Tests

Use this Master

to ask yourself,

WHY THIS CHAPTER MATTERS . . .

W

WHAT IS INCLUDED . . .
W
• Power Process: Detach 178
• Disarm tests 179
• What to do before the test 181
• Ways to predict test questions 183
Student Map

• Adopting a few simple techniques can make a major

difference in how you feel about tests—and how you
perform on them.

• Cooperative learning: Studying in groups 184

6
JOURNAL ENTRY 13
Intention Statement

Use this chapter

to transform your
experience with tests

T
hink about how you want your
experience of test taking to
change. For example, you might
want to walk into every test feeling well
• What to do during the test 186
rested and thoroughly prepared. Next,
• The test isn’t over until . . . 189
preview this chapter to find at least
• The high costs of cheating 190
three strategies to accomplish your goal.
• Let go of test anxiety 191 List those strategies below, and note the
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

• Getting ready for math tests 193 page numbers where you can find out
• Studying across the curriculum 197 more about each one.
• Celebrate mistakes 198 Strategy Page number
• Master Student Profile: Bert and
John Jacobs 199

HOW CAN I USE

H
THIS CHAPTER . . .
T
• Predict test questions and use your
study time more effectively.
• Harness the power of cooperative
ck.com

learning by studying with other people.

• Gain strategies for raising your scores
tersto

on tests.
/Shut

• Separate your self-image from your

ntsov

test scores.
lan Iva

WHAT IF . . .
W
© Rus

• I could let go of anxiety about

tests—or anything else?

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 POWER
process

DETACH
T
his Power Process helps you release the powerful, natural student
within you. It is especially useful whenever negative emotions are
getting in your way.

Attachments are addictions. When we are attached to something, we think we

cannot live without it, just as a drug addict feels he cannot live without drugs.
We believe our well-being depends on maintaining our attachments.
We can be attached to just about anything: beliefs, emotions, people, roles,
objects. The list is endless.
One person, for example, might be so attached to his car that he takes an accident as a
personal attack. Pity the poor unfortunate who backs into this person’s car. He might as well
have backed into the owner himself.

Another person might be attached to her job. Her identity and sense of well-being depend on it. She could
become depressed if she got fired.
When we are attached and things don’t go our way, we can feel angry, sad, afraid, or confused.

Suppose you are attached to getting an “A” on your physics test. You feel as though your success in life
depends on getting that “A.” As the clock ticks away, you work harder on the test, getting more stuck. That
voice in your head gets louder: “I must get an ‘A.’ I MUST get an ‘A.’ I MUST GET AN ‘A!’”

Now is a time to detach. See whether you can just observe what’s going on, letting go of all your judgments.
When you just observe, you reach a quiet state above and beyond your usual thoughts. This is a place where
you can be aware of being aware. It’s a tranquil spot, apart from your emotions. From here, you can see
yourself objectively, as if you were watching someone else.
That place of detachment might sound far away and hard to reach. You can get there in three ways.
First, pay attention to your thoughts and physical sensations. If you are confused and feeling stuck, tell your-
self, “Here I am, confused and stuck.” If your palms are sweaty and your stomach is one big knot, admit it.

Second, practice relaxation. Start by simply noticing your breathing. Then breathe more slowly and more
deeply. See whether you can breathe the relaxing feeling into your whole body.
Third, practice seeing current events from a broader perspective. In your mind, zoom out to a bigger
picture. Ask yourself how much today’s test score will matter to you in one week, one month, one year,
or one decade from today. You can apply this technique to any challenge in life.
Caution: Giving up an attachment to being an “A” student does not mean giving up being an “A” student.
Giving up an attachment to a job doesn’t mean giving up the job. When you detach, you get to keep
your values and goals. However, you know that you will be okay even if you fail to achieve a goal.
Remember that you are more than your goals. You are more than your thoughts and feelings. These
iStockphoto.com/iSci

things come and go. Meanwhile, the part of you that can just observe is always there and always safe,
no matter what happens.
Behind your attachments is a master student. Release that mastery. Detach.
You’re One Click Away...
from accessing Power Process Media online
and finding out more about how to “detach.”
This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 DISARM TESTS
O
n the surface, tests don’t look dangerous. Maybe that’s why we among students. And it can surface in many ways, masquerading
sometimes treat them as if they were land mines. Suppose a as a variety of emotions. Here are some examples:
stranger walked up to you on the street and asked, “Does a fi- • Anger: “The teacher never wanted me to pass this stupid
nite abelian P-group have a basis?” Would you break out in a cold sweat? course anyway.”
Would your muscles tense up? Would your breathing become shallow?
• Blame: “If only the class were not so boring.”
Probably not. Even if you had never heard of a finite abelian
• Fear: “I’ll never have enough time to study.”
P-group, you probably would remain coolly detached. However, if
you find the same question on a test and you have never heard of Believing in any of these statements leaves us powerless. We
a finite abelian P-group, your hands might get clammy. become victims of things that we don’t control—the teacher, the
Grades (A to F) are what we use to give power to tests. And textbook, or the wording of the test questions.
there are lots of misconceptions about what grades are. Grades Another option is to ask: What can I do to experience my next
are not a measure of intelligence or creativity. They are not an in- test differently? How can I prepare more effectively? How can I
dication of our ability to contribute to society. Grades are simply a manage stress before, during, and after the test? When you an-
measure of how well we do on tests. swer such questions, you take back your power.
Some people think that a test score measures what a student has Carrying around misconceptions about tests and grades can
accomplished in a course. This idea is false. A test score is a measure put undue pressure on your performance. It’s like balancing on a
of what a student scored on a test. If you are anxious about a test railroad track. Many people can walk along the rail and stay bal-
and blank out, the grade cannot measure what you’ve learned. The anced for long periods. Yet the task seems entirely different if the
reverse is also true: If you are good at taking tests and you are a lucky rail is placed between two buildings, 52 stories up.
guesser, the score won’t be an accurate reflection of what you know. It is easier to do well on exams if you don’t put too much pressure
Grades are not a measure of self-worth. Yet we tend to give on yourself. Don’t give the test some magical power over your own
test scores the power to determine how we feel about ourselves. worth as a human being. Academic tests are not a matter of life and
Common thoughts include “If I fail a test, I am a failure” or “If I death. Scoring low on important tests—standardized tests or medical
do badly on a test, I am a bad person.” The truth is that if you do school exams, bar exams, CPA exams—usually means only a delay.
badly on a test, you are a person who did badly on a test. That’s all. Whether the chance of doing poorly is real or exaggerated, wor-
If you experience test anxiety, then you might find this line rying about it can become paralyzing. The way to deal with tests is to 6
of reasoning hard to swallow. Test anxiety is a common problem keep them in perspective. Keep the railroad track on the ground.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

PRACTICING

critical thinking 6
Y
ou might find the Power Process: “Detach” to be I guess what I’m saying is that my body is not working
one of the more challenging ideas in Becoming a well at all, but I am still great.”
Master Student. Use your thinking skills to unlock This dying man was painfully aware of his body. He
the power in this Power Process. also thought of himself as more than his body. Above
One way to demonstrate an understanding of this all, he celebrated his marriage. He saw the most impor-
Power Process is to give an example of it: tant fact about himself to be love, not cancer. This man
gave his son—who just happens to be the author of this
A man dying from lung cancer spent his last days cel- book—an unforgettable lesson in detachment.
ebrating his long life. One day his son asked him how he
Now do your own thinking about detachment. First,
was feeling.
think at Level 1: Remembering. Review the Power Pro-
“Oh, I’m great,” said the man with cancer. “Your mom and cess on page 178. You might want to underline or high-
I have been having a wonderful time just rejoicing in the light key words or sentences.
life that we have had together.” Next, move up to Level 2: Understanding. Imagine that
you are going to explain this Power Process to someone
“Oh, I’m glad you’re doing well,” said the man’s son. “The
who has not read this book. What would you say? An-
prednisone you have been taking must have kicked in
swer this question by writing a short paragraph. Be sure
again and helped your breathing.”
to use your own words rather than quoting the article
“Well, not exactly. Actually, my body is in terrible shape. directly. Include an example of how you practiced de-
My breathing has been a struggle these last few days. tachment in the past or could practice it in the future.
This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
JOURNAL ENTRY 14 JOURNAL ENTRY 15
Discovery Statement Discovery/Intention Statement

Explore your feelings about Notice your excuses and let

tests them go

C D
omplete the following sentences: o a timed, 4-minute brainstorm of all the
reasons, rationalizations, justifications, and
excuses you have used to avoid studying. Be
As exam time gets closer, one thing I notice that I creative. Write your list of excuses in the space below.
do is . . . Use additional paper as needed.
Review your list. Then write a Discovery Statement
about patterns that you see in your excuses.

