole words, symbols into words, and shortened sentences into longer sentences. Make your notes more accurate by answering any questions you had when writing your notes in class. Use your textbook and reference sources to obtain the information you need to answer your questions. If necessary, ask your teacher or other students for help. Check with other students to be sure you did not leave out important information. Having good class notes will help you to be better prepared for tests.

6. Using Abbreviations To Write Notes Quickly

Many of the questions you find on class tests will be based upon the information your teachers orally present in class. Therefore, you need to write class notes that completely and accurately include the most important information presented by your teachers. This is hard to do because your teachers can talk faster than you can write. It would be nice if your teachers talked slower so that you could keep up with what they are saying as you write your notes. This is not realistic though. It is up to you to write more quickly. One way to do this is to write abbreviations for words. An abbreviation is a shortened form of a word used when writing to represent the complete word. You must be able to recognize the complete word from its abbreviation. Many words have a commonly used abbreviation. Here are some examples of words that have a common abbreviation: Word Abbreviation Word Abbreviation department dept package pkg introduction intro negative neg junior jr magazine mag mathematics math foot ft weight wt highway hwy You can form your own abbreviation for just about any word. Here are three ways you can do this. 1. Write just the beginning of a long word. Here are some examples of long words that have been abbreviated by writing just the beginning of the word: Word Abbreviation Word Abbreviation different diff feminine fem incorporated inc population pop elementary elem ambiguous ambig molecular molec separate sep division div hippopotamus hippo 2. Leave out the vowels when writing a word. Here are some examples of words that have been abbreviated by leaving out the vowels when writing the word: Word Abbreviation Word Abbreviation century cntry point pnt mountain mntn school schl reason rsn clean cln popular pplr teacher tchr quality qlty progress prgrss 3. For words that have just one syllable, write just the first and last letter of the word. Here are some examples of words that have been abbreviated by writing just the first and last letter of the word: Word Abbreviation Word Abbreviation quart qt land ld tick tk round rd girl gl pack pk night nt field fd link lk heart ht Use common abbreviations of words whenever you recognize them. For other words, form abbreviations by using one of the three ways you just learned. Use the way that best fits the word for which you are writing an abbreviation. Do not try to abbreviate every word you write in your notes. Abbreviate those words that are important and for which you can quickly form an abbreviation. REMEMBER: YOU MUST BE ABLE TO RECOGNIZE THE COMPLETE WORD FROM ITS ABBREVIATION. Knowing the context in which you wrote the word will help you recognize the complete word from its abbreviation. Using abbreviations for words will help you take good notes more quickly. Having good notes will help you do better on tests.

ACT Test Taking Tips

The ACT is a widely used college admission standardized test. It has four mandatory subject tests: English, Reading, Mathematics, and Science. There is also an optional Writing test which some colleges require.

General Tips

• Answer the questions you find easiest first. Come back to the others later.
• Don't spend more than a minute or two on any question.
• As you work on a section, keep track of how much time remains. (It's a good idea to bring a reliable watch.)
• Answer every question. There is no penalty for guessing.
• Be careful to mark only one answer choice per question.
• Write in the test book in any way that will help you.
• Consider all answer choices before you choose one. Use the process of elimination to narrow your choices.

English Section Tips

• Consider the writing style used for each section. The correct answer choice will be the one that works best with the writing style used.
• When asked a question about something that is underlined, consider how the underlined portion fits with the rest of the section.
• Examine each answer choice to see how it differs from the others.
• For items that include "No Change" as an answer choice, choose this as your answer only if you are sure none of the other answer choices are correct.
• Reread the underlined portion with your answer choice to be sure it is correct.

Reading Section Tips

• Read the passage carefully before you read the questions.
• Focus on the main ideas in the passage. Underline these. Don't get lost in the details.
• Try to identify how ideas in the passage are connected.
• Refer to the passage as you answer each question.

Mathematics Section Tips

• Work out the problem before looking at the answer choices. When done, choose the answer choice that matches your answer. If none match, redo the problem.
• Don't overly rely on your calculator. Some problems are best worked out manually. Some don't even require calculation.
• The questions focus much more on reasoning than on calculation. If you find yourself doing complicated calculations, you're probably on the wrong track.
• Make sure your answer choice makes sense. A calculation error can lead you to a wrong answer choice.
• Check your work.

Science Section Tips

• Given the complexity of the passages, it may help to make some simple notes as you read them.
• Cross out irrelevant information.
• Don't be overly concerned with any technical terminology. Technical terms usually have little to do with the correct answer choice.
• Be watchful for conflicting viewpoints in some of the passages.

Writing Section Tips

• Organization of your response is very important. Use a five-paragraph essay that includes an introduction, supporting paragraphs, and a conclusion.
• Plan your response before you begin to write it.
• Stay with the topic throughout your response.
• Vary your sentence structure and word choices.
• Use specific examples wherever possible.
• Write legibly.
• If you have time, check your grammar, usage, punctuation, and spelling.

These tips can help you get the most out your knowledge, skills, and abilities when you take the ACT.

