College Admission Essays
Tips and Techniques when writing your Personal Statement …
Start early.
Allow time for reflection, thoughtful preparation, and revision.
Read and follow directions carefully. Stay within the word-count limit or page limit if given. Be
concise. Be honest.
Choose a suggested topic or topics.
Look critically at the information in your application: your grades, awards, activities and work
experience, family and income. Anticipate questions an admissions evaluator will have after
reading your application. The personal statement is your opportunity to answer those questions.
Write in a natural style.
Present your information and ideas in a focused, thoughtful and meaningful manner. Support
ideas with specific examples. A personal statement that is simply a list of qualities or
accomplishments is usually not persuasive. Be honest. Write vividly.
Proofread.
In addition to checking your spelling, be sure your grammar is correct and your essays read
smoothly.
Solicit Feedback.
Your personal statement should reflect your own ideas and be written by you alone, but others –
family and teachers – can offer valuable suggestions.
Characteristics of outstanding essays:
Individuality, cohesion and accuracy.
Don’t make these mistakes:
Plagiarism – don’t plagiarize from sources in print or online, and don’t use anyone’s published
words but your own.
Being too obscure in referring to awards or activities – be specific!
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CORRECTION SYMBOLS
1. s  subject error
2. v  verb error
3. ro  run-on sentence.
4. cs  comma splice.
5. frag  sentence fragment.
6. mw  word is missing.
7. ww  wrong word.
8. sp  spelling error
9. sg  singular
10. pl  plural
11. red  redundant (unnecessary word)
12. inf  infinitive error (to + root form of verb)
13. com  comma error
14. p  period error
15. cap  capital letter error
16. nc  not clear
17. art  article error (a, an, the)
18. pt  past / present tense
19.
 switch words around
20. wc  word choice
21. uc  unclear
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How to Keep Calm During Tests
1. PREPARE WELL IN ADVANCE. Keep up day to day, if you can; but don’t judge yourself
harshly if you don’t. Avoid last-minute cramming. Don’t go without sleep the night before
(though 4 or 5 hours may be enough). Stop studying an hour or so before the test and
relax and compose yourself.
2. KNOW TIME AND PLACE of the test and what you need to bring. Be on time, neither too
early nor too late, with blue books or supplies. Don’t rush.
3. DON’T TALK ABOUT THE TEST with classmates immediately beforehand, if you know it
raises your anxiety level. To do so may nourish group paranoia.
4. Read over the test and PLAN YOUR APPROACH. Ascertain point values per part, time
limits for each section, which question you’ll start with, etc.
5. Don’t hesitate to ASK FOR CLARIFICATION from the professor, teaching assistant, or
proctor if you have questions about directions, procedure, etc., rather than letting anxiety
build up because you aren’t sure about what you are expected to do.
6. DEVELOP AN AGGRESSIVE, YET REALISTIC ATTITUDE. Approach the test
vigorously determined that you will do your best; but also accept the limits of what you
know at the moment. Use everything you know to do well; but don’t blame yourself for
what you don’t know.
7. ACTIVITY REDUCES ANXIETY. If you go blank and can’t think of an anything to write, go
on to another question or another part of the test. On an essay, jot down anything you can
recall on scratch paper to stimulate your memory and get your mind working.
8. RELAX YOURSELF PHYSICALLY during the test, if you notice that you are not thinking
well or are tight. Pause, lay your test aside, and take several slow, deep breaths.
Concentrate on your breathing. Do this if you notice that you are worrying excessively
about one problem, not reading carefully, forgetting information you know.
9. PAY ATTENTION TO THE TEST, not to yourself or others. Don’t waste time worrying,
doubting yourself, wondering how other people are doing, blaming yourself, etc. Don’t
worry about what you should have done; pay attention to what you can do now.
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How to Listen Better
“The classroom is the place to learn, and the classroom is the place to listen.”
-William H. Armstrong
Listening is one of the most important skill you can develop to do better in
school
 It is the second most difficult skill. Reading is the most difficult.
 Form a good habit — good listening in class!
 Concentrate on what is going on in class — do not daydream.
 You cannot listen of you are talking!
Before class- think about what the class is going to be about.
 What were the main points covered in the last class?
 Review what you assignment was for the class.
During class – relate what you have already learned to what is being taught
 Did your homework have anything to do with the subject being taught during
this class?
 Did your reading have anything to do with the subject?
 Does your general knowledge provide any information about the subject
being taught?
 What comes to mind during the instruction?
 Concentrate on the subject being taught.
 Take notes on the main points.
After class, review your notes and think about what was covered in class.
 Some people like to rewrite their notes.
 Some people find it useful to highlight or underline important ideas and or
vocabulary.
 If you have a choice, try to sit near the front of the class — you can usually
listen better if you are in the front.