I discovered that I . . .
Next, review your list, pick the excuse that you use
When it comes to taking tests, I have trouble . . . the most, and circle it. In the space below, write an
Intention Statement about what you will do to begin
eliminating your favorite excuse. Make this Intention
Statement one that you can keep, with a time line and
a reward.

The night before a test, I usually feel . . . I intend to . . .

The morning of a test, I usually feel . . .

During a test, I usually feel . . .

After a test, I usually feel . . .

When I learn a test score, I usually feel . . .

You’re One Click Away...

from accessing and completing this Journal
Entry online under Success Tools in Becoming a
Master Student’s College Success CourseMate.

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 WHAT TO DO
BEFORE THE TEST
Do daily reviews. Daily reviews include short preclass and post- After a certain point, short breaks every hour might
class reviews of lecture notes. Also conduct brief daily reviews not be enough to refresh you. That’s when it’s time to quit.
with textbooks: Before reading a new assignment, scan your notes Learn your limits by being conscious of the quality of your
and the sections you underlined or highlighted in the previous as- concentration.
signment. In addition, use the time you spend waiting for the bus During long sessions, study the most difficult subjects when
or doing the laundry to conduct short reviews. you are the most alert: at the beginning of the session.
Concentrate daily reviews on two kinds of material. One is ma-
terial you have just learned, Schedule reviews. Schedule specific times in your calendar
either in class or in your for reviews. Start review-
reading. Second is material ing key topics at least
that involves simple memo- 5 days before you’ll be
rization—equations, formu- tested on them. This al-
las, dates, definitions. lows plenty of time to find
Begin to review on the the answers to questions
first day of class. Most in- and close any gaps in your
structors outline the whole understanding.
course at that time. You
can even start reviewing Create study check-
within seconds after learn- lists. You can use study 6

© Aaron Bacall. Reproduction rights obtainable from www.CartoonStock.com

ing. During a lull in class, checklists the way a pilot
go over the notes you just uses a preflight checklist.
took. Immediately after Pilots go through a stan-
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

class, review your notes dard routine before they

again. take off. They physically
mark off each item: test
Do weekly reviews. Re- flaps, check magnetos,
view each subject at least check fuel tanks, adjust
once a week, allowing instruments, check rudder.
about 1 hour per subject. A written list helps them
Include reviews of assigned to be sure they don’t miss
reading and lecture notes. anything. Once they are
Look over any mind map in the air, it’s too late. Tak-
summaries or flash cards ing an exam is like flying
you have created. Also a plane. Once the test be-
practice working on sample gins, it’s too late to memo-
problems. rize that one equation you
forgot to include in your
Do major reviews. Major review.
reviews are usually most helpful when conducted the week Make a checklist for each subject. List reading assignments
before finals or other critical exams. They help you integrate by chapters or page numbers. List dates of lecture notes. Write
concepts and deepen your understanding of material presented down various types of problems you will need to solve. Write
throughout the term. These are longer review periods—2 to 5 down other skills to master. Include major ideas, definitions,
hours at a stretch, with sufficient breaks. Remember that the ef- theories, formulas, and equations. For math and science tests,
fectiveness of your review begins to drop after an hour or so un- choose some problems and do them over again as a way to re-
less you give yourself a short rest. view for the test.

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 Remember that a study checklist is not a review sheet; it is a Get copies of old exams. Copies of previous exams for the class
to-do list. Checklists contain the briefest possible description of might be available from the instructor, the instructor’s department,
each item to study. the library, or the counseling office. Old tests can help you plan a
Instead of a checklist, you may want to use a test prep plan. This review strategy. One caution: If you rely on old tests exclusively,
written plan goes beyond a study checklist to include the following: you might gloss over material the instructor has added since the
last test. Also, check your school’s policy about making past tests
• The date and time of each test, along with the name of the
available to students. Some schools might not allow it.
course and instructor.
• The type of items—such as essay or multiple choice—that are
likely to appear on each test. You’re One Click Away...
from seeing examples of mind map
• Specific dates and times that you intend to study for each test summary sheets and other review tools
(which you then enter on your calendar). online.

• Specific strategies that you intend to use while studying for

each test.

Create mind map summary sheets. There are several ways

to make a mind map as you study for tests. Start by creating a
How to cram
map totally from memory. You might be surprised by how much
you already know. After you have gone as far as you can using
recall alone, go over your notes and text, and fill in the rest of
(even though
the map. Another option is to go through your notes and write
down key words as you pick them out. Then, without looking you “shouldn’t”)
at your notes, create a mind map of everything you can recall

K
about each key word. Finally, go back to your notes, and fill in now the limitations of cramming, and
material you left out. be aware of its costs. Cramming won’t
work if you’ve neglected all of the reading
Create flash cards. Flash cards are like portable test questions. assignments or if you’ve skipped most of the
On one side of some 3 × 5 cards, write questions. On the other lectures and daydreamed through the rest. The
side, write the answers. It’s that simple. Always carry a pack of more courses you have to cram for, the less effective
flash cards with you, and review them whenever you have a min- cramming will be. Also, cramming is not the same
ute to spare. Use flash cards for formulas, definitions, theories, keyy as learning: You won’t remember what you cram.
words from your notes, axioms, dates, foreign language phrases,
If you are going to cram, however,
hypotheses, and sample problems. Create flash cards regularly then avoid telling yourself that you should have
as the term progresses. Buy an inexpensive card file to keep your studied earlier, you should have read the assign-
flash cards arranged by subject. ments, or you should have been more conscien-
tious. All those shoulds get you nowhere. Instead,
Monitor your reviews. Each day that you prepare for a test, as- write an Intention Statement about how you will
sess what you have learned and what you still want to learn. See how w change your study habits. Give yourself permission
many items you’ve covered from your study checklist. Look at the to be the fallible human being you are. Then make
tables of contents in your textbooks, and mark an X next to the sec- the best of the situation.
tions that you’ve summarized. This helps you gauge the thorough-
ness of your reviews and alerts you to areas that still need attention.
Make choices Pick out a few of the most
important elements of the course and learn them
backward, forward, and upside down. For example,
Take a practice test. Write up your own questions based on
devote most of your attention to the topic sentences,
course material—a good activity for study groups. Take your prac-
tables, and charts in a long reading assignment.
tice test several times before the actual exam. You might type this
“test” so that it looks like the real thing. If possible, take your prac-- Make a plan After you’ve chosen what ele-
tice test in the same room where you will take the actual test. ments you want to study, determine how much
Also meet with your instructor to go over your practice test. time to spend on each one.
Ask whether your questions focus on appropriate topics and
Recite and recite again The key to
represent the kind of items you can expect to see. The instructor cramming is repetition. Go over your material again
might decline to give you any of this information. More often, and again.
though, instructors will answer some or all of your questions
about an upcoming test.

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 Ways to
PREDICT TEST QUESTIONS
P
redicting test questions can do more than get you a better Look for clues to
grade. It can also keep you focused on the purpose of a possible questions
course and help you design your learning strategies. Mak- during class. Dur-
ing predictions can be fun too—especially when they turn out to ing lectures, you can
be accurate. predict test questions
by observing what an
Ask about the nature of the test. Eliminate as much guesswork instructor says and
as possible. Ask your instructor to describe upcoming tests. Do how he says it. Instruc-
this early in the term so you can be alert for possible test ques- tors often give clues.
tions throughout the course. Here are some questions to ask: They might repeat im-
portant points several
• What course material will the test cover—readings, lectures,
times, write them on
lab sessions, or a combination?
the board, or return to
• Will the test be cumulative, or will it cover just the most recent them in later classes.
material you’ve studied? Gestures can in-
• Will the test focus on facts and details or major themes and dicate critical points.
relationships? For example, your in-
• Will the test call on you to solve problems or apply concepts? structor might pause,
look at notes, or read
• Will you have choices about which questions to answer?
passages word for
• What types of questions will be on the test—true/false, mul- word. 6
tiple choice, short answer, essay? Notice whether
Note: In order to study appropriately for essay tests, find out your teacher has any
how much detail the instructor wants in your answers. Ask how strong points of view
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