6. Direction Words In Essay Test Items

Most essay test items are not presented in the form of a question. Instead, they are often presented as a statement that includes a direction word. The direction word tells you what you should do when you write your answer to the item. Look for the direction word and be sure to do what it tells you to do.

Here are the direction words that are most frequently used by teachers when they write essay test items. The meaning of each direction word is provided and is followed by an example of an essay test item using that direction word. Get to know what each of these direction words tells you to do.

• Analyze - Analyze tells you to break something down into its parts and show how the parts relate to each other to make the whole.
  Analyze the factors that contribute to good health.
• Compare - Compare tells you to show how two or more things are BOTH similar and different.
  Compare the forms of government found in the United States and in China.
• Contrast - Contrast tells you to show how two or more things are different.
  Contrast the Republican and Democratic political platforms.
• Define - Define tells you to explain the meaning of something in a brief, specific manner.
  Define what is meant by "living life to the fullest."
• Describe - Describe tells you to present a full and detailed picture of something in words to include important characteristics and qualities.
  Describe what it was like to live in ancient Rome.
• Diagram - Diagram tells you to illustrate something by drawing a picture of it and labeling its parts.
  Diagram a modern commercial jet airplane.
• Evaluate - Evaluate tells you to present both the positive and negative characteristics of something.
  Evaluate the impact of rap music on American youth.
• Explain - Explain tells you to provide facts and reasons to make something clear and understandable.
  Explain why the American Civil War occurred.

• Justify - Justify tells you to provide reasons and facts in support of something.
  Justify the need for the federal income tax.
• List - List tells you to present information about something as a series of brief numbered points.
  List the ingredients needed to bake bread.
• Outline - Outline tells you to present the most important information about something in a carefully organized manner.
  Outline what it takes to be successful in school.
• Summarize - Summarize tells you to present the main points about something in a brief form.
  Summarize how Thomas Edison's inventions have made our lives better.
• Trace - Trace tells you to present the order in which something occurred.
  Trace the major events that led to America's Declaration of Independence.

Recognizing these direction words and knowing what they tell you to do will help you do well when taking an essay test.

8. Studying for a Multiple-Choice Test

Essay tests assess your mastery of things and overall ideas.  When you study for an essay test, your goal should be to recall broad information in an organized way so that you can produce an answer.  Multiple-choice tests, in contrast, require you to recognize a correct answer among a set of options.  You should study differently for a multiple-choice test than the way in which you study for an essay test.  Here are some things you should do when studying for a multiple-choice test. Assemble all of the materials that contain the information that will be covered on the test.  This includes your textbook, your textbook notes, your class notes, and any teacher handouts. Ask your teacher what content areas will be emphasized on the test. During classes that lead up to the test, be attentive for clues that something will probably be on the test.  Examples of clues include anything the teacher repeats, writes on the board, or asks a question about. Reduce the information to be covered on the test to short, specific questions that can be answered in a few words or a sentence.  Write each question on its own index card.  Write the answer to the question as briefly as possible on the back of the card. Review the questions and answers on the cards as often as possible.  Because success on a multiple-choice test requires recognition, overlearning is important. Learn the meanings of any words or terms you are unsure about. Use the glossary of your textbook and a print or online dictionary to do this. Read the portions of your textbook that will be covered on the test as often as possible.  It is not unusual for a correct answer choice on a multiple-choice test to be similar to the way in which information is written in the textbook.  Reading your textbook frequently will make you familiar with this language. Review any previously returned multiple-choice tests.  Doing this will help you recognize the types of items your teacher writes as well as the kinds of errors you may have made. The key to success when studying for a multiple-choice test is to keep in mind that success requires recognizing correct information.

10. Outlining a Response to an Essay Test Item

Writing a response to an essay test item is quite different from writing an essay when you have days or even weeks to plan, research, review, and revise your work. Your response to an essay test item must be written on the spot and within a short period of time. The item is based on what you've learned about the course topics, rather than a topic of interest which you select. Successful essay responses have three things in common: focus, organization, and support.

The key to writing a good response to an essay test item is to construct an outline for your response. Begin by reading the essay item carefully. Underline the key words and make sure you know exactly what you're being asked to do. Then construct an outline as follows. The number of main points to be covered and the number of supporting details for each will vary depending on the specific item.

1. Introduction
• Background information that provides context for your response. This is where you'll demonstrate your general knowledge of the topic. Try not to exceed three sentences.
• A statement that includes the main points you will cover in your response. Three main points is usually sufficient.
2. Main point one
• A topic sentence that introduces the first main point.
• Supporting detail that provides evidence for this main point.
• Supporting detail that provides evidence for this main point.
• Supporting detail that provides evidence for this main point.
3. Main point two
• A topic sentence that introduces the second main point.
• Supporting detail that provides evidence for this main point.
• Supporting detail that provides evidence for this main point.
• Supporting detail that provides evidence for this main point.
4. Main point three
• A topic sentence that introduces the third main point from the thesis.
• Supporting detail that provides evidence for this main point.
• Supporting detail that provides evidence for this main point.
• Supporting detail that provides evidence for this main point.
5. Conclusion
• Synthesize your points to draw a conclusion.

