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It doesn't mean you can't ask for help, or that you are expected to know what to do the whole time. It does mean that you can draw on criteria for your decision-making, like how much reading you should do for a topic; what questions to ask; whether to spend another hour studying before bed.  P  3380___PPT10.:@΂"i (  !   xxY0e0e?Rectangle 2I'g  0 UEnjoying Your Study  H   xY0e0e?Rectangle 3'g 0 |Have a clear idea about why you are studying. What ultimate goal are you trying to achieve by going to university? Try and enjoy your subjects for their intrinsic value. Link material with real life situations Discuss topics with lecturers and fellow students Read around the subject area Distinguish between subjects you find interesting and those which you have to do. Study your least interesting subjects when you are at your peak Interchange between studying boring units and interesting ones Use studying topics you find interesting as a reward for doing some study on a boring topic Getting your goals clear is the important thing!0 PE P8 Pw PS P P2 P0E8wS0  3380___PPT10.:P\" [S;(  !   x Y0e0e?Rectangle 2I'g  0 UTask Oriented Study     xY0e0e?Rectangle 3 `i 0 As with most things in life, the quality of your study is more important than the quantity. Task-oriented study means setting clear tasks and prioritising your work to accomplish certain selected tasks in the time you have available. E.g. Rather than just saying 'I'll spend two hours on Biology this afternoon', you'll achieve more if you say 'I'm going to skim read those three chapters for my class and write up my Biology prac'.. Z=Y  3380___PPT10.=$m" aY A(      xY0e0e?Rectangle 2 `}  0 TFocus on Your Task     x@Y0e0e?Rectangle 3 ` 0 9Be clear about what you need to achieve when you're studying. Some material simply needs to be understood Some just remembered Other material should be understood and remembered Adapt your reading and note-taking accordingly Keep asking these critical questions: What do I know already? What do I need to know? ? P P P& P0 P P?e;&0 : 3380___PPT10.?R"L 0 (      x`Z0e0e?Rectangle 2I'g  0 RManageable Tasks  .   x@Z0e0e?Rectangle 3 `< 0 bPeople tend to put off large tasks because of the sheer size of them. Try and make it a matter of course that you attempt to convert larger tasks into smaller tasks. E.g. Break an assignment down into planning, research, writing the body, writing the intro & conclusion, writing the final draft & proof reading. After you've completed a sizeable task, it's a good idea to reward yourself. You could: watch a program on TV ring a friend listen to some music, etc.dF Z ZY Z? ZFY?  3380___PPT10.?"m @$(  $# $  xZ0e0e?Rectangle 2I'g  0 WRealistic Time Frames  J $  xy0e0e?Rectangle 3'g 0 ~You need to develop a realistic sense of what can be achieved in a specific amount of time. Take note of how long it takes you to do typical tasks: reading through lecture notes looking for books in the library reading a ten page journal article drafting a 1,500 word assignment proof-reading a 3,000 word essay. Don't waste your energy trying to force a task into an unrealistic amount of time. You will only stress yourself out. With practice you will be able to judge the time you need to get specific things done.H P P P  3380___PPT10.>" P((  (% (  x0e0e?Rectangle 2 `}  0 YUseful Chunks of Time  l (  x@0e0e?Rectangle 3M ` 0 Do not expect that each subject will require equal time. You will need to spend more time on subjects that you find difficult This includes asking for help from tutors and academic mentors Most people find that fifty minutes to an hour is the longest they can concentrate fruitfully without stopping. So, when you find your concentration failing and your attention wandering& Take a break! Get a drink, do some yoga, check your mailbox, etc. It's a good idea to stand up, stretch and move around. It's best to keep your hourly break to no more than ten minutes. That way maximum efficiency is maintained. 9 Z Zq ZY Z4 Z Z Z9qY4   a 3380___PPT10.@`՚" "`,(  ,$ ,  x`0e0e?Rectangle 2 `}  0 XWeekly Study Timetable   ,  x0e0e?Rectangle 3 ` 0 jYou can use a study timetable to fit in study, work and leisure activities around your weekly classes. It is up to you how rigidly you allot the remaining hours from week to week. The danger is that you may set impossibly high standards for yourself so that the whole system collapses. However, it is always better to have some system rather than none at all!:k Z*- k 3380___PPT10.Bp;" p0(  0  0  x0e0e?Rectangle 2 `}  0 >    0  x0e0e?Rectangle 3 ` 0 >  z 0 RA??Picture 4xq 3380___PPT10.B?" ( 4(  4  4  x0e0e?Rectangle 2 `}  0 TMonitor Yourself   4  x0e0e?Rectangle 3M `i 0 You will need to make some changes if you find that you are falling behind in one subject or getting confused by studying two subjects close together. If you are not a morning person you'll soon find that scheduling intellectually demanding work first thing in the morning when you are only half awake doesn't work for you. Adjust your weekly timetable to suit your own patterns. . ZH7  3380___PPT10.B`]" vn8V(  8 8  xຊ0e0e?Rectangle 4'gz   0 RAcademic Reading   3380___PPT10.