much time you’ll be allowed for the test and about the length on certain issues.
of essay answers (number of pages, blue books, or word limit). Questions on those
Having that information before you begin studying will help you issues are likely to
gauge your depth for learning the material. appear on a test. Also
pay attention to ques-
Put yourself in your instructor’s shoes. If you were teaching tions the instructor
the course, what kinds of questions would you put on an exam? poses to students, and
You can also brainstorm test questions with other students—a note questions that
great activity for study groups. other students ask.
When material from reading assignments is covered extensively
Look for possible test questions in your notes and in class, it is likely to be on a test. For science courses and other
readings. Have a separate section in your notebook labeled courses involving problem solving, work on sample problems using
“Test questions.” Add several questions to this section after different variables.
every lecture and assignment. You can also create your own
Save all quizzes, papers, lab sheets, and graded materials of
code or graphic signal—such as a “T!” in a circle—to flag pos-
any kind. Quiz questions have a way of reappearing, in slightly
sible test questions in your notes. Use the same symbol to flag
altered form, on final exams. If copies of previous exams and other
review questions and problems in your textbooks that could
graded materials are available, use them to predict test questions.
appear on a test.
Remember that textbook authors have many ways of pointing Apply your predictions. To get the most value from your pre-
you to potential test items. Look for clues in chapter overviews dictions, use them to guide your review sessions.
and summaries, headings, lists of key words, and review ques-
tions. Some textbooks have related Web sites where you can take Remember the obvious. Be on the lookout for these words: This
practice tests. material will be on the test.

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 COOPERATIVE
LEARNING:
Studying
in groups
Yuri Arcurs/Shutterstock.com

S
tudy groups can lift your mood on days when you just don’t Of course, you can recruit members in other ways. One way is
feel like working. If you skip a solo study session, no one to make an announcement during class. Another option is to post
else will know. If you declare your intention to study with signs asking interested students to contact you. Or pass around a
others who are depending on you, your intention gains strength. sign-up sheet before class. These methods can reach many people,
Study groups are especially important if going to school has but they do take more time to achieve results. And you have less
thrown you into a new culture. Joining a study group with people control over who applies to join the group.
you already know can help ease the transition. To multiply the ben- Limit groups to four people. Research on cooperative learning
efits of working with study groups, seek out people of other back- indicates that four people are an ideal group size.2 Larger groups
grounds, cultures, races, and ethnic groups. You can get a whole can be unwieldy.
new perspective on the world, along with some valued new friends. Studying with friends is fine, but if your common interests are
Joining a study group also helps you to develop a number of pizza and jokes, you might find it hard to focus.
skills for working on teams in the workplace. Effective teams con-
Hold a planning session. Ask two or three people to get together
sist of people who know how to resolve conflict, give each other
for a snack and talk about group goals, meeting times, and other
constructive feedback, collaborate to reach a common goal, and
logistics. You don’t have to make an immediate commitment.
build consensus based on creative and critical thinking. None of us
As you brainstorm about places to meet, aim for a quiet meet-
is born with these skills. You can start learning them now and use
ing room with plenty of room to spread out materials. Your cam-
them to advance your career in the future.
pus library probably has study rooms. Campus tutoring services
FORM A STUDY GROUP might also have space and other resources for study groups.
Choose a focus for your group. Many students assume that the
Do a trial run. Test the group first by planning a one-time ses-
purpose of a study group is to help its members prepare for a test.
sion. If that session works, plan another. After a few successful
That’s one valid purpose—and there are others.
sessions, you can schedule regular meetings.
Through his research on cooperative learning, psychologist
Joe Cuseo has identified several kinds of study groups.1 For CONDUCT YOUR GROUP
instance, members of test review groups compare answers and Ask your instructor for guidelines on study group activity.
help one another discover sources of errors. Note-taking groups Many instructors welcome and encourage study groups. However,
focus on comparing and editing notes, often meeting directly they have different ideas about what kinds of collaboration are
after the day’s class. Members of research groups meet to help acceptable. Some activities—such as sharing test items or writing
one another find, evaluate, and take notes on background ma- papers from a shared outline—are considered cheating and can
terials for papers and presentations. Reading groups can be have serious consequences. Let your instructor know that you’re
useful for courses in which test questions are based largely on forming a group, and ask for clear guidelines.
textbooks. Meet with classmates to compare the passages you
underlined or highlighted and the notes you made in the mar- Set an agenda for each meeting. At the beginning of each meeting,
gins of your books. reach agreement on what you intend to do. Set a time limit for each
agenda item, and determine a quitting time. End each meeting with
Look for dedicated students. Find people you are comfortable assignments for all members to complete before the next meeting.
with and who share your academic goals. Look for students who
pay attention, participate in class, and actively take notes. Invite Assign roles. To make the most of your time, ask one mem-
them to join your group. ber to lead each group meeting. The leader’s role is to keep the

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 discussion focused on the agenda and ask for contributions from Use technology to collaborate. Web-based applications allow you
all members. Assign another person to act as recorder. This person to create virtual study groups and collaborate online. For example,
will take notes on the meeting, recording possible test questions, create and revise documents with sites such as Google Docs
answers, and main points from group discussions. Rotate both of (www.docs.google.com) and Zoho Writer (www.writer.zoho.com).
these roles so that every group member takes a turn. Create and share PowerPoint and keynote presentations with
tools such as SlideShare (www.slideshare.net).
Cycle through learning styles. As you assign roles, think about
Use Basecamp (www.basecamphq.com), Joint Contact (www.
the learning styles present in your group. Some people excel at
jointcontact.com), or 5pm (www.5pmweb.com) to manage projects.
raising questions and creating lots of ideas. Others prefer to gather
You can share files, create a group calendar, assign tasks, chat online,
information and think critically. Some like to answer questions and
post messages, and track progress toward milestones (key due dates).
make decisions, while others excel at taking action. Each of these
Create group mind maps with MindMeister (www.mindmeister.
distinct modes of learning are explained in Chapter 1 on pages 41,
com) and Mindomo (www.mindomo.com).
LSI-6, and 43–46. To create an effective group, match people with
For more options, do an Internet search with the key words
their preferred activities. Also change roles periodically. This gives
collaborate online.
group members a chance to explore new learning styles.
If your course has an online component, look for collaboration
Teach each other. Teaching is a great way to learn something. tools there. For example, Blackboard has some handy features for
Turn the material you’re studying into a list of topics and assign a this purpose—chat, e-mail, and discussion groups.
specific topic to each person, who will then teach it to the group.

Master Students
When you’re done presenting your topic, ask for questions or com-
ments. Prompt each other to explain ideas more clearly, find gaps
in understanding, consider other points of view, and apply con-
cepts to settings outside the classroom.

Test one another. During your meeting, take a practice test cre-
IN ACTION
ated from questions contributed by group members. When you’re When studying for a test, the first thing I
finished, compare answers. Or turn testing into a game by pre-
tending you’re on a television game show. Use sample test ques- usually do is to read over my notes. Sometimes
tions to quiz one another. 6
I reread the chapter just to make sure I
Compare notes. Make sure that all the group’s members heard
the same thing in class and that you all recorded the important comprehend what the chapter is saying. I find
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

information. Ask others to help explain material in your notes that

it very helpful to go online to the publisher’s
is confusing to you.
Web site and do the practice exams. By doing
Create wall-size mind maps or concept maps to summarize a
textbook or series of lectures. Work on large sheets of butcher the practice exams, I get a better perspective
paper, or tape together pieces of construction paper. When creat-
ing a mind map, assign one branch to each member of the study of what the critical points are in the chapters.
group. Use a different colored pen or marker for each branch of
I like to go through
the mind map. (For more information on concept maps and mind
maps, see Chapter 5: “Notes.”) the chapter outline
Monitor effectiveness. On your meeting agenda, include an oc- because sometimes
casional discussion about your group’s effectiveness. Are you meet-
ing consistently? Is the group helping members succeed in class? the answers are in
Photo courtesy of Lea Dean

Use this time to address any issues that are affecting the group
the outlines.
as a whole. If certain members are routinely unprepared for study
sessions, brainstorm ways to get them involved. If one person
tends to dominate meetings, reel her in by reminding her that ev- —Lea Dean,
eryone’s voice needs to be heard. Central Michigan
To resolve conflict among group members, keep the conversation University
constructive. Focus on solutions. Move from vague complaints (“You’re
You’re One Click Away...
never prepared”) to specific requests (“Will you commit to bringing from a video about
ten sample test questions next time?”). Asking a “problem” member to Master Students in Action.
lead the next meeting might make an immediate difference.