Once you have constructed your outline, go through it and ask yourself the following questions. Is each of your main points directly related to what is being asked on the test item? Have you provided sufficient supporting details for each of your main points? Is everything in your outline necessary to respond to the item? Have you omitted any main points or details? You want to be sure that your outline is tightly focused on what is being asked in the test item.

Once your outline is completed, consider how you want to organize your ideas when writing your response. Do you want to order your ideas chronologically? In order of importance? In order of complexity? Once you've decided on your organization strategy, consider which transitional words and phrases you'll use to move from one paragraph to another. Transitions will help your teacher understand your thought process and follow the essay. Remember that your teacher must understand what you're saying and why you're saying it in order to give you maximum credit for your response.

Creating a strong and focused outline is actually the hardest part of responding to an essay test item. If your outline is well-developed, writing your response will be relatively easy. In general, about half your time should be spent writing your outline, and the other half to expanding the outline into a full written response. Try to reserve a little to proofread your response for possible errors in writing mechanics.

Writing a good outline is the key to writing a good response to an essay test item.

11. Studying for an Essay Test

Tests such as multiple-choice tests and true/false tests assess specific factual knowledge. When you study for these tests, your goal should be to recognize facts.

Essay tests assess your mastery of themes and overall ideas. When you study for essay tests, your goal should be to recall broad information in an organized way. Your studying for essay tests should be related to this goal.

Here are the steps to follow when studying for an essay test.

1. Assemble the materials that contain the information that will be covered on the test. This includes your textbook, your textbook notes, and your class notes.
2. Read these materials to identify themes and overall ideas. Each time you identify one, label an index card with the name of that theme or overall idea. You will often find the same theme or overall idea in one or more places, but use just one card to represent it.
3. For each card you prepare in Step 2, carefully review your textbook, textbook notes, and class notes and add written details about the theme or overall idea to the card.
4. Once you have completed Step 3 for each card, review your cards several times. Doing this will give you a working familiarity with the information that is most likely to be the basis of questions on the test.
5. Now is the time to think like your teacher. Try to predict the questions your teacher will ask on the test. Write each question on its own index card. When writing the questions, include direction words often used by teachers, such as explain or compare.
6. For each card you prepared in Step 5, write a response to the question on that card (write on the back of the card and on additional cards if necessary). Use the cards you developed in Step 3 to help you answer each question. When you complete Step 6, you will have a set of study cards, each containing a possible test question and a written response to that question.
7. Carry the study cards you developed in Step 6 with you so that you can review them frequently. Be sure to review these cards the evening before the test.

Essay tests can be scary. Take the scare out of them by following the study steps above.

True/false tests seem easy. All you have to do is read a statement and decide whether the statement is true or false. At the very worst, you have a 50-50 chance of being right. But would you be pleased with a test grade of 50? Of course you wouldn’t.
True/false tests are a lot more difficult than they seem to be. They test very specific factual knowledge. Nothing can replace having the knowledge. But even if you do have the knowledge, there are some guidelines you should follow to make sure you demonstrate your knowledge.

12. Guidelines When Taking True/False Tests

Here are some guidelines that will help you correctly answer true/false items.

1.     Choose True for an item only when you are certain that the entire statement is true. This is especially important when the item contains more than one "fact."

Read the following statement:
Milk, cheese, and butter are all in the dairy food group.
This statement is true because all three of these foods are part of the dairy food group.
Now read this changed statement:
Milk, lettuce, and butter are all in the dairy food group.
This statement is false because while milk and butter are in the dairy food group, lettuce is not.

2.     Be very careful when a statement contains a negative word such as not or a negative prefix such as un as in the word unfriendly. A negative word or prefix completely changes the meaning of a statement.

Read the following two statements:
Directions given by teachers should be very clear.
Directions given by teachers should be very unclear.
The first statement is true, while the second is false. At a quick glance, these two statements might seem the same. It is always important to read a statement carefully. It is especially important to do this when the statement contains a negative word or prefix.

3.     When a statement contains two negative words and/or prefixes, cross out both. Two negatives typically make a positive, but in a very confusing way.

Read the following statement:
Eating a balanced diet is not unhealthy.
This statement is true, but in a confusing way.
Now read the same statement with the negatives crossed out.
Eating a balanced diet is not unhealthy.
The statement has now become:
Eating a balanced diet is healthy.
It is now a much easier statement to understand as true.

4.     An absolute statement is usually false. An absolute statement contains words such as the following: all, none, always, every, never, only, and no. Each of these words suggests that there are no exceptions.

Read the following statement:
The official language of all the countries in South America is Spanish.
This statement is false because of the absolute word all. Spanish is the official language of 9 of the 13 countries in South America. The exceptions are Brazil (Portuguese), French Guiana (French), Guyana (English), and Suriname (Dutch).

5.     A qualified statement is usually true. A qualified statement contains words such as the following: some, many, usually, most, sometimes, may, and often. These words allow for exceptions.