Learning to listen – more details




Good listening means that you are paying attention.
Try to hear what is said, not what you want to hear,
Think “around” the topic and “between the lines”
Relate it to what you already know.
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



What is the main point?
What is likely to be on the test?
What is the teacher going to say next?
Listen carefully to what the teacher says about an assignment and write it
down in your assignment notebook right away.
Listen for these essential phrases from the teacher:
 “This is important … “
 “It is essential that you know this … ”
 “You will need to know this for the test … ”
Do not confuse listening with hearing.
 You can hear something but not be listening: “In one ear and out the other.”
 To listen you must be thinking.
 Listening is an active, not passive activity.
See our other skills resources at www.how-to-study-.com and don’t forget to check
out the study skill programs at www.mangrum-strichart.com
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KEY WORDS for Essay Questions
The following words are commonly found in essay test questions. Understanding them is essential to
success of these kinds of questions. Study this sheet thoroughly and with time you will know these terms
fluently.
Analyze - Break into separate parts and discuss, examine, or interpret each other.
Compare - Examine two or more things. Identify similarities and differences. Comparisons generally ask
for similarities more than differences.
Contrast - Show differences. Set in opposition.
Criticize - Make judgments. Evaluate comparative worth. Criticism often involves analysis.
Define - Give the meaning; usually a meaning specific to the course or subject. Determine the precise
limits of the term to be defined. Explain the exact meaning. Definitions are usually short.
Describe - Give a detailed account. Make a picture with words. List characteristics, qualities, and parts.
Discuss - Consider and debate or argue the pros and cons of an issue. Write about any conflict. Compare
and contrast.
Enumerate - List several ideas, aspects, events, things, qualities, reasons, etc.
Evaluate - Give your opinion or cite the opinion of an expert. Include evidence to support the evaluation.
Illustrate - Give concrete examples. Explain clearly by using comparisons or examples.
Interpret - Comment upon, give examples, and describe relationships. Explain the meaning. Describe,
then evaluate.
Outline - Describe main ideas, characteristics, or events. (Does not necessarily mean “write a Roman
numeral / letter outline.”)
Prove - Support with facts (especially facts presented in class or in the text).
State - Explain precisely.
Summarize - Give a brief, condensed account. Include conclusions. Avoid unnecessary details.
Trace - Show the order of events or progress of a subject or event.
Becoming a Master Student, Copyright , 1985 by David B. Ellis
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U.S. Customary and Metric Units of Measure
Length:
12 inches (in.)
3 feet
36 inches
=
=
=
1 foot (ft)
1 yard (yd)
1 yard (yd)
=
=
1 pound (lb)
1 ton
=
=
=
=
1 cup ©
1 pint (pt)
1 quart (qt)
1 gallon (gal)
Weight:
16 ounces (oz)
2000 pounds
Capacity:
8 fluid ounces
2 cups
2 pints
4 quarts
Metric Prefixes:
KiloHectoDeca-
=
=
=
1000
100
10
Deci
Centi
Milli
=
=
=
.1
.01
.001
Units of Measure:
Meter
Gram
Liter
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=
=
=
basic unit of length
basic unit of weight
basic unit of volume
Memory Techniques
1. Memorize from General to Specific
 Study the big picture, then learn the details
2. Cramming does not work
 Cramming for an exam only commits the information to short term memory
 You will forget what you never really learned
3. Four Basic Reasons why we forget pieces of information
 Don’t use the information
 Confuse it with other information
 Decide the information does not match what you already believe
 Never really learned the information in the first place
4. Keys to Remember
 Be interested – pay attention, consciously choose to remember
 Visualize – picture in your mind what you wish to remember
 Relate – form associations between the new ideas and information you wish to
remember and information ideas, person, things, etc. THAT YOU ALREADY KNOW
 Repeat – even though something is initially learned it will more than likely be forgotten
if not over learned. Be sure to repeat in your own words and at least 5-7 times.
TECHNIQUES
-
Fill in the blanks: Make your own flash cards by writing “fill in the blank” statements on the
front of the index card and answers on the back. Do the same with recorded questions –
pause for answers, and then record the answer.
-
Seven The Magic Number: Repeat difficult information seven times a day for seven days. Or
create seven index cards with word or fact written on it. Tape the cards in places you frequent.
After two weeks you will subliminally absorb the information.
-
Reveal: During review cover up the text below headings and try to remember what’s next. This
method works well with your notes, outlines and study charts, graphs, formulas, etc.
-
Key Ideas – Highlight then in your textbooks and outlines; give extra attention to work or
phrases in bold. Make up acronyms or mnemonics to recall (i.e. Please Excuse My Dear Aunt
Sally = Parenthesis first, then exponents, then multiplication, division, addition and subtraction).