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
What to do
during
the test iStockphoto.com/Darko Novakovic

P MULTIPLE-CHOICE QUESTIONS
repare yourself for the test by arriving early. Being early
often leaves time to do a relaxation exercise. While you’re
waiting for the test to begin and talking with classmates, • Answer each question in your head first. Do this step be-
avoid asking the question “How much did you study for the test?” fore you look at the possible answers. If you come up with an
This question might fuel anxious thoughts that you didn’t study answer that you’re confident is right, look for that answer in
enough. the list of choices.
• Read all possible answers before selecting one. Sometimes
two answers will be similar and only one will be correct.
AS YOU BEGIN • Test each possible answer. Remember that multiple-choice
Ask the teacher or test administrator if you can use scratch paper questions consist of two parts: the stem (an incomplete
during the test. (If you use a separate sheet of paper without per- statement or question at the beginning) and a list of possible
mission, you might appear to be cheating.) If you do get permis- answers. Each answer, when combined with the stem, makes a
sion, use this paper to jot down memory aids, formulas, equations, complete statement or question-and-answer pair that is either
definitions, facts, or other material you know you’ll need and true or false. When you combine the stem with each possible
might forget. An alternative is to make quick notes in the margins answer, you are turning each multiple-choice question into a
of the test sheet. small series of true/false questions. Choose the answer that
Pay attention to verbal directions given as a test is distributed. makes a true statement.
Then scan the whole test immediately. Evaluate the importance
• Eliminate incorrect answers. Cross off the answers that are
of each section. Notice how many points each part of the test is
clearly not correct. The answer you cannot eliminate is prob-
worth; then estimate how much time you’ll need for each section,
ably the best choice.
using its point value as your guide. For example, don’t budget 20
percent of your time for a section that is worth only 10 percent of
the points. TRUE/FALSE QUESTIONS
Read the directions slowly. Then reread them. It can be agoniz- • Read the entire question. Separate the statement into its
ing to discover that you lost points on a test merely because you grammatical parts—individual clauses and phrases—and then
failed to follow the directions. When the directions are confusing, test each part. If any part is false, the entire statement is false.
ask to have them clarified.
• Look for qualifiers. Qualifiers include words such as all, most,
Now you are ready to begin the test. If necessary, allow your-
sometimes, or rarely. Absolute qualifiers such as always or never
self a minute or two of “panic” time. Notice any tension you feel,
generally indicate a false statement.
and apply one of the techniques explained in the article “Let Go of
Test Anxiety” later in this chapter. • Find the devil in the details. Double-check each number, fact,
Answer the easiest, shortest questions first. This gives you and date in a true/false statement. Look for numbers that have
the experience of success. It also stimulates associations and been transposed or facts that have been slightly altered. These
prepares you for more difficult questions. Pace yourself, and are signals of a false statement.
watch the time. If you can’t think of an answer, move on. Follow • Watch for negatives. Look for words such as not and cannot.
your time plan. Read the sentence without these words and see whether
If you are unable to determine the answer to a test question, you come up with a true/false statement. Then reinsert the
keep an eye out throughout the test for context clues that may negative words and see whether the statement makes more
remind you of the correct answer or provide you with evidence to sense. Watch especially for sentences with two negative
eliminate wrong answers. words. As in math operations, two negatives cancel each

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 other out: We cannot say that Chekhov never succeeded at • When matching individual words with phrases, first read a
short story writing means the same as Chekhov succeeded at phrase. Then look for the word that logically completes the
short story writing. phrase.
• Cross out items in each column when you are through with
COMPUTER-GRADED TESTS them.

• Make sure that the answer you mark corresponds to the ques-
tion you are answering.
ESSAY QUESTIONS
Managing your time is crucial in answering essay questions. Note
• Check the test booklet against the answer sheet whenever
how many questions you have to answer, and monitor your prog-
you switch sections and whenever you come to the top of a
ress during the test period. Writing shorter answers and complet-
column.
ing all of the questions on an essay test will probably yield a better
• Watch for stray marks on the answer sheet; they can look like score than leaving some questions blank.
answers.
• If you change an answer, be sure to erase the wrong answer Find out what an essay question is asking—precisely. If a
thoroughly, removing all pencil marks completely. question asks you to compare the ideas of Sigmund Freud and
Karl Marx, no matter how eloquently you explain them, you are on
OPEN-BOOK TEST a one-way trip to No Credit City.

• Carefully organize your notes, readings, and any other materi- Before you write, make a quick outline. An outline can help
als you plan to consult when writing answers. speed up the writing of your detailed answer; you’re less likely to
• Write down any formulas you will need on a separate sheet of leave out important facts; and if you don’t have time to finish your
paper. answer, your outline could win you some points. To use test time
efficiently, keep your outline brief. Focus on key words to use in
• Bookmark the table of contents and index in each of your
your answer.
textbooks. Place sticky notes and stick-on tabs or paper clips
on other important pages of books (pages with tables, for Introduce your answer by getting to the point. General state-
instance). ments such as “There are many interesting facets to this difficult
• Create an informal table of contents or index for the notes you question” can cause irritation to teachers grading dozens of tests. 6
took in class. One way to get to the point is to begin your answer with part
• Predict which material will be covered on the test, and high- of the question. Suppose the question is “Discuss how increasing
light relevant sections in your readings and notes. the city police budget might or might not contribute to a decrease
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

in street crime.” Your first sentence might be this: “An increase

SHORT-ANSWER/FILL-IN-THE- in police expenditures will not have a significant effect on street
BLANK TESTS crime for the following reasons.” Your position is clear. You are on
your way to an answer.
• Concentrate on key words and facts. Be brief. Then expand your answer with supporting ideas and facts.
• Overlearning material can really pay off. When you know a sub- Start out with the most solid points. Be brief and avoid filler
ject backward and forward, you can answer this type of ques- sentences.
tion almost as fast as you can write.
Write legibly. Grading essay questions is in large part a subjec-
MATCHING TESTS tive process. Sloppy, difficult-to-read handwriting might actually
lower your grade.
• Begin by reading through each column, starting with the one
with fewer items. Check the number of items in each column
Write on one side of the paper only. If you write on both sides
to see whether they’re equal. If they’re not, look for an item in
of the paper, writing may show through and obscure the words on
one column that you can match with two or more items in the
the other side. If necessary, use the blank side to add points you
other column.
missed. Leave a generous left-hand margin and plenty of space
• Look for any items with similar wording, and make special note between your answers, in case you want to add points that you
of the differences between these items. missed later on.
• Match words that are similar grammatically. For example, Finally, if you have time, review your answers for grammar and
match verbs with verbs and nouns with nouns. spelling errors, clarity, and legibility.

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
Words to watch for in
ESSAY QUESTIONS
T
he following words are commonly found in Interpret: Explain the meaning of a new idea
essay test questions. They give you precise or event by showing how it relates to more
directions about what to include in your familiar ideas or events. Interpretation can
answer. Get to know these words well. When you involve evaluation.
see them on a test, underline them. Also look for List: Write a series of concise statements (similar
them in your notes. Locating such key words can to enumerate).
help you predict test questions.
Outline: List the main topics, points, features, or
Analyze: Break into separate parts and discuss, events and briefly describe each one. (This
examine, or interpret each part. Then give does not necessarily mean creating a tradi-
your opinion. tional outline with Roman numerals, num-
Compare: Examine two or more items. Identify bers, and letters.)
similarities and differences. Prove: Support with facts, examples, and quota-
Contrast: Show differences. Set in opposition. tions from credible sources (especially those
presented in class or in the text).
Criticize: Make judgments about accuracy, quality,
or both. Evaluate comparative worth. Criticism Relate: Show the connections between ideas or
often involves analysis. events. Provide a larger context for seeing the
big picture.
Define: Explain the exact meaning—usually, a
meaning specific to the course or subject. State: Explain precisely and clearly.
Definitions are usually short. Summarize: Give a brief, condensed account.
Describe: Give a detailed account. Make a picture Include main ideas and conclusions. Avoid
with words. List characteristics, qualities, and supporting details, or include only significant
parts. details.

Diagram: Create a drawing, chart, or other visual Trace: Show the order of events or the progress of
element. Label and explain key parts. a subject or event.