Read the following statement:
The official language of most of the countries in South America is Spanish.
This statement is true because of the qualified word most.

6.     If you are uncertain whether a statement is true or false, take your best guess unless there is a penalty for wrong answers. If you have absolutely no clue, choose True as your answer. Research has shown that true/false tests typically contain more true statements than false statements. This is because teachers typically use tests not only to assess what you have learned, but to reinforce what you have learned.

True/false tests can be tricky. Use these guidelines to do your best.

13. Writing an Essay Test Answer

An essay test item requires you to recall and organize information and to communicate the information in an extended writing form. Your response to any essay test item should be:

• Focused. Write specifically to the question. Think about what you want to convey before you begin to write your answer. Don't pad your answer with all kinds of information in the hope that some of the information will be relevant to the question.
• Organized. Plan what you want to write before you actually begin to write your answer. Don't write your answer in a haphazard "think-as-you-go" manner. It is very helpful to prepare an outline that contains all the necessary points you want to have in your answer. Following the outline will help you produce a fluid answer that is easy for your teacher to follow.
• Supported. Do more than just state your points. Provide evidence for what you write. Using examples is an excellent way to bring your points across.

Here are some tips that will help you do your best when responding to an essay test item:

• Look to see if there is a direction word that tells you what you need to do to respond to the item.
• Write your answer legibly so that you do not have to waste time rewriting it.
• Budget your time if the test includes more than one item that must be answered. Don't spend so much time on one item that you have to rush to respond to the remainder of the test. In general, spend the most time on the items that count for the most points.
• Don't give your personal opinion unless the item calls for it.
• Use an approximation if you are not sure about an exact date or number. For example, rather than "1748," you could write "in the middle of the 18th century."
• Cross out anything you write but want to delete. This is faster and neater than trying to erase it.
• If you have time left after answering everything required, proofread your work quickly to correct any errors in spelling and mechanics, or any factual errors.

Most important of all, study well to master the information you need to know for the test.
See our article "Studying for Essay Tests."

14. Preparing to Study: A Good Study Place

You need a good study place to be prepared to study. You should be able to answer YES to all of the following questions:

1. Is my Study Place available to me whenever I need it?

Your Study Place does you little good if you cannot use it when you need it. If you are using a Study Place that you must share with others for any reason, work out a schedule so that you know when you can use it.

2. Is my Study Place free from interruptions?

It is important to have uninterrupted study time. You may have to hang a DO NOT DISTURB sign on the door or take the phone off the hook.

3. Is my Study Place free from distractions?

Research shows that most students study best in a quiet environment. If you find that playing a stereo or TV improves your mood, keep the volume low.

4. Does my Study Place contain all the study materials I need?

Be sure your Study Place includes reference sources and supplies such as pens and pencils, paper, ruler, calculator, and whatever else you might need. If you use a computer for your schoolwork, it should be in your Study Place.

5. Does my Study Space contain a large enough desk or table?

While working on an assignment or studying for a test, use a desk or table that is large enough to hold everything you need. Allow enough room for writing and try to avoid clutter.

6. Does my Study Place have enough storage space?

You need enough room to store your study materials. Be sure you have enough storage space to allow you to keep your desktop or other work surface clear of unnecessary materials that can get in the way.

7. Does my Study Place have a comfortable chair?

A chair that is not comfortable can cause discomfort or pain that will interfere with your studying. A chair that is too comfortable might make you sleepy. Select a chair in which you can sit for long periods while maintaining your attention.

8. Does my Study Place have enough light?

The amount of light you need depends on what you are doing. The important thing is that you can clearly see what you need to see without any strain or discomfort.

9. Does my Study Place have a comfortable temperature?

If your Study Place is too warm, you might become sleepy. If it is too cold, your thinking may slow down and become unclear. Select a temperature at which your mind and body function best.

Having a good Study Place is important for good studying.

16. Math Vocabulary

Mathematics (math) is the study of numbers, quantities, shapes, and space using mathematical processes, rules, and symbols. There are many branches of mathematics and a large vocabulary associated with this subject.
Here are some math words and terms you will likely come across but may not know their precise meanings. Any word or term shown in bold is defined in the following alphabetical list of math words and terms.
Algorithm A step-by-step mathematical procedure used to find an answer.
Coefficient A number that multiplies a variable. For example, 9 is the coefficient in 9x.
Denominator The bottom number in a fraction. The denominator represents the number of parts into which the whole is divided. For example, 6 is the denominator in the fraction .
Equation A mathematical statement used to show that two expressions are equal. It contains an equals sign. For example, 16 - 9 = 7 (the expression 16 - 9 and the expression 7 are equal).
Greatest Common Factor (greatest common divisor) The largest number that will divide two or more other numbers equally. For example, the greatest common factor of 32 and 48 is 16.
Improper Fraction (mixed fractions) A fraction that has a larger numerator than denominator. For example, is an improper fraction.
Inverse Operations Opposite or reverse operations. Addition and subtraction are inverse operations, as are multiplication and division.
Negative Number A number that is less than zero. A minus sign is used to show that a number is negative. For example, -12 is a negative number.
Numerator The top number in a fraction. The numerator represents the number of parts of the whole. For example, 5 is the numerator in the fraction .
Ordinal Number A number that shows place or position, as in 2nd place.
Positive Number A number that is greater than zero. While a minus sign is used to signify a negative number, the absence of a minus sign signifies a positive number.
Prime Number A number that can be divided evenly only by itself and 1. For example, 7 is a prime number.
Square Number A number that results from multiplying another number by itself. For example, 49 is the square of 7 (7 x 7 = 49).
Square Root of a Number A number that is multiplied by itself to produce a square number. For example, 7 is the square root of 49. It is designated by the symbol √.
Variable A quantity that can change or vary, taking on different values. It is typically represented by a letter of the alphabet. For example x is the variable in 9x (x can be any number that is being multiplied by 9).
These are just some of the many words and terms found in mathematics. It is important to know the meanings of words and terms you will encounter as you progress through the study of math.