-
Mapping – Make a mental map of your note, outlines, charts, etc. and where facts are located
on them in relation to other topics. These images (fact maps) and their data can often be
recalled during tests.
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MLA – Style Citation
(For Books, Articles, and Electronic Documents)
There are several different styles for use in documenting the sources you use in writing a
research paper. Check with your instructor to be sure that the style you are using is
acceptable. The following is from the MLA Handbook for Writers of Research Papers, 6th
edition. To document other types of sources, consult the
Handbook (Ref. LB 2369 .G53 2003).
In MLA documentation style, you acknowledge your sources by keying brief parenthetical
citations in your text to an alphabetical list of works that appears at the end of the paper. The
parenthetical citation that concludes the following sentence is typical of MLA style.
Ancient writers attributed the invention of the monochord to Pythagoras, who lived in the sixth
century BC (Marcuse 197).
The citation “(Marcuse 197)” tells readers that the information in the sentence was derived
from page 197 of a work by an author named Marcuse. If readers want more information
about this source, they can turn to the works-cited list, where, under the name Marcuse, they
would find the following information.
Marcuse, Sibyl. A Survey of Musical Instruments. New York: Harper, 1975.
If more than one work by an author is in the list of works cited, a shortened version of the title
is given: “(Marcuse, Survey 197).”
Book by a Single Author
Author’s Last name, First name (if any). Title of the Book. City of publication: Publisher, Year.
Wilson, Frank R. The Hand: How Its Use Shapes the Brain, Language, and Human Culture.
New York: Pantheon, 1998.
Book by Two or More Authors
Author’s Last name, First name, and Author’s First name Last name. Title of Book. City of
publication: Publisher, Year.
Eggins, Suzanne and Diane Slade. Analyzing Casual Conversation. London: Cassell, 1997.
Article in an Encyclopedia or Dictionary
Last name, First name (if any). “Title of Article or Entry.” Title of Encyclopedia or Dictionary.
Edition. Year.
Mohanty, Jitendra M. “Indian Philosophy.” The New Encyclopedia or Britannica:
Macropaedia. 15th ed. 1987.
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Article in a Reference Book
Last name, First name (if any). “Title of Article or Entry.” Title of Reference Book.
Name of Editor (if any). Edition. Number of volumes. City of publication: Publisher, Year.
Allen, Anita L. “Privacy in Health Care.” Encyclopedia of Bioethics. Ed. Warren T.
Reich. Rev. ed. 5 vols. New York: Macmillan-Simon, 1995.
Article in a Scholarly Journal
Author’s Last name, First name. “Title of Article.” Title of Journal Volume #.Issue #
(Year): Page numbers.
Hallin, Daniel C. “Sound Bite News: Television Coverage of Elections, 1968-1998.”
Journal of Communication 42.2 (1992): 5-24.
Article in a Magazine (Monthly/Bimonthly/Quarterly)
Author’s Last name, First name. “Title of Article.” Title of Magazine Month Year: Page
numbers.
Csikszentmihalyi, Mihaly. “The Creative Personality.” Psychology Today July-Aug. 1996: 36-40.
Article in a Magazine (Weekly/Biweekly)
Author’s Last name, First name. “Title of Article.” Title of Magazine Day Month Year: Page
numbers.
Mehta, Pratap Bhanu. “Exploding Myths.” New Republic 6 June 1998: 17-19.
Article in a Newspaper
Author’s Last name, First name. “Title of Article.” Name of Newspaper Day Month Year,
Edition: Page number.
Trachtenberg, Jeffrey A. “What’s in a Movie Soundtrack? Catchy Tune and Big Business.” Wall
Street Journal 1 Apr. 1994, eastern ed.: B1+.
Publication from an Online Service (Database)
Author’s Last name, First name (if any). Publication information for the printed source (article,
book, etc.). Title of the Database. Name of Service. Library, City. Date of Access <Internet
address>.
Kidd, Rocky. “Four Spiritual Laws .” Sojourners July 1999: 53. Expanded Academic ASAP.
InfoTrac.
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Evergreen
Valley
Coll.
Lib.,
San
Jose.
web3.infotrac.galegroup.com.library.sjeccd.org/>.
14
Oct.
1999
<
http://0-
Web Site (Online Scholarly Project or Information Database)
Title of Project or Database. Name of Editor (if any). Date of last update. Name of Sponsoring
Organization (if any). Date of access <Internet address>.
Victorian Women Writers Project. Ed. Perry Willet. June 1998. Indiana U. 26 June 1998
<http://www.indiana.edu/~letrs/vwwp/>.
Article from an Independent Online Magazine/Scholarly Journal Web Site
Information for journal/magazine article. Database name (if any). Date of Access <Internet
Address>.