Discuss: Consider and debate or argue the pros Notice how these words differ. For example, com-
and cons of an issue. Write about any conflict. pare asks you to do something different from con-
Compare and contrast. trast. Likewise, criticize and explain call for different
Enumerate: List the main parts or features in a responses.
meaningful order and briefly describe each If any of these terms are still unclear to you, look
one. them up in an unabridged dictionary.
Evaluate: Make judgments about accuracy, qual-
During a test, you might be allowed to ask for an
ity, or both (similar to criticize).
explanation of a key word. Check with instructors
Explain: Make an idea clear. Show logically how a for policies.
concept is developed. Give the reasons for an
event.
Illustrate: Clarify an idea by giving examples
of it. Illustration often involves comparison
and contrast. Read the test directions to see You’re One Click Away...
from reviewing these key words and other
whether the question calls for actually draw- helpful vocabulary terms by using online
ing a diagram as well. flash cards.

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 The test isn’t over UNTIL . . .
M
any students believe that a test is over as soon as Follow up with an Intention Statement or two. State what, if
they turn in the answer sheet. Consider another anything, you will do differently to prepare for the next test. The
point of view: You’re not done with a test until you more specific you are, the better.
know the answer to any question that you missed—and why you
When the test is returned. When a returned test includes a
missed it.
teacher’s comments, view this document as a treasure trove of
This point of view offers major benefits. Tests in many courses are
intellectual gold.
cumulative. In other words, the content included on the first test is as-
First, make sure that the point totals add up correctly, and
sumed to be working knowledge for the second test, midterm, or final
double-check for any other errors in grading. Even the best teach-
exam. When you discover what questions you missed and understand
ers make an occasional mistake.
the reasons for lost points, you learn something—and you greatly in-
Next, look at the test items that you missed. Ask these questions:
crease your odds of achieving better scores later in the course.
To get the most value from any test, take control of what you • On what material did the teacher base test questions—read-
do at two critical points: the time immediately following the test ings, lectures, discussions, or other class activities?
and the time when the test is returned to you. • What types of questions appeared in the test—objective (such
as matching items, true/false questions, or multiple choice),
Immediately following the test. After finishing a test, your
short answer, or essay?
first thought might be to nap, snack, or go out with friends to cel-
• What types of questions did you miss?
ebrate. Restrain those impulses for a short while so that you can
reflect on the test. The time you invest now carries the potential • Can you learn anything from the instructor’s comments that
to raise your grades in the future. will help you prepare for the next test?
To begin with, sit down in a quiet place. Take a few minutes to • What strategies did you use to prepare for this test? What
write some Discovery Statements related to your experience of would you do differently to prepare for your next test?
taking the test. Describe how you felt about taking the test, how Also see whether you can correct any answers that lost points.
effective your review strategies were, and whether you accurately To do this, carefully analyze the source of your errors, and find a
predicted the questions that appeared on the test. solution. Consult the chart below for help. 6

Source of test e or Po!ible solutions

Study e ors—studying material that was not • Ask your teacher about specific topics that wi be included
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

included on the test, or spending t# li$le time on on a test.

material that did a%ear on the test • Practice predicting test questions.
• Form a study group with cla! members to create mock tests.
Carele! e ors, such as ski%ing or misreading • Read and foow directions more carefuy—especiay when
directions tests are divided into several sections with different
directions.
• Set aside time during the next test to pr#fread your answers.
Concept e ors—mistakes made when you do not • L#k for pa$erns in the questions you mi!ed.
understand the underlying principles n,ded to • Make sure that you complete a a!igned readings, a$end a
answer a question or solve a problem lectures, and show up for laboratory se!ions.
• Ask your teacher for help with specific questions.
A%lication e ors—mistakes made when you • Rewrite your answers co ectly.
understand underlying principles but fail to a%ly • When studying, spend more time on solving sample problems.
them co ectly • Predict a%lication questions that wi a%ear on future
tests, and practice answering them.
Test mechanics e ors—mi!ing more questions in • Set time limits for taking each section of a test, and stick
certain parts of the test than others, changing to them.
co ect answers to inco ect ones at the last • Pr#fread your test answers carefuy.
minute, leaving items blank, miscopying answers • L#k for pa$erns in the kind of answers you change at the
from scratch paper to the answer sh,t last minute.
• Change answers only if you can state a clear and compeing
reason to do so.

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 The
ethical standards. Stress can compromise your physical health and
overall quality of life.

HIGH COSTS
Cheating on tests can make it easier to violate your integrity
again. Human beings become comfortable with behaviors that
they repeat. Cheating is no exception.
Think about the first time you drove a car. You might have felt

of cheating excited—even a little frightened. Now driving is probably second

nature, and you don’t give it much thought. Repeated experience
with driving creates familiarity, which lessens the intense feelings
you had during your first time at the wheel.
You can experience the same process with almost any behav-
ior. Cheating once will make it easier to cheat again. And if you
Cheating on tests can be a become comfortable with compromising your integrity in one area
of life, you might find it easier to compromise in other areas.
tempting strategy. It offers the
chance to get a good grade Cheating lowers your self-concept. Whether or not you are
fully aware of it, cheating sends the message that you are not
without having to study. smart enough or responsible enough to make it on your own.
You deny yourself the celebration and satisfaction of authentic
success.
An alternative to cheating is to become a master student. Ways

I
nstead of studying, you could spend more time watching TV, to do this are described on every page of this book.
partying, sleeping, or doing anything that seems like more
fun. Another benefit is that you could avoid the risk of doing
poorly on a test—which could happen even if you do study.
Remember that cheating carries costs. Here are some conse-
Perils of high-tech
quences to consider. CHEATING
You risk failing the course or getting expelled from college. Digital technology offers many blessings, but it also
The consequences for cheating are serious. Cheating can result in expands the options for cheating during a test. For
d,
failing the assignment, failing the entire course, getting suspended, example, one student loaded class notes onto a
or getting expelled from college entirely. Documentation of cheat- smartphone and tried to read them. Another stu-
ing may also prevent you from being accepted to other colleges. dent dictated his class notes into files stored on
his iPod and tried to listen to them. At one school,
You learn less. Although you might think that some courses offer students used cell phones to take photos of test
little or no value, you can create value from any course. If you lookk questions. They sent the photos to classmates
deeply enough, you can discover some idea or acquire some skill to o outside the testing room, who responded by text-
prepare you for future courses or a career after graduation. messaging the answers.3

All of these students were caught. Schools are be-

You lose time and money. Getting an education costs a lot of
coming sophisticated about detecting high-tech
money. It also calls for years of sustained effort. Cheating sabotages
cheating. Some install cameras in exam rooms.
your purchase. You pay full tuition and invest your energy without get- t- Others use software that monitors the programs
ting full value for it. You shortchange yourself and possibly your futuree running on students’ computers during tests. And
coworkers, customers, and clients. Think about it: You probably don’t some schools simply ban all digital devices during
want a surgeon who cheated in medical school to operate on you. tests.

Fear of getting caught promotes stress. When you’re fully The bottom line: If you cheat on a test, you are
aware of your emotions about cheating, you might discover in- more likely than ever before to get caught.
re
tense stress. Even if you’re not fully aware of your emotions, you’re There’s no need to learn the hard way—through
likely to feel some level of discomfort about getting caught. painful consequences—about the high costs of
high-tech cheating. Using the suggestions in this
Violating your values promotes stress. Even if you don’t get chapter can help you succeed on tests and preserve
caught cheating, you can feel stress about violating your own your academic integrity.

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 If you freeze during tests and
flub questions when you know
the answers, you might be
dealing with test anxiety.

Let go of
TEST ANXIETY Masterfile (Royalty-Free Div.)