17. The RQWQCQ Strategy for Solving Math Word Problems

RQWQCQ is a good strategy to use when solving math word problems. Each of the letters in RQWQCQ stands for a step in the strategy.

Read
Read the entire problem to learn what it is about. You may find it helpful to read the problem out loud, form a picture of the problem in your mind, or draw a picture of the problem.

Question
Find the question to be answered in the problem. Often the question is directly stated. When it is not stated, you will have to identify the question to be answered.

Write
Write the facts you need to answer the question. It is helpful to cross out any facts presented in the problem that are not needed to answer the question. Sometimes, all the facts presented in the problem are needed to answer the question.

Question
Ask yourself, "What computations must I do to answer the question?"

Compute
Set up the problem on paper and do the computations. Check your computations for accuracy and make any needed corrections. Once you have done this, circle your answer.

Question
Look at your answer and ask yourself: "Is my answer possible?" You may find that your answer is not possible because it does not fit with the facts presented in the problem. When this happens, go back through the steps of RQWQCQ until you arrive at an answer that is possible.

Use RQWQCQ to help you correctly solve math word problems.

18. Basic Number Properties

There are four basic properties of numbers: commutative, associative, distributive, and identity. You should be familiar with each of these. It is especially important to understand these properties once you reach advanced math such as algebra and calculus.

Commutative Property

a. Addition. When two numbers are added, the sum is the same regardless of the order in which the numbers are added.

3 + 5 = 8       or       5 + 3 = 8

b. Multiplication. When two numbers are multiplied together, the product is the same regardless of the order in which the numbers are multiplied.

3 x 5 = 15       or       5 x 3 = 15

Associative Property

a. Addition. When three or more numbers are added, the sum is the same regardless of the way in which the numbers are grouped.

6 + (4 + 3) = 13   or   (6 + 4) + 3 = 13

b. Multiplication. When three or more numbers are multiplied, the product is the same regardless of the way in which the numbers are grouped.

6 x (4 x 3) = 72   or   (6 x 4) x 3 = 72

Distributive Property

The sum of two numbers times a third number is equal to the sum of each addend times the third number.

5 x (7 + 2) = 45   or   5 x 7 + 5 x 2 = 45

Identity Property

a. Addition. The sum of any number and zero is that number.

12 + 0 = 12

b. Multiplication, The product of any number and one is that number.

18 x 1 = 18

Knowing these properties of numbers will improve your understanding and mastery of math.

19. Measurement Units

A measurement system is a set of units which can be used to specify anything which can be measured. There are various measurement systems used across the world. The system used in the United States is the U.S. customary system. Here are the common units used in this system along with examples to give you a frame of reference.

Length

Inch (in): The distance between the knuckles on your index finger is approximately one inch.
Foot (ft): One foot equals 12 inches. An official professional football is about one foot long.
Yard (yd): One yard equals three feet. A baseball bat is about one yard long.
Mile (mi): One mile equals 5,280 feet. A mile is approximately the distance a championship distance runner can run in just under four minutes.

Weight

Ounce (oz): A slice of bread usually weighs a little less than one ounce.
Pound (lb): One pound equals 16 ounces. A loaf of white bread usually weighs a little more than one pound.
Ton (T): A ton is 2,000 pounds. The famous Liberty Bell in Philadelphia weighs about one ton.

Capacity

Cup (c): A standard baby bottle holds about one cup of juice.
Pint (pt): One pint equals two cups. A pint of ice cream is just about right for four people to share.
Quart (qt): One quart equals two pints. Motor oil typically comes in a quart-sized container.
Gallon (gal): One gallon equals four quarts. A large container of milk contains one gallon.
Knowing these measurement units will help you in school and in everyday life.

20. Temperature Scales

Temperature is the level of heat in a gas, liquid, or solid. Three scales are commonly used for measuring temperature. The Celsius and Fahrenheit scales are the most common. The Kelvin scale is primarily used in scientific experiments.