Chan, Evans. “Postmodernism and Hong Kong Cinema.” Postmodern Culture. 10.3 (2000).
Project Muse.
20 May 2002 <http://muse.jhu.edu/journals/pmc/v010/10.3chan.html>.
Brooks, David. “The Culture of Martyrdom.” Atlantic Online. June 2002.
24 Sept. 2002 <http://theatlantic.com/issues/2002/06/brooks.htm>.
Web Site (Professional or Personal)
Author’s Last name, First name (if any). Title of the Site or Home Page (in the case of a
personal page).
Date of last update. Name of Sponsoring Organization (if any). Date of access <Internet
address>.
Dawe,
James.
Jane
Austen
Page.
<http://nyquist.ee.ualberta.ca/~dawe/austen.html>.
15
Sept.
1998.
Web Site (Online Scholarly Project of Information Database)
Title of Project or Database. Name of Editor (if any). Date of last update. Name of Sponsoring
Organization (if any).
Date of access <Internet address>.
Victorian Women Writers Project. ED. Perry Willet. June 1998. Indiana U.
26 June 1998 <http://www.indiana.edu/~letrs/vwwp/>.
Publication from a CD-ROM
Author’s Last name, First name (if any). Publication information for the printed source (article,
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book, etc.). Title of the Database. CD-ROM. Name of Vendor (if known). Publication Date (if
known).
Coates, Steve. “Et Tu, Cybernetica Machina User?” New York Times 28 Oct. 1996, late ed.:
D4.
New York Times Ondisc. CD-ROM. UMI-Proquest. Feb. 1998.
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Outline and Essay Worksheet
Topic: _________________________________________________________________________
Thesis:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Topic Sentence 1:
______________________________________________________________________________
______________________________________________________________________________
Example: _______________________________________________________________
Example: _______________________________________________________________
Topic Sentence 2:
______________________________________________________________________________
______________________________________________________________________________
Example: _______________________________________________________________
Example: _______________________________________________________________
Topic Sentence 3:
______________________________________________________________________________
______________________________________________________________________________
Example: _______________________________________________________________
Example: _______________________________________________________________
Conclusion:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Outline and Essay Worksheet
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Essay Development*
Introductory Paragraph
The introduction attracts the readers’ interest.
The thesis sentence states the main idea
advanced in the paper.
The plan of development is a list of the points that
support the thesis. The points are presented in the
order in which they will be developed in the paper.
Introduction
Thesis sentence
Plan of development:
Points 1, 2, 3
First Supporting Paragraph
Topic sentence (point 1)
Specific evidence
The topic sentence advances the first supporting
point for the thesis, and the specific evidence in the
rest of the paragraph develops that first point.
Second Supporting Paragraph
Topic sentence (point 2)
Specific evidence
The topic sentence advances the second supporting
point for the thesis, and the specific evidence in the
rest of the paragraph develops that second point.
Third Supporting Paragraph
Topic sentence (point 3)
Specific evidence
The topic sentence advances the third supporting
point for the thesis, and the specific evidence in the
rest of the paragraph develops that third point.
Concluding Paragraph
Summary, conclusion, or both
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A summary is a brief restatement of the thesis and
its main points. A conclusion is a final thought or
two stemming from the subject of the paper.
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*from English Skills, 4th Ed. by John Langan
Parts of Speech
NOUN:
Name of a person, place, or thing
Examples: Disney, California, boat, school
Ask: Who? What?
N
N
N
Bill threw the ball to the boy.
PRONOUN:
Takes the place of nouns
Examples: he, that, it
Ask: Who?
Subject pronouns
I
we
you
you
he, she,
they
it
Object pronouns (Hint: Think, give it to __?)
me
you
him, her
it
us
you
them
VERB:
Action verbs
Examples: throw, drive, eat, love, work, jump
Or
Intransitive verb (no action; state of being)
Examples: is, are, was, were, am, be
Parts of the verb “to be”
Ask: did what?
N
V
N
The men worked for eight hours.
V
She was here.
ADJECTIVE:
Modify the noun
Examples: red, old, fancy
Ask: what kind?
ADJ N
V
ADJ ADJ N
The taxi driver prefers to drive sleek, black limousines.
ADVERB:
Modify the verb
Examples: hastily, very, surely
Ask: How?
V
ADV
She plays the piano well.
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CONJUNCTION:
Word that connects words, phrases, clauses
Examples: and, or, but
PREPOSITION:
Word used to introduce a phrase; that shows relationships such as:
Place or position
on, in, by under,
beside, against, up,
over, across, from, to
at, between, among,
above, below.
Direction
in, out, toward.
Time
For, since,
during, until,
at, by, in, on.
Others
with, of, as,
by, for
ARTICLE:
Used to show one: “a, an, the”
A – before words beginning with consonant sound
The – when referring to a particular one
An – before words beginning with vowel sound
INTERJECTION:
Word used to show sudden feelings.