`p" LD<,(  <" <  x0e0e?Rectangle 2I'g  0 VPurpose and Strategy   <  x 0e0e?Rectangle 3 ` 0 TThink about why you are reading a text What information are you trying to obtain from it? Data, evidence, an opinion? Our purpose determines our strategies. The way you deal with a text depends upon your knowledge about such texts and you can decide which order to read the contents in. Academic articles and books do not need to be read word by word, nor do we necessarily need to start at the beginning! You only need to read the parts that are important to your purpose! E.g. One chapter of a book, or the  discussion section of a journal article.|' ZP Z Z  Z'PxDN + 3380___PPT10.`l"- @m(  @ @  x@0e0e?Rectangle 2I'g  0 QSelecting Texts   @  x`0e0e?Rectangle 3q< 0 D*A number of features in texts can be used to determine the suitability of a text, and to decide how we might use it. To get an idea of the text's main theme: examine the title, chapter, and/or section headings and sub-headings, and try to predict the kinds of issues the text might deal with scan the contents pages and index to see if the issues that concern you are discussed, and if so, whether extensively or only briefly skim through the introduction and perhaps the conclusion looking specifically for statements about the main issues dealt with by the text look at graphs, diagrams, and tables scan summaries at the end of chapters or sections Know what your faculty considers to be appropriate resources. For many you are only allowed to use peer-reviewed scholarly journal articles and/or books.  P PA P] P P.@Z + 3380___PPT10.a`" D(  D D  x0e0e?Rectangle 2 `}  0 JSkimming    D  xy0e0e?Rectangle 3 0 TSometimes you need to get the general idea (or "gist") of a text. The way to do this is not by reading every word. Try reading quickly through the: table of contents, preface the index the chapter headings. You can then read the first and last paragraphs, and perhaps the first sentence of each of the other paragraphs. When dealing with journal articles, the most important sections are the  Introduction and  Discussion . Quickly reading these sections will give you most of the important information that the article is trying to convey.X ZA Z ZQ ZAS + 3380___PPT10.b-"  H(  H H  xy0e0e?Rectangle 2I'g  0 JScanning    H  xy0e0e?Rectangle 3 ` 0 FYou skim read material to get the general picture. You scan when looking for specific information. You may need to find specific details on a topic for an assignment or a task that your lecturer has set. There is little point in skimming a whole book for this purpose. You should scan the text for words related to the topic. You can run your eyes down the page looking for these expressions in chapter headings or sub-headings, or in the text itself. Once you have identified a key word, read the sentence or paragraph that contains it to see if it has useful information.^ Z< Z{ Z8T<{ G 3380___PPT10.bP"h L(  L L  x`g0e0e?Rectangle 2I'g  0 RDetailed Reading  J L  x y0e0e?Rectangle 3 `i 0 ~To make sense of a text it is important not only to understand what is being said, but why it is being said. That is, we need to understand not only what the text is saying, but also what the text is doing. (Another way of looking at this is to say "what the author is saying/doing".) If the text you are reading is a photocopy or your own book, take full advantage by underlining or highlighting and using the margins for your own comments or questions. Otherwise, take notes. Notes are important so that you can find information later on.2 P? P?  3380___PPT10.ci" f^PF(  P P  x@Š0e0e?Rectangle 2 `}  0 P Taking Notes    P  x`Ê0e0e?Rectangle 3Mq 0 Here are some suggestions for developing your own note taking system: Begin a filing system using one or more loose-leaf sheets, cards, or a computer file for each book or article read. Record full bibliographic information at the top of each page, card, or computer file. Record a page number for each note taken. Differentiate quotations, paraphrases, and own comments. Use abbreviations, symbols, etc. to compress notes as much as possible. There is obviously no one sure-fire way of taking good notes. It is important, though, as with reading, to understand your objectives. Having a clear purpose for taking notes will help you to take the appropriate