Celsius Scale

The Celsius scale was invented in 1742 by the Swedish astronomer, Anders Celsius. This scale divides the range of temperature between the freezing and boiling temperatures of water into 100 equal parts. You will sometimes find this scale identified as the centigrade scale. Temperatures on the Celsius scale are known as degree Celsius (ºC).

Fahrenheit Scale

The Fahrenheit scale was established by the German-Dutch physicist, Gabriel Daniel Fahrenheit, in 1724. While many countries now use the Celsius scale, the Fahrenheit scale is widely used in the United States. It divides the difference between the melting and boiling points of water into 180 equal intervals. Temperatures on the Fahrenheit scale are known as degree Fahrenheit (ºF).

Kelvin Scale

The Kelvin scale is named after William Thompson Kelvin, a British physicist who devised it in 1848. It extends the Celsius scale down to absolute zero, a hypothetical temperature characterized by a complete absence of heat energy. Temperatures on this scale are called Kelvins (K).

Converting Temperatures

It is sometimes necessary to convert temperature from one scale to another. Here is how to do this.

1.     To convert from ºC to ºF, use the formula:  ºF = ºC x 1.8 + 32.

2.     To convert from ºF to ºC, use the formula:  ºC = (ºF-32) ÷ 1.8.

3.     To convert from K to ºC, use the formula:  ºC = K – 273.15

4.     To convert from ºC to K, use the formula: K = ºC + 273.15.

5.     To convert from ºF to K, use the formula: K = 5/9 (ºF – 32) + 273.15.

6.     To convert from K to ºF, use the formula:  ºF = 1.8(K – 273.15) + 32.

Comparing Temperatures

Here are some common comparisons between temperatures on the Celsius and Fahrenheit scales.

TEMPERATURE	ºC	ºF
Boiling point of water	100	212
Freezing point of water	0	32
Average human body temperature	37	98.6
Comfortable room temperature	20 to 25	68 to 77

You probably refer to temperature every day. Be sure about the scale you are using.

22. Building Vocabulary: Using Context Clues to Learn Word Meaning

When authors write, they often include context clues to the meaning of words they use but think that some of their readers may not know. The context clue is usually presented in the sentence or paragraph in which the word occurs. Sometimes a visual such as a picture is provided.
Here are six types of context clues used by authors to help the reader understand the meanings of words. An example is provided for each.

1. Definition context clue

The author includes a definition to help the reader understand the meaning of a word. In the following example, "tainted" is defined as having a disease.

The people of the town were warned not to eat the tainted fish. The local newspaper published a bulletin in which readers were clearly told that eating fish that had a disease could be very dangerous. This was especially true for fish caught in Lake Jean.

2. Synonym context clue

The author includes a synonym to help the reader understand the meaning of a word. A synonym is a word that means the same as or nearly the same as another word. In the following example, the synonym "pity" helps the reader understand the meaning of "compassion."

After seeing the picture of the starving children, we all felt compassion or pity for their suffering.

3. Antonym context clue

The author includes an antonym to help the reader understand the meaning of a word. An antonym is a word that means the opposite of another word. In the following example, the antonym "eager" helps the reader understand the meaning of "reluctant."

Joe was reluctant to take on the position of captain of the basketball team. He was afraid that the time it would take would hurt his grades. On the other hand, Billy was eager for the chance to be captain. He thought that being captain of the team would make him very popular in school.

4. Description context clue

The author includes one or more descriptions to help the reader understand the meaning of a word. In the following example, descriptions of President Kennedy as having charm, enthusiasm, and a magnetic personality help the reader understand the meaning of "charismatic."

John Fitzgerald Kennedy, our 35th president, improved human rights and equal rights for all people. He was a very charismatic president. People were attracted to his charm and enthusiasm. His personality was described as magnetic.

5. Summary context clue

The author makes a number of statements that help the reader understand the meaning of a word. In the following example, statements about being rude, showing no respect, having poor manners, and being impolite help the reader understand the meaning of "impertinent."

Andrea was a very impertinent young lady. She was so rude that she talked while her teacher was explaining a lesson. She showed no respect for other students. Her manners were very poor. Even her parents thought that Andrea was impolite.

She was exultant

6. Visual context clue

The author includes a picture, drawing, chart, graph, or other type of visual to help the reader understand the meaning of a word. In the following example, the picture and its caption that is close to the sentence helps the reader understand that "exultant" means great joy.

Peggy had an exultant look on her face.

Using the context clues provided by authors can help you learn the meaning of many new words.

22. Confusing Pairs of Words

Many pairs of words sound alike or nearly alike, but each has a different meaning. For example, affect means to influence something, while effect means the result of something. Words like these can be easily confused with each other.

You must be careful to use the correct word from a pair of such confusing words when you are writing and speaking. If not, you may express something different than what you mean to express.

For example, suppose you are writing about the importance of a good marriage. You write that martial bliss is a wonderful thing. The word martial refers to war. You should have written that marital bliss is a wonderful thing. The word marital refers to marriage.