Examples: Ouch! Help! Hurrah!
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Preparing to Study:
A Good Study Place
You need a good study place to be prepared to study. You should be able to answer YES to all of the
following questions.
1. Is my Study Place available to me whenever I need it?
Your Study Place does you little good if you cannot use it when you need it. If you are using a
Study Place that you must share with others for any reason, work out a schedule so that you
know when you can use it.
2. Is my Study Place free from interruptions?
It is important to have uninterrupted study time. You may have to hang a DO NOT DISTURB
sign on the door or take the phone off of the hook.
3. Is my Study Place free from distractions?
Research show that most students study best in a quiet environment. If you find that playing a
stereo or TV improves you mood, keep the volume low.
4. Does my Study Place contain all of the material I need?
Be sue your Study Place includes reference sources and supplies such as pens, pencils,
paper, ruler, calculator, and whatever else you might need. If you use a computer for you
schoolwork, it should be in your Study Place.
5. Does my Study Place contain a large enough desk or table?
While working on an assignment or studying for a test, use a desk or table that is large enough
to hold everything you need. Allow enough room for writing and try to avoid clutter.
6. Does my Study Place have enough storage space?
You need enough room to store your study materials. Be sure you have enough storage to
allow you to keep your desktop or other work surface clear of unnecessary materials that can
get in the way.
7. Does my Study Place have a comfortable chair?
A chair that is not comfortable can cause discomfort or pain that will interfere with your
studying. A chair that is too comfortable will make you sleepy. Select a chair in which you can
sit for long periods of time while maintaining your attention.
8. Does my Study Place have enough light?
The amount of light you need depends on what you are doing. The important thing is that you
can clearly see what you need to see without any strain or discomfort.
9. Does my Study Place have a comfortable temperature?
If your Study Place is too warm, you might become sleepy. If it is too cold, your thinking may
slow down or become unclear. Select a temperature at which your mind and body function
best.
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Proofreading Tools for Final Draft
Read slowly. Do not read for understanding. At this point, you will
not be changing the ideas you are trying to express. You are simply trying
to find small errors. If you read too fast and get wrapped up in your ideas,
you may overlook some mistakes. To slow yourself down, try using a
blank piece of paper to cover up everything except the line you are
reading.
Try reading your paper aloud. Sometimes you will hear errors
you may not see. This is the primary method peer tutors use, and it works
just as well for writers in private. Readers typically read aloud at a rate at
least 50% slower than when reading silently.
Read for one type of error at a time. Keep a list of your usual
errors and proofread for each of these separately - - for example, for
subject/verb agreement, sexist pronoun usage, forgetting commas, run-on
sentences, etc.
When you are proofreading for spelling or
typographical errors, try reading each line backwards.
This way you cannot become absorbed in what the paper is saying.
When you proofread at home, break your time up into
short periods. It is difficult to proofread efficiently over long periods
because, after awhile, you will lose your ability to concentrate.
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PUNCTUATION REVIEW
APOSTROPHE ‘
shows possession or ownership. Also indicates where a letter or number has been left out (as in a contraction).
Examples:
Possession: Susan’s new shoes greatly impressed the other women at her sister’s wedding.
Contraction: Bill didn’t realize that you can’t always buy items on sale.
BRACKETS [ ]
Used to show words in a quote that weren’t the speaker or writer’s original words. Can be used to make a comment on the text, to correct an error, or to fill in a missing or
changed word.
Examples:
Editorial comment: “I never overstay my welcome [this was not true] because I’m so sensitive to my host’s needs.”
Fill in a changed word: “The geese reach Miami Beach three days after [they] leave Cleveland.”
COLON :
Used before the part of a sentence that explains what has just been stated. Also used before a long quotation or a list.
Examples:
Explain what has been said: Marlon never asked to be Student Body President: his friends voted him in while he was away on vacation.
List: Mai read three kinds of books during summer break: mysteries, romances, and histories.
COMMA ,
Indicates a pause in a sentence. Used after introductory phrase, to set apart nonessential clauses, and to set apart the items in a series or list. Also used to set off the parts
of a compound sentence and to help clarify a sentence when there is a possibility for confusion.
Examples:
Introductory phrase: After the movie ended, we were too frightened to do anything but run home.
Nonessential clause: The mushroom spaghetti, which the restaurant only serves on Mondays, is my all time favorite.
Series or list: Barbara packed a flashlight, an extra swimsuit, and a month’s supply of jelly beans.
Compound sentence: Raul knew he couldn’t finish his essay by Tuesday, and his mom wouldn’t let him stay home.
DASH -
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Emphasizes words or phrases. Used to summarize an idea. Also used to signal a change or a break in thought.