A
little tension before a test is fine. That tingly, butterflies- Consider the worst. Rather than trying to put a stop to your wor-
in-the-stomach feeling you get from extra adrenaline can rying, consider the very worst thing that could happen. Take your
sharpen your awareness and keep you alert. You can enjoy fear to the limit of absurdity. Imagine the catastrophic problems that
the benefits of a little tension while you stay confident and relaxed. might occur if you were to fail the test. You might say to yourself,
“Well, if I fail this test, I might fail the course, lose my financial aid,
Yell “Stop!” If you notice that your mind is consumed with and get kicked out of school. Then I won’t be able to get a job, so the
worries and fears—that your thoughts are spinning out of con- bank will repossess my car, and I’ll start drinking.” Keep going until
trol—mentally yell “Stop!” If you’re in a situation that allows it, yell you see the absurdity of your predictions. After you stop chuckling,
it out loud. This action can allow you to redirect your thoughts. you can backtrack to discover a reasonable level of concern.
Once you’ve broken the cycle of worry or panic, you can use any
of the following techniques. Breathe. You can calm physical sensations within your body by 6
focusing your attention on your breathing. Concentrate on the air
Describe your thoughts in writing. Certain thoughts tend to going in and out of your lungs. Experience it as it passes through
increase test anxiety. One way to defuse them is to simply ac- your nose and mouth. Do this exercise for 2 to 5 minutes. If you
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

knowledge them. To get the full benefit of this technique, take the notice that you are taking short, shallow breaths, begin to take
time to make a list. Write down what you think and feel about an longer and deeper breaths. Imagine your lungs to be a pair of bag-
upcoming test. Capture everything that’s on your mind, and don’t pipes. Expand your chest to bring in as much air as possible. Then
stop to edit. One study indicates that this technique can relieve listen to the plaintive chords as you slowly release the air.
anxiety and potentially raise your test score.4

Dispute your thoughts. You can take the above technique

one step further. Do some critical thinking. Remember that
anxiety-creating thoughts about tests often boil down to this Have some F U N !
statement: Getting a low grade on a test is a disaster. Do the

C
math, however: A 4-year degree often involves taking about 32 ontrary to popular belief, finals week does
).
courses (8 courses per year over 4 years for a full-time student). not have to be a drag. In fact, if you have used
This means that your final grade on any one course amounts to o techniques in this chapter, exam week can be
about only 3 percent of your total grade point average. This is fun. You will have done most of your studying long
before finals arrive.
not an excuse to avoid studying. It is simply a reason to keep
tests in perspective. When you are well prepared for tests, you can even use
fun as a technique to enhance your performance. The
Praise yourself. Many of us take the first opportunity to belittlee day before a final, go for a run or play a game of basket-
ourselves: “Way to go, dummy! You don’t even know the answer ball. Take in a movie or a concert. A relaxed brain is a
to the first question on the test.” We wouldn’t dream of treating a more effective brain. If you have studied for a test, your
friend this way, yet we do it to ourselves. An alternative is to give mind will continue to prepare itself even while you’re
yourself some encouragement. Treat yourself as if you were your at the movies. Get plenty of rest too. There’s no need to
own best friend. Prepare carefully for each test. Then remind your- r- cram until 3:00 a.m. when you have reviewed material
self, “I am ready. I can do a great job on this test.” throughout the term.

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 EXERCISE 18
Twenty things I like to do

O
ne way to relieve tension is to mentally yell When you have completed your list, study it. Pick out
“Stop!” and substitute a pleasant daydream for two activities that seem especially pleasant, and elabo-
the stressful thoughts and emotions you are rate on them by creating a mind map in the space
experiencing. below. Write down all of the memories you have about
that activity.
To create a supply of pleasant images to recall during
times of stress, conduct an 8-minute brainstorm about You can use these images to calm yourself in stressful
things you like to do. Your goal is to generate at least situations.
twenty ideas. Time yourself, and write as fast as you
can in the space below.

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 Getting ready for
math tests
M
any students who could succeed in math shy away from
the subject. Some had negative experiences in past
courses. Others believe that math is only for gifted

iStockphoto.com/DNY59
students.
At some level, however, math is open to all students. There’s
more to this subject than memorizing formulas and manipulating
numbers. Imagination, creativity, and problem-solving skills are
important too.
Consider a three-part program for math success. Begin with
strategies for overcoming math anxiety. Next, boost your study
skills. Finally, let your knowledge shine during tests.

OVERCOME MATH ANXIETY

Many schools offer courses in overcoming math anxiety. Ask your
6
advisor about resources on your campus. Also experiment with
the following suggestions.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

Connect math to life. Think of the benefits of mastering math

courses. You’ll have more options for choosing a major and a ca-
reer. Math skills can also put you at ease in everyday situations—
calculating the tip for a waiter, balancing your checkbook, working
with a spreadsheet on a computer. If you follow baseball statistics,
cook, do construction work, or snap pictures with a camera, you’ll
use math. And speaking the language of math can help you feel at
home in a world driven by technology.
Pause occasionally to get an overview of the branch of math
that you’re studying. What’s it all about? What basic problems is
it designed to solve? How do people apply this knowledge in daily Notice your pictures about math. Sometimes what keeps peo-
life? For example, many architects, engineers, and space scientists ple from succeeding at math is their mental picture of mathemati-
use calculus daily. cians. They see a man dressed in a baggy plaid shirt and brown
wingtip shoes. He’s got a calculator on his belt and six pencils
Take a First Step. Math is cumulative. Concepts build upon each jammed in his shirt pocket.
other in a certain order. If you struggled with algebra, you may These pictures are far from realistic. Succeeding in math won’t
have trouble with trigonometry or calculus. turn you into a nerd. Actually, you’ll be able to enjoy school more,
To ensure that you have an adequate base of knowledge, tell and your friends will still like you.
the truth about your current level of knowledge and skill. Before Mental pictures about math can be funny, but they can have
you register for a math course, locate assigned texts for the pre- serious effects. If math is seen as a field for white males, then
requisite courses. If the material in those books seems new or women and people of color are likely to get excluded. Promot-
difficult for you, see the instructor. Ask for suggestions on ways to ing math success for all students helps to overcome racism and
prepare for the course. sexism.

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 Change your conversation about math. When students fear language. If you take a year off in between Spanish I and Spanish
math, they often say negative things to themselves about their II, you won’t gain much fluency. To master a language, you take
abilities in this subject. Many times this self-talk includes state- courses back to back. It works the same way with math, which is a
ments such as I’ll never be fast enough at solving math problems or language in itself.
I’m good with words, so I can’t be good with numbers.
Get such statements out in the open, and apply some Avoid short courses. Courses that you take during summer
emergency critical thinking. You’ll find two self-defeating as- school or another shortened term are condensed. You might find
sumptions lurking there: Everybody else is better at math and yourself doing far more reading and homework each week than
science than I am and Since I don’t understand a math concept you do in longer courses. If you enjoy math, the extra intensity
right now, I’ll never understand it. Both of these statements are can provide a stimulus to learn. But if math is not your favorite
illogical. subject, give yourself extra time. Enroll in courses spread out over
Replace negative beliefs with logical, realistic statements more calendar days.
that affirm your ability to succeed in math: Any confusion I
feel now can be resolved. I learn math without comparing myself Form a study group. During the first week of each math course,
to others. And I ask whatever questions are needed to aid my organize a study group. Ask each member to bring five problems
understanding. to group meetings, along with solutions. Also exchange contact
information so that you can stay in touch via e-mail, phone, and
Choose your response to stress. Math anxiety is seldom just “in text messaging.
your head.” It can also register as sweaty palms, shallow breath-
ing, tightness in the chest, or a mild headache. Instead of trying to Make your text top priority. Math courses are often text
ignore these sensations, just notice them without judgment. Over driven. Budget for math textbooks and buy them as early as pos-
time, simple awareness decreases their power. sible. Class activities usually closely follow the book. This fact
In addition, use stress management techniques. “Let Go of Test underscores the importance of completing your reading assign-
Anxiety” on page 191 offers a bundle of them. ments. Master one concept before going on to the next, and stay
No matter what you do, remember to breathe. You can relax current with your reading. Be willing to read slowly and reread
in any moment just by making your breath slower and deeper. sections as needed.
Practice doing this while you study math. It will come in handy at
test time. Do homework consistently. Students who succeed in math do
their homework daily—from beginning to end, and from the easy
problems all the way through the hard problems. If you do home-
BOOST STUDY SKILLS FOR MATH
work consistently, you’re not likely to be surprised on a test.
Choose teachers with care. Whenever possible, find a math
When doing homework, use a common process to solve similar
teacher whose approach to math matches your learning style. Talk
problems. There’s comfort in rituals, and using familiar steps can
with several teachers until you find one you enjoy.
help to reduce math anxiety.
Another option is to ask around. Maybe your academic
advisor can recommend math teachers. Also ask classmates
Take notes that promote success in math. Though
to name their favorite math teachers—and to explain the
math courses are often text-driven, you might find that the
reasons for their
content and organization of your notes makes a big differ-
choices.
ence as well. Take notes during every class and organize them
In some cases, only
by date. Also number the pages of your notes. Create a table
one teacher will be of-
of contents or index for them so that you can locate key
fering the math course
concepts quickly.
you need. The sugges-
In addition, make separate notes to integrate material
tions that follow can
from class meetings and reading assignments. Paul Nolting,
be used to learn from
author of the Math Study Skills Workbook, suggests that you
Ivanova Natalia/Shutterstock.com

a teacher regardless of
create a large table with three columns: Key Words/Rules,
her teaching style.
Examples, and Explanation.5 Updating this table weekly is a
way to review for tests, uncover questions, and monitor your
Take math courses understanding.
back to back. Ap-
proach math in Participate in class. Success in math depends on your active
the same way that involvement. Attend class regularly. Complete homework as-
you learn a foreign signments when they’re due—not just before the test. If you’re