action.TF Zw Z ZFw  3380___PPT10.c@" T(  T- T  xĊ0e0e?Rectangle 2'g  0 aOvercoming Reading Problems ( k T  xŊ0e0e?Rectangle 3D< 0 I can't maintain concentration: Make sure your desk is away from distractions and that your study area is well lit, not too hot and not too cold. Create a graphic outline or mind-map of particularly difficult texts using their headings and sub-headings so you can see where the reading is going. I can't get motivated: Divide your work into manageable chunks. Make sure you have your purposes for reading clear in your mind. Give yourself a small reward when you finish. I'm not happy with my reading comprehension or speed of reading: Read in chunks - avoid the temptation to read every word. Try to consciously increase reading speed when reading newspaper articles or other non-academic texts. Ask yourself questions about what you've just read after you've finished to test and improve your understanding. My eyes keep wandering back over the page: If the reading material is particularly difficult, returning to earlier material is sometimes not a bad idea. Tell yourself you will finish this chapter by a certain (realistic) time. Otherwise, try to force yourself to keep moving. You can try reciting the main ideas at the end of the chapter if you want to check understanding.   P  P P PB P P, PL P  B,  L  3380___PPT10.d" vnXV(  X X  xƊ0e0e?Rectangle 4'g  0 RAcademic Writing   3380___PPT10.d0Fv" bZ \B(  \% \  xNJ0e0e?Rectangle 2I9  0 YWhy Do We Write Essays?   \  x`Ɋ0e0e?Rectangle 3MD 0 oBy setting essays as an important mode of assessment, universities are not simply aiming to assess the ability of students to understand and recall information. Essay tasks are intended to assess your ability to: analyse concepts and arguments synthesise ideas and evidence drawn from different sources construct consistent and well-supported arguments discuss an issue in a balanced way evaluate the ideas and arguments of others make judgements and express informed opinion. Lecturers often complain that students tend to write essays which demonstrate lower level thinking skills, whereas what they are seeking is evidence of more complex thought. It is important that your essays do not simply describe or reproduce key facts, or only outline the perspectives of various writers, but that they go beyond that, introducing elements of analysis, synthesis and evaluation.t P  P P t:: p 3380___PPT10.e[__"2 0`r(  ` `  x ʊ0e0e?Rectangle 2 `}  0 O Essay Writing   `  xˊ0e0e?Rectangle 3 ` 0 KWriting an essay should be done in the following order: Analyse/interpret topic Develop a provisional plan Conduct research Develop a final plan Write rough draft(s) Write good draft Submit ^8 Z Z Z Z8  3380___PPT10.f{R" \T@d<(  d$ d  x`̊0e0e?Rectangle 2 `}  0 XAnalysing Essay Topics   d  x͊0e0e?Rectangle 3Mi 0 Note any words of direction These might include: discuss, discuss critically, discuss the importance of, assess, justify, evaluate, analyse. Understand the essay question Make sure you know the precise meaning of every word in the essay question. Think about the different parts of the question Decide how many parts the question has. List the areas you will probably have to research. It may help to write yourself a brief task description. Freethinking On some topics you already have some general knowledge. To develop your own viewpoint, try to step outside your familiar cultural assumptions and values. If you are having difficulty getting started, brainstorm the topic by thinking about it as broadly as you can and jot down what comes to mind.  Ps P PM P1 P P P P PsM1        3380___PPT10.g3<"D Ph(  h( h  xϊ0e0e?Rectangle 2I'g  0 \Develop a Provisional Plan   h  x`@0e0e?Rectangle 3 `i 0 PBefore you read too much (or if possible, before you read anything), it is a good idea to do as much thinking and planning around the topic as you can. The benefit of this approach is that right from the start you can begin to get a sense of the shape your essay will take. It also means you can be more strategic in your reading, allowing you to search for specific reading materials rather than collecting a mass of material that may ultimately have limited relevance to your work. A provisional plan may include elements such as: Tentative answers to the questions you asked of the essay topic Possible implications of your answers to those questions An evaluation of your tentative answers and implications Areas of potential research interest 2 P P  3380___PPT10.g " `l(  l l  x@0e0e?Rectangle 2 `}  0 M Researching   j l  x@0e0e?Rectangle 3M ` 0 Once you have developed a plan, you will have some idea of the types of readings you are looking for. You should always begin with texts included on any reading lists provided in the course. Also check these text s reference list for other texts that may prove useful When you have read these (using the skimming and scanning techniques learnt previously) you can begin searching library catalogues and databases. If a title/blurb/abstract does not contain keywords that you are looking for or you do not understand what it says, discard it. Remember to take notes as you read! Make sure you know what your Lecturer considers appropriate resources.