You wouldn't want to embarrass yourself by addressing a letter to the administrator of your school as "Dear Principle." The word principle means a fundamental truth. You should write "Dear Principal." The word principal refers to the head of a school.

Here are some word pairs that are commonly confused. Learn the meanings of each of the words so that you use them correctly.

Accept - to take something that is given to you
Except - to leave out

Altar - a raised place used in religious services
Alter - to change

Ascent - to climb
Assent - to agree

Brake - a device for stopping or slowing a vehicle
Break - to come apart

Cite - to document
Site - a place

Coarse - rough
Course - moving from one point to the next

Complement - something that makes a thing whole or perfect
Compliment - to praise

Conscience - a sense of right and wrong
Conscious - state of being awake

Descent - coming from a higher place to a lower one
Dissent - to disagree

Desert - a dry, hot, sandy area
Dessert - the sweet final part of a meal

Device - something made for a certain purpose
Devise - to invent something or develop a plan

Elicit - to bring out
Illicit - illegal

Eminent - famous or well respected
Imminent - about to happen

Faint - weak
Feint - a movement meant to deceive

Forth - forward
Fourth - an ordinal number

Here - at or in a place
Hear - to receive sound through one's ears

Hoard - to save and store away
Horde - a very large group

Hole - an opening through something
Whole - an entire thing

Loath - reluctant
Loathe - greatly dislike

Palate - the roof of the mouth
Palette - an artist's board for mixing paints

Peace - absence of fighting
Piece - a portion of something

Plain - clearly seen, heard, or understood
Plane - a flat surface

Pore - a very small opening in the skin
Pour - to cause something to flow

Precede - to come before
Proceed - to go forward

Shear - to cut the wool off a sheep
Sheer - so thin you can see through it

Stationary - to stand still
Stationery - writing paper

Waist - the part of the human body between the ribs and the hips
Waste - to use or spend carelessly

Weak - without strength
Week - a period of seven days

Don't be CONFUSED! Learn the meanings of these words to use them correctly.

23. Writing a Five Paragraph Essay

As you progress through school, you will be required to write essays. An essay is a written composition in which you express a certain idea and back it up with statements that support the idea. Most frequently, you will be required to write your essay in a five paragraph essay format.
As its name implies, a five paragraph essay consists of five paragraphs. However, the essay itself consists of three parts: an introduction, a body, and a conclusion.

Introduction

The first paragraph of a five paragraph essay is the introduction. You should begin this paragraph with a statement that captures the reader's interest so that the reader will want to continue to read your entire essay. Make your first sentence as interesting as possible. Follow with several sentences that clarify your opening statement. Conclude the paragraph with a thesis statement in which you present what you believe and intend to prove. A good thesis statement takes a stand and is very specific.

Body

The body of a five paragraph essay consists of three paragraphs. Each paragraph should be limited to one main idea that supports your thesis statement. The first paragraph of the body should contain your strongest argument in support of your thesis. Begin this paragraph by stating your idea. Then follow with two or three sentences containing supporting evidence or examples. Conclude this paragraph with a sentence that sums up what you discussed in the paragraph.
The second paragraph of the body should follow the same format as the first paragraph of the body. This paragraph should contain your second strongest argument in support of your thesis statement. The third paragraph of the body follows the same format and contains your third strongest argument. In addition to summing up what you have discussed in the paragraph, the last sentence should also indicate that the paragraph contains the final argument you are raising.

Conclusion

The fifth and final paragraph of the essay contains the conclusion. This concluding paragraph should repeat your thesis statement in slightly different words than used in your introductory paragraph. It should summarize the three arguments you presented in the body of your essay. Your final sentence should signal that your essay has come to an end. In essence, your concluding paragraph should make it clear to the reader that you believe you have proven what you set out to prove.
Writing essays becomes increasingly important as you progress through school. Following the format presented above will help you write good essays.

25. Reading Comprehension: The REDW Strategy for Finding Main Ideas

REDW is a good strategy to use to find the main idea in each paragraph of a reading assignment. Using this strategy will help you comprehend the information contained in your assignment. Each of the letters in REDW stands for a step in the strategy.

Read

Read the entire paragraph to get an idea of what the paragraph is about. You may find it helpful to whisper the words as you read or to form a picture in your mind of what you are reading. Once you have a general idea of what the paragraph is about, go on to the next step.

Examine

Examine each sentence in the paragraph to identify the important words that tell what the sentence is about. Ignore the words that are not needed to tell what the sentence is about. If you are allowed to, draw a line through the words to be ignored. For each sentence, write on a sheet of paper the words that tell what the sentence is about.

Decide

Reread the words you wrote for each sentence in the paragraph. Decide which sentence contains the words you wrote that best describe the main idea of the paragraph. These words are the main idea of the paragraph. The sentence that contains these words is the topic sentence. The other words you wrote are the supporting details for the main idea.

Write

Write the main idea for each paragraph in your notebook. This will provide you with a written record of the most important ideas you learned. This written record will be helpful if you have to take a test that covers the reading assignment.

Use REDW to help you understand the information in your reading assignments.