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 1: Prepare 2: Compute 3: Check
• Read each problem two • Reduce the number of • Plug your answer back into the
or three times, slowly and unknowns as much as original equation or problem and
out loud whenever you can. Consider see if it works out correctly.
possible. creating a separate • Ask yourself if your answer
• Consider creating a chart equation to solve each seems likely when compared with
with three columns unknown. your estimate. For example, if
labeled What I already • When solving equations, you’re asked to apply a discount
know, What I want to find carry out the algebra to an item, that item should cost
out, and What connects as far as you can before less in your solution.
the two. The third plugging in the actual • Perform opposite operations. If
column is the place to numbers. a problem involves multiplication,
record a formula that can • Cancel and combine. check your work by division; add,
help you solve the For example, if the same then subtract; factor, then
problem. term appears in both multiply; find the square root, then
• Determine which dividend and divisor, the square; differentiate, then
arithmetic operations they will cancel each integrate.
(addition, subtraction, other out. • Keep units of measurement clear.
multiplication, division) • Remember that it’s OK Say that you’re calculating the
or formulas you will use to make several attempts velocity of an object. If you’re
to solve the problem. at solving the problem measuring distance in meters
• See if you can estimate before you find an and time in seconds, the final 6
the answer before you answer. velocity should be in meters per
compute it. second.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

confused, get help right away from an instructor, tutor, or study USE TESTS TO SHOW WHAT
group. Instructors’ office hours, free on-campus tutoring, and YOU KNOW
classmates are just a few of the resources available to you. Also Practice problem solving. To get ready for math tests, work lots of
support class participation with time for homework. Make daily problems. Find out whether practice problems or previous tests are on
contact with math. file in the library, in the math department, or with your math teacher.
Math tests often involve lists of problems to solve. Ask your Isolate the types of problems that you find the most difficult.
instructor about what type of tests to expect. Then prepare for Practice them more often. Be sure to get help with these kinds of
the tests using strategies from this chapter. problems before exhaustion or frustration sets in.
To prepare for tests, practice working problems fast. Time
Ask questions fearlessly. It’s a cliché, and it’s true: In math, there yourself. This activity is a great one for math study groups.
are no dumb questions. Ask whatever questions will aid your under- Approach problem solving with a three-step process, as shown in
standing. Keep a running list of them, and bring the list to class. the chart on this page. During each step, apply an appropriate strategy.

Read actively. To get the most out of your math texts, read Practice test taking. In addition to solving problems, create
with paper and pencil in hand. Work out examples. Copy diagrams, practice tests:
formulas, and equations. Use chapter summaries and introduc-
tory outlines to organize your learning. From time to time, stop, • Print out a set of problems, and set a timer for the same length
close your book, and mentally reconstruct the steps in solving a of time as your testing period.
problem. Before you memorize a formula, understand the basic • Whenever possible, work on these problems in the same room
concepts behind it. where you will take the actual test.

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
• Use only the kinds of supporting materials—such as answers easy to read. If you show your work, underline key sec-
scratch paper or lists of formulas—that will be allowed tions and circle your answer.
during the test.
Do your best. There are no secrets involved in getting ready for
• As you work problems, use deep breathing or another tech-
math tests. Master some stress management techniques, do your
nique to enter a more relaxed state.
homework, get answers to your questions, and work sample prob-
To get the most value from practice tests, use them to lems. If you’ve done those things, you’re ready for the test and
supplement—not replace—your daily homework. deserve to do well. If you haven’t done all those things, just do the
best you can.
Ask appropriate questions. If you don’t understand a test item, Remember that your personal best can vary from test to test,
ask for clarification. The worst that can happen is that an instruc- and even from day to day. Even if you don’t answer all test questions
tor or proctor will politely decline to answer your question. correctly, you can demonstrate what you do know right now.
During the test, notice when solutions come easily. Savor the
Write legibly. Put yourself in the instructor’s place. Imagine the times when you feel relaxed and confident. If you ever feel math
prospect of grading stacks of illegible answer sheets. Make your anxiety in the future, these are the times to remember.6

EXERCISE 19
Use learning styles for math success

R
eview the articles about learning styles in consider reading key passages in your textbooks out
Chapter 1: First Steps. Look for strategies that loud. And if you’re a kinesthetic learner, use “manipu-
could promote your success in math. Modify any latives”—such as magnetic boards with letters and
of the suggested strategies so that they work for you, or numbers—when you study math.
invent new techniques of your own.
Whatever you choose, commit to using at least one
If you’re a visual learner, for example, you might color new strategy. In the space below, describe what you will
code your notes by writing key terms and formulas in do.
red ink. If you like to learn by speaking and listening,

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 Studying across
the CURRICULUM
T
hink for a moment about the range of subjects that you’re mathematics to the practical problems of engineering and com-
asked to study in higher education. Schools offer courses puter science.
in everything from algebra to zoology, and you’ll sample a Courses in the arts do not propose carefully reasoned theo-
variety of them. The challenge is to shift intellectual gears so that ries. Nor do they focus on solving problems. Instead, they teach
you can succeed in all those different subjects. through vicarious experience. When you read a novel, see a play, or
Some of the subjects you’ll study in higher education share a sin- watch a film, you view the world through another human being’s
gle purpose—to propose theories based on observations. Physics, biol- eyes. Just as you learn from your own experience, you can learn
ogy, and chemistry offer theories to explain and predict events in from the experience of others.
the natural world. Social sciences, such as psychology and sociology, To deal with all those differences in subjects, pull out a full
offer theories to predict and explain events in the human world. toolbox of strategies. When preparing for tests in specific subjects,
Other subjects go beyond theory to define problems and offer consider the suggestions in the following chart. Then create more
solutions. Their subjects range from the abstract problems of pure strategies of your own.

Subject Area Strategies for Test Preparation

Humanities: • D,pen your reading skis by previewing and reviewing each a!ignment (s, Chapter 4:
English, Reading).
literature, • K,p a dictionary handy, and create an updated list of new words and their definitions.
public speaking, • Experiment with several different formats for taking notes (s, Chapter 5: Notes).
history, religion, • K,p a personal journal in which you practice writing and make co)ections betw,n the
philosophy, fine authors and ideas that you’re studying. 6
arts • Take part in cla! discu!ions, and welcome chances to speak in front of groups.
Math and • Before registering for a course, make sure that you are adequately prepared through prior
natural sciences: course work.
algebra, • In your notes, highlight basic principles—definitions, a!umptions, and axioms.
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

geometry, • Learn concepts in the sequence presented by your instructor.

calculus, • If you f,l confused, ask a question i*ediately.
chemistry, • A$end a cla!es, practice solving problems every day, and check your work carefuy.
biology, physics • Translate word problems into images or symbols; translate images and symbols into words.
• Balance abstract ideas with concrete experiences, including laboratory se!ions and study groups.
• Take math courses back to back so you can a%ly what you learn in one level of a math course
i*ediately to the next level.
Social sciences: • Pay special a$ention to theories—statements that are used to explain relationships betw,n
sociology, observations and predict events.
psychology, • Expect to encounter complex and contradictory theories, and ask your instructor about ways to
economics, resolve disagr,ments among experts in the field.
political science, • Ask your instructor to explain the scientific method and how it is used to a ive at theories in
anthropology, each of the social sciences.
geography • Ask about cu ent i!ues in the social sciences.
• Ask for examples of a theory, and l#k for them in your daily life.
Foreign • Pay special a$ention to the “rules”—principles of gra*ar, noun forms, and verb tenses. For
languages: each principle, list co ect and inco ect examples.
learning to • Spend some time reading, writing, or speaking the language every day.
speak, read, • Welcome the o%ortunity to practice speaking in cla!, where you can get i*ediate f,dback.
and write any • Start or join a study group in each of your language cla!es.
language that is • Spend time with people who are already skied in speaking the language.
new to you • Travel to a country where the language is widely spoken.
• Take your language courses back to back to ensure fluency.