^ ZM Z} ZM m  3380___PPT10.i_om" pp(  p p  x@0e0e?Rectangle 2'g  0 PThe Final Plan  s p  x@0e0e?Rectangle 3 0 wThis is the basic outline your essay will follow and is based on points discovered in your research. Your final plan should look something like this: Introduction (contains main contention) Main point 1 Supporting evidence Main point 2 Supporting evidence Main point 3 Supporting evidence Conclusion You will find that the flow of words will come more easily if you know in advance how the different parts of the essay are likely to hang together. The more detailed your plan, the easier it will be to write the essay. With a really detailed plan, writing your essay is essentially just converting dot points into proper sentences. P5 P P  P P  P P  P Pq P5      q x 3380___PPT10.`J7"  6 . t (  t t  x@@0e0e?Rectangle 2I'g  0 JDrafting    t  x @0e0e?Rectangle 3 0 HCommit yourself to an introduction as early as possible. It should outline to the reader: the structure of the essay your main argument Your draft introduction will provide an initial anchor for the rest of the piece, even if later you find that you need to modify it. Make sure each main point is structured coherently and has supporting evidence from your research (don t forget to reference!). The conclusion is not just to sum up what has been said. It can also contain: A discussion of why it is difficult to arrive at a definitive answer to the question posed Other questions that could be considered in a subsequent essay A prediction about what will happen to the phenomenon under investigation A good essay should present a clear flow of ideas, especially from one paragraph to the next.~[ P/ PU P P^ P[/U^ % 3380___PPT10.ð /" x(  x x  x@@0e0e?Rectangle 2I'g  0 M Referencing   | x  x@0e0e?Rectangle 3 0 In academic writing, your ideas and claims must be supported by evidence and argument, and the sources of all ideas and data must be acknowledged. If you don t, you will have committed plagiarism. Which is illegal! You need to provide references to: data statistics tables direct quotes the opinions and ideas of other researchers Different disciplines have developed different referencing conventions. It is always a good idea to check with your lecturer about conventions in a particular subject Go to http://www.lib.monash.edu/tutorials/citing/ for a guide to different referencing systems ZE Z# ZQ ZH Z ZE#QH  +.& 3380___PPT10.ŰP&" >6|(  |* |  x@0e0e?Rectangle 2 `}  0 ^Writing Effective Paragraphs   |  x@0e0e?Rectangle 3z ` 0 0An important key to good essay writing is effective paragraphing. Basically, when you start a new idea, you should start a new paragraph. A paragraph generally consists of 3 parts: topic sentence, not just mentioning the topic but presenting the controlling idea (what you are saying about the topic) supporting sentences concluding sentence ('clincher') Paragraph length  not too long and not too short!B PI P, P P4 PBI,3  3380___PPT10.ǰ"G  (     x@0e0e?Rectangle 2'g  0 SStyle and Clarity  (   x@@0e0e?Rectangle 3 0 \bWhat does style and clarity in academic writing involve? precise use of formal language impersonal style clearly constructed sentences care with abbreviations and acronyms logical and systematic development of ideas In academic writing we use formal language, avoiding the use of slang and colloquial language. E.g. Use  consider rather than  look at Academic writing aims to be objective in its expression of ideas. Therefore specific reference to personal opinions, or to yourself as the performer of actions, is usually avoided. 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    On-screen Show (4:3)  $ArialCalibriSymbolDefault DesignStudy Skills Seminar Study Skills What is an independent learner?Enjoying Your StudyTask Oriented StudyFocus on Your TaskManageable TasksRealistic Time FramesUseful Chunks of TimeWeekly Study Timetable Slide 11Monitor YourselfAcademic ReadingPurpose and StrategySelecting Texts Skimming ScanningDetailed Reading Taking NotesOvercoming Reading ProblemsAcademic WritingWhy Do We Write Essays?Essay WritingAnalysing Essay TopicsDevelop a Provisional Plan ResearchingThe Final Plan Drafting ReferencingWriting Effective ParagraphsStyle and ClarityGood Studying!  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