Examples:
Summarize: Snakes, slugs, worms – the child tried to avoid anything that slithered.
Change in thought: A dash can signal a change – or a break in thought.
ELLIPSIS . . .
Indicates a pause or interruption. Used to show a statement is trailing off or is unfinished. Also indicates where words have been left out of a quotation.
Examples:
Pause: “She . . . she never should have tried dancing in those new shoes,” Javier murmured.
Unfinished thought: “I like country music and classical music. Of course, if I had to make a choice . . . “
Words left out: “We the People of the United States in Order to . . . establish Justice . . . “.
EXCLAMATION POINT !
Indicates excitement. Used after an interjection, a statement that expresses strong emotion, or an urgent command.
Examples:
Interjection: Wow!
Command: Get out of here now!
HYPHEN Joins some compound words, or two separate words that are meant to be read together as a single idea. Also used to signal a word break at the end of a line of text.
Example:
Donna only bought cruelty-free cosmetics.
PARENTHESIS ( )
Used to set off extra information that further explains or clarifies an idea but isn’t necessary to the meaning of a sentence.
Example:
Shana was saddened to discover that Mickey Mouse (whom she loved) was only a cartoon character.
PERIOD .
Used at the end of a complete declarative sentence. Most sentences end with a period. Also used after most abbreviations.
Example:
Dr. Knight arrived for the workshop.
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QUESTION MARK ?
Used at the end of a sentence that asks a question.
Example:
You already knew how to use a question mark, didn’t you?
QUOTE MARKS “ ”
Used to show someone’s exact words. Indicates someone is speaking. Also used to set off quoted material within writing. Single quote marks show quotation inside a
quotation.
Example:
“I didn’t believe Milo could finish the whole pizza,” Yuki mused, “until he said, ‘I haven’t eaten anything all day!’ “
SEMICOLON ;
Indicates a longer pause than a comma and a shorter pause than a period. Used between two closely related clauses that could be separate sentences. Also used between
clauses when one or both contains a comma.
Examples:
Closely related clauses: Harry broke the pot in a fit of anger; he knew he would never make tea again.
Clauses containing commas: This summer I swam in the pool, so I could develop my coordination; I rode my bike, which built up my leg strength; and I watched
cartoons every morning.
SLASH /
Shows a choice. Also used as a separator between lines of poetry.
Example:
When you see the security guard at the mall, ask him/her for directions to the parking lot.
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ONLINE RESOURCES
Grammar Exercises
this site hosts various grammar and punctuation exercises.
http://grammarbook.com
Mastering Grammar
Providing practice for mastering grammar, style, punctuation, and mechanics, Exercise Central is highly recommended for the
developing writer.
http://bedfordstmartins.com/exercisecentral
Grammatical Terms
In addition to grammar exercises, this site has an index of grammatical terms.
http://chompchomp.com/menu.htm
Guide to Grammar and Writing
This is a one-stop site for learning about the proper use of English in writing.
http://webster.commnet.edu/grammar/index.htm
On-Line Assignments
The site allows you to access online assignments, web-based resources, and FAQ’s. You can practice your skills in usage,
grammar, punctuation, and mechanics.
http://bedfordstmartins.com/development/choices
Elements of Style
Excerpts from Strunk and White's timeless classic on the art of writing make up this site.
http://coba.shsu.edu/help/strunk
The Nuts & Bolts of College Writing
You'll find everything you ever wanted to know about essay and research paper writing in this site. Some of the topics covered
are the writing process, style, structure, Internet research, and mechanics.
http://www.nutsandboltsguide.com
St. Martin's Guide to Writing
This textbook is used in many English 1-A classes. You can review key concepts from the textbook through interactive
exercises and learning tools.
http://bedfordstmartins.com/theguide
Successful College Writing
Complementing the English-450 text, this site provides you with a means of discovering the writing strategies that best suit your
individual learning style.
http://www.bedfordstmartins.com/composition/successfulwriting/index.htm
A Writer's Reference
This book is the easiest and most comprehensive writer's handbook available. It includes information on MLA, APA, and
Chicago style documentation.
http://www.smpcollege.com/english_research/titles/hacker1/hacker1.htm
Dictionary.Com
When you are having problems spelling a word or choosing a word with just the right meaning:
http://www.dictionary.com
Merriam-Webster Dictionary Online
This link gives you access to Merriam-Webster Dictionary Online. The site also links to their thesaurus. Are you having a
problem with spelling or locating the right word to convey your meaning? Check out this useful site to increase your word power.
http://www.m-w.com
College Entrance Essays Online
This site shows you how to personalize college and business school applications..
http://world.std.com/~edit/tips7.htm
International Writing Centers Association
The NWCA website hosts a variety of information. You can access other writing centers, resources for writing, and several
journal articles.