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 Celebrate mistakes
T
he title of this article is no
mistake. And, it is not a sug-
gestion that you purposely set
out to make mistakes. Rather, the

PKruger/Shutterstock
goal is to shine a light on mistakes
so that we can examine them and
fix them. Mistakes that are hidden
cannot be corrected and are often
worth celebrating for the following
reasons.
Making mistakes can be evidence that we’re stretching to the limit of
our abilities—growing, risking, and learning.
Mistakes are valuable feed-
back. Mistakes are part of the learn-
ing process. In fact, mistakes are often Celebrating mistakes gets them out into the open. When
more interesting and more instructive we celebrate a mistake, we remind ourselves that the person
than are successes. who made the mistake is not bad—just human. Everyone makes
mistakes. And hiding mistakes takes a lot of energy that could
be channeled into correcting errors. This is not a recommenda-
Mistakes demonstrate that
tion that you purposely set out to make mistakes. Mistakes are
we’re taking risks. People who
not an end in themselves. Rather, their value lies in what we
play it safe make few mistakes.
learn from them. When we make a mistake, we can admit it and
correct it.
Yuri Shirokov/Shutterstock.com

Mistakes happen only when we’re committed to making

things work. Imagine a school where teachers usually come
to class late. Residence halls are never cleaned, and scholarship
checks are always late. The administration is in chronic debt, stu-
dents seldom pay tuition on time, and no one cares. In this school,
the word mistake would have little meaning. Mistakes become ap-
parent only when people are committed to quality.

“F” is for feedback

W
hen some students get an “F” on an interpret “F” as feedback, you can change your thinking
assignment, they interpret that letter and behavior in ways that promote your success. You
as a message: “You are a failure.” That can choose a new learning strategy, or let go of an ex-
interpretation is not accurate. Getting an “F” means cuse about not having the time to study.
only that you failed a test—not that you failed your life.
Getting prompt and meaningful feedback on your per-
From now on, imagine that the letter “F” when used formance is a powerful strategy for learning anything.
as a grade represents another word: feedback. An “F” is Tests are not the only source of feedback. Make a habit
an indication that you didn’t understand the material of asking for feedback from your instructors, advisors,
well enough. It’s a message to do something differently classmates, coworkers, friends, family members, and
before the next test or assignment. If you interpret “F” anyone else who knows you. Just determine what you
as failure, you don’t get to change anything. But if you want to improve and ask, “How am I doing?”

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 masterstudentprofile
following 9/11, a number of managers approached
Bert and John Jacobs Bert Jacobs and said that they weren’t feeling right
about spreading the company’s signature tidings.
Bert Jacobs (1965– ) and John Jacobs (1968– ), whose job Some had lost friends in the attacks. The news was all
titles are “chief executive optimist” and “chief creative about anthrax and terrorism and tips on turning your
optimist,” started their business by selling T-shirts out basement into a bunker. Maybe life wasn’t so good,
of the back of a van. and maybe this was not the message the American
people wanted to hear.

L
“ ife is good” says the T-shirt, the hoodie, the baseball But the company forged ahead, launching its first
cap, and the onesie, to which one might reasonably (wildly successful) nationwide fund-raiser. Jacobs calls
respond in these days of doom and gloom, “Really?” it the pivotal moment in his business life.
When Bert and John Jacobs launched their self-de- “Our company has this fantastic positive energy, and
scribed optimistic apparel company out of a Boston our brand is capable of bringing people together,”
apartment 15 years ago, we were smack in the middle he says. “We know there’s trauma and violence and
of the go-go ’90s, and those three little words—part hardship. Life is good isn’t the land of Willy Wonka.
lifestyle, part mantra, part last ditch effort by a pair of We’re not throw-
struggling T-shirt entrepreneurs to make rent money— ing Frisbees all
seemed to mirror the national mood. day. We live in
Today, not so much. Which oddly enough might makes the real world.
this something of a golden moment for the Life is good But you can
company. look around you
and find good 6
“It is generally people who face the greatest adver- things any

© John Rich Photography

sity who embrace this message the most,” says Bert time.”
Jacobs, whose company Web site features a section
© 2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.

of “inspiring letters that fuel us all to keep spread-

ing good vibes.” The letters include testimonials from
survivors of a grizzly bear attack, a young amputee,
and a soldier stationed in Iraq. “People have a higher
sense and appreciation of the simple things when
they’ve been through something difficult. It’s our job BERT AND JOHN JACOBS . . .
to see the glass half full.”
are positive.
Life is good doesn’t have a demographic, the brothers
like to say, but rather a psychographic: the optimists.
And while one might imagine that their numbers are
YOU . . . can detach from
dwindling at roughly the same rate as their retirement negative thoughts and open
accounts, some observers suggest otherwise.
up to other perspectives.
That’s not to say Life is good is immune to the down-
turn, but in this company’s case it’s all relative.
Source: Joan Anderman, “A Positive Outlook? Apparel Com-
Until last year, the company, whose annual sales pany Says Bad Times Make Its Message More Vital,” The Boston
top $100 million, had never had a year with less than Globe, March 17, 2009, The Boston Globe. All rights reserved.
30 percent growth. In 2008, it grew only 10 percent, Used by permission and protected by the Copyright Laws of
a slowdown that Jacobs notes (in apropos parlance) the United States. The printing, copying, redistribution, or
is “not exactly something you bum out about.” Es- retransmission of this Content without express written per-
mission is prohibited.
pecially since the company hasn’t spent a dime on
advertising. You’re One Click Away...
from learning more about Bert and John Jacobs online at
Life is good was tested once before, not by the com- the Master Student Profiles. You can also visit the Master
pany’s customers, but its employees. In the days Student Hall of Fame to learn about other master students.

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019
 PUT THIS CHAPTER TO

© Istockphoto.com/pagadesign

W RK
Y
ou are not necessarily done with tests, excel professionally when you’re having a blast at
appraisals, or assessments once you graduate. your job.
People in many careers prepare for licensing
SEIZE OPPORTUNITIES TO LEARN COOPERATIVELY.
tests and certification exams. You might even go
Teamwork is often required in the workplace. Almost
back to school for another degree. Use the ideas in
every job is accomplished by the combined efforts of
this chapter to make peace with tests at any stage of
many people. For example, manufacturing a single car
your life.
calls for the contribution of designers, welders, paint-
LET GO OF INTERVIEW ANXIETY. The same techniques ers, electricians, marketing executives, computer pro-
that help you manage text anxiety can also help you grammers, and many others.
approach job interviews with confidence. If you feel Joining study groups now, while you are in school, can
nervous before an interview, experiment with disputing help you expand your learning styles and develop the
your thoughts, praising yourself, accepting the worst skills of a successful team player. Many of those skills
possible outcome, and yelling “stop” when stressful center on outcome-based and action-oriented thinking.
thoughts arise. Also apply strategies for relaxing and During your first meeting, set clear goals to achieve as
dealing with emotions. For more details, review “Let go a group. End each meeting with a clear list of actions to
of test anxiety” on page 191. complete before the next meeting, along with who will
MAKE PERFORMANCE REVIEWS WORK FOR YOU. Like take each action.
tests, performance reviews offer feedback. These usu- NOW CREATE A CAREER CONNECTION OF YOUR OWN.
ally take place in a meeting with your direct supervisor Review this chapter, looking for a suggestion that you
at work. Reviews follow various formats, and organiza- will commit to use while working or looking for a job.
tions have their own systems for rating performance. In a sentence or two, describe exactly what you plan
To get the most from these meetings, focus on answer- to do and the primary benefit you want to gain. For
ing three questions: “What am I doing well? What example: “I will practice noticing my breathing when
could I do better? What skills are most important for things get stressful at work. This will help me slow
me to develop right now?” down and think carefully before I choose what to do
and say next.”
CELEBRATE MISTAKES. Recall a mistake you made at
work and then write about it. In a Discovery State- State your strategy and desired benefit in the space
ment, describe what you did to create a result you below:
didn’t want (“I discovered that I tend to underestimate
the number of hours projects take”). Then write an
Intention Statement describing something you can do
differently in the future (“I intend to keep track of my
actual hours on each project so that I can give more
accurate estimates”).

GO FOR FUN. Finally, see whether you can adapt sug-

gestions from “Have some FUN!” to cultivate enjoy-
ment at work. One benefit of career planning (see
Chapter 12) is finding a job that allows you to follow
your interests—in other words, to have fun. Success-
ful people often eliminate the distinction between
work and play in their lives. You’re more likely to

This material is issued for the course UNIV100 Study Skills - Lecturer Duy Dang (Eastern International University) from 13/05/2019 to 16/06/2019