26. Useful Spelling Rules

Correct spelling is very difficult for many students because the spellings of many words do not follow rules.

Even when rules apply to the spellings of words:

• There are many rules to be learned.
• Many of the rules are very complicated.
• Many of the rules apply to a small number of words.
• Almost every rule has exceptions.

Still, there are some rules that apply to the spellings of words with few exceptions and that are not difficult to learn and remember. Learning and using these rules can improve your spelling.

Here are eight spelling rules you should learn and use.

1. A word that ends with the sound of "v" is spelled with the letters "ve" at its end.
   *Examples: shave, above, effective
2. The letter "i" comes before "e" except after "c."
   *Examples: believe, field, tried (but not receive)
3. When a word ends with "y" preceded by a consonant, form the plural of the word by changing the "y" to "i" and adding "es."
   *Examples: countries, carries, ladies

4. Drop the final silent "e" when adding a suffix that begins with a vowel.
   *Examples: changing, notable, nervous
5. Keep the final silent "e" when adding a suffix that begins with a consonant.
   *Examples: useful, lovely, hopeless
6. When a one-syllable word ends in a vowel followed by a consonant, double the final consonant when adding a suffix.
   *Examples: topped, swimmer, hitting
7. The letter "q" in a word is followed by "u."
   *Examples: quick, antique, equation
8. Do not change the spelling of a word when adding a prefix to it.
   *Examples: remove, triangle, misspell

While some of these rules have exceptions, learning and using them will help you correctly spell many words.

27. Capitalization Rules

There are many times when a word or words must be capitalized. Here are ten capitalization rules you should know and use. An example is shown for each rule.

• Capitalize the first word of a sentence.
  It is important to know when a word must be capitalized.
• Capitalize the pronoun "I."
  Do you think I should study for another hour?
• Capitalize proper nouns (names of specific people, places, events, and organizations).
  I believe that George Washington was our greatest president.
• Capitalize days of the week, holidays, and months of the year.
  We usually go on vacation during July and August.
• Capitalize the first word in a quote.
  I was pleased when my teacher said to me, "You are a wonderful student."
• Capitalize the name of a language.
  Next year I will study Spanish literature.
• Capitalize the official title of a person when used with that person's name.
  My friend told me that Dr. Hawkins is a great chemistry teacher.
• Capitalize initials in someone's name.
  My favorite author is J. R. R. Tolkien.
• Capitalize the first word of a salutation or closing.
  With warmest regards,
  Amanda Warren
• Capitalize the first word and last words and each important word in the title of a book, movie, etc. Do not capitalize short words within a title (e.g.,a, an, and, as, if, for, or, the). Also, do not capitalize prepositions.
  I was very moved when I read To Kill a Mockingbird.

There are many capitalization rules. Knowing and using these ten rules is a good start.

28. Spelling Long Words: The Syllable-Building Strategy

A long word is a word that has more than one syllable (i.e., multisyllabic). A syllable is a word or part of a word that is spoken with a single sound of the voice. Using the Syllable-Building Strategy will help you spell long words such as democratic.

Here is how a student named William used the steps in the Syllable-Building Strategy to learn to spell democratic. He came across this word while reading his social studies textbook.

• Step 1. William carefully copied the word into his notebook. He checked what he wrote to be sure that he had spelled the word correctly. Here is what he wrote.

• Step 2. William then located the word democratic in his dictionary.
• Step 3. William used the phonetic respelling of democratic in the dictionary to help him pronounce the word. William knew that if he could still not pronounce democratic, he could ask his teacher for help.
• Step 4. From the dictionary, William learned that democratic was a four-syllable word. William wrote democratic leaving a space between each syllable. Here is what he wrote.

• Step 5. William wrote the first syllable of democratic three times. He pronounced this syllable each time he wrote it. Here is what he wrote.
  
  
  
  William then covered what he had written and wrote the first syllable of democratic from memory. Here is what he wrote.
  
  He looked to see if he had spelled the first syllable correctly and found that he had. William then wrote the first two syllables of democratic together three times. He pronounced the two syllables together as he wrote them. Here is what he wrote.
  
  
  
  He covered what he had written and wrote the first two syllables from memory. Here is what he wrote.
  
  William then looked to see if he had spelled the first two syllables correctly and found that he had not. Therefore, he once again wrote the first two syllables of democratic three times, pronouncing them as he did so. Here is what he wrote.
  
  
  
  William covered what he had written and wrote the first two syllables from memory. Here is what he wrote.
  
  He looked to see if he had spelled the first two syllables correctly and found that he had.
  William continued this procedure for the first three syllables of democratic and then for the entire word.
• Step 6. Once William had correctly spelled the entire word from memory, he wrote democratic on his personal spelling list. He wrote both the entire word and the word broken into syllables.
• Step 7. William periodically reviewed the spelling of democratic using the following Spell and Say Review Procedure:
1. He pronounced democratic aloud.
2. He pronounced and spelled aloud each syllable.
3. He spelled the entire word aloud.
4. He wrote democratic three times.

Using the Syllable-Building Strategy will make you a better speller.