http://iwca.syr.edu
Our Favorite Handouts
The University of Texas covers topics of interest to writers including these: using transitional expressions, spelling, revising, and
writing in specific subject areas.
http://www.utexas.edu/student/utlc/handouts.html
Documentation Guides
Columbia University — MLA, APA Documentation
This site hosts information on proper citation for the arts and humanities and the sciences. Check it out for answers to questions
you may have about your works cited page.
http://www.columbia.edu/cu/cup/cgos/basic.html
MLA Documentation
A valuable resource for the proper use of MLA documentation; site gives guidelines for citing your work.
http://webster.commnet.edu/mla.htm
Writer's Handbook
This site explains three documentation styles: MLA, APA, and Chicago. When you are writing a paper, it is important to give
credit where credit is due.
http://www.wisc.edu/writing/Handbook/Documentation.html
English-Zone.Com
A comprehensive ESL site that is just as useful for English Language Learners as it is for native speakers. It includes sections
on grammar, vocabulary, spelling, idioms, study skills, reading, and writing.
http://english-zone.com
Reference Desk
"The best source for facts on the Net." This megasearch engine allows your mind to explore the rich vastness of information
found on the Internet. Don't overload yourself!
http://www.refdesk.com
A Student's Guide to Research with the World Wide Web
Learn to evaluate different types of websites for relevance, authority, and accuracy.
http://www.slu.edu/departments/english/research
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Study Tips
When to Study?

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Plan two hours of study time for every hour you spend in class.
Study difficult (or boring) subjects first.
Avoid scheduling marathon “crash” study sessions.
Be aware of your best time of day.
Use waiting time.
Where to Study?
 Use a regular study area.
 Don’t get too comfortable.
 Use a library.
How to handle the rest of the world?

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Pay attention to your attention.
Agree with living maters about study time.
Avoid noise distractions.
Notice how others misuse your time.
Get off the phone.
Learn to say no.
Hang a “do not disturb” sign on our door.
Things you ask yourself when you get stuck . . .


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Ask:
Ask:
Ask:
Ask:
Ask:
Ask:
What is one task I can accomplish toward my goal?
Am I beating myself up?
Is this a piano? Perfection is not always necessary.
How did I just waste time?
Would I pay myself for what I’m doing right now?
Can I do just one more thing?
_______________________________________________________________________
Becoming a Master Student, Copyright, 1985 by David B. Ellis
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_______________________________________________________________________
Becoming a Master Student, Copyright, 1985 by David B. Ellis
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Taking Math and Science Exams
Translate problems into English. Putting problems into words will help you
understand what is asked. When you study equations and formulas, put those into words too.
The words will help you see a variety of applications for each formula. For example, the
Pythagorean Theorem, C2 = A2 + B2, would be translated as “The square of the hypotenuse of a
right triangle is equal to the sum of the square of the other two sides.”
Perform opposite operations. If a problem involves multiplication, check your work by
dividing; add, then subtract; factor, multiply; square root, square; differentiate, integrate.
Use time drills. Practice working problems fast.
Time yourself. Exchange problems with a
friend and time each other. You can also do this in a study group.
Analyze before you compute. Set up a problem before you begin to solve it. When a
problem is worth a lot of points, read it twice, slowly. Analyze it carefully. When you take time to
analyze a problem you will often see ways to take computational short-cuts. By canceling or
combining factors, for example, you may save time.
Make a picture. Draw a picture or a diagram if you are stuck.
Sometimes a visual
representation will clear a blocked mind.
Estimate first. An estimation is a good way to double-check your work.
When you estimate
first you will notice if your computations go awry and you can correct the error quickly.
Check your work systematically. When you check your work, ask yourself:
“Did I
read the problem correctly?”, “Did I use the correct formula or equation?”, “Is my arithmetic
correct?” and “Is my answer in the proper form?”
Becoming a Master Student, Copyright 1985 by David B. Ellis
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Taking Notes In Class
In classes, your instructors will discuss topics that you are studying. The information they provide
will be important for you to know when you take a test and or exam. You must be able to take
good written notes form based on what your instructors say.
Taking good notes is a three-stage process in which there are certain things you should do before
class, during class, and after class. Here are the three stages of note taking and what you should
do during each stage.
1. Get Ready to Take Notes (Before Class)
 Prior to attending class, review your notes from the previous class session. This
will help you remember what was covered and get you ready to understand new
information your teacher provides.
 Complete all assigned readings before you come to class. Your instructor will
expect you to have done this and will use and build upon this information.
 Bring all note taking materials with you to class. Have several pens/pencils, as
well as your notebook/paper.
2. Take Notes (In Class)
 Keep your attention focused on what your teacher is saying. Listen for “signal
statements” that tell you what your teacher is about to say is important to write in
your notes. Examples of signal statements are: “The most important point … “
Remember that … “ Be sure to include in your notes information that your teacher
repeats or writes on the board.
 Write quickly so that you can include all the important information in your notes.
Do this by writing abbreviated words such as med for medicine, using symbols
such as % for percent, and writing short sentences.
 Place a ? next to information your write in your notes, but about whose meaning
you are not sure of.
3. Rewrite Your Notes (After Class)
 Rewrite your notes to make them more completed by changing abbreviated words
into words, symbols into words, and shortened sentences into longer sentences.
 Make your notes more accurate by answering any question you had when writing
your notes in class. Use your textbook and reference sources to obtain the
information you need to answer your questions. If necessary, ask your teacher or
other students for help.
 Check with other students to be sure you did not leave out important information.
Having good class notes will help you be better prepared for tests!
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Stress Management
Dealing with Thoughts:
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Yell stop!
Daydream
Visualize success
Focus
Praise yourself
Consider the worst
Dealing with Feelings:
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Breathe
Scan your body
Tense and relax
Use guided imagery
Describe it
Exercise aerobically
Becoming a Master Student, Copyright, 1985 by David B. Ellis
The DETER Strategy for Taking Tests
To do well on a test, you must have good knowledge of the information that you are being tested
on. On the other hand, you must also have a strategy for taking the test that allows you to show
what you know. The DETER strategy can help you do your best on any test. Each letter in
DETER reminds you what to do.
D= DIRECTIONS




Read the test/exam direction very carefully.
Ask your instructor to explain anything about the test directions you do not understand.
Only by following the directions can you achieve a good score on the test.
If you do not follow the directions, you will not be able to demonstrate what you know.
E= EXAMINE
 Examine the entire test to see how much you have to do.
 Only by knowing the entire task can you break it down into parts that become manageable
for you.
T= TIME
 Once you have examined the entire test, decide how much time you will spend on each
item.
 If there are different points for items, plan to spend the most time on the items that count
for the most points.
 Planning your time is especially important for essay tests where you must avoid spending
so much time on one item that you have little time left for other test items.
E= EASIEST
 The second E in DETER reminds you to answer the items you find easiest first.
 If you get stuck on a difficult item that comes up early in the test, you may not get to
answer items that test things you know.
R= REVIEW
 If you have planned your time correctly, you will have time to review your answers and
make them as complete and accurate as possible.
 Also make sure to review the test directions to be certain you have answered all required
items.
Using the DETER Strategy will help you do better on exams
and get better course grades!
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Time Management Tips
Guidance 85
Blueprints for Success
What is the point of time management tips? Changing time management habits takes time and
effort, and it is always much easier when you have a simple system of practical rules and hints that
are easy to keep in mind. This is exactly what the tips below are for.
KNOW WHAT YOU WANT FROM YOUR TIME
The proven way to do it is to set goals, and to set them SMART. What the SMART goal setting
guidelines actually mean is that your goals should be Specific, Measurable, Attainable,
Rewarding, and Timely.
Neglect one of those guidelines and the odds of completing your goals are achieved drop many
times. Why you ask?
Well, the key force that either drives you towards your goals or holds you back is your
subconscious mind. Those goal setting guidelines are the necessary criteria for your subconscious
mind to accept your goals and start working for you. Otherwise it will work hard to keep you in the
comfort zone of your present conditions and old habits.
With a specific goal you can clearly see what it is you want to achieve, and you have specific
standards for that achievement. In making your goals specific it is important that you actually write
them, which is crucial in all goal setting guidelines.
The more specific your goal is, the more realistic your success will be, and the path will be shorter.
The rest of the time management tips below will help you be effective in achieving your goals and
making time management decisions.
LEARN TO SEE THE DIFFERENCE BETWEEN URGENT AND IMPORTANT
The important tasks are those that lead you to your goals, and give you most of the long term
progress and reward. Those tasks are very often not urgent. Many urgent tasks are not really
important.
KNOW AND RESPECT YOUR PRIORITIES
Aim to do the important things first. Remember the 80/20 rule? 80% of reward comes from 20%
effort. One of the aims of time management tips is to help you refocus your mind to give more
attention and time to those most important 20%.
PLAN YOUR ACTIONS FOR ACHIEVING YOUR GOALS
Convert your goals into a system of specific actions to be done. The first significant point of
planning is the planning process itself. It is a known fact and you will see it for yourself, that the
planning process stimulates your brain to come up with new efficient solutions. It programs your
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subconscious mind to search for shortcuts. It makes you much more prepared for each specific
action. Besides, planning will help you to identify potential conflicts and crises, minimizing the
number of urgent tasks.
Planning can also significantly lower the time spent on routine maintenance tasks, leaving you
more time on what you like to do or for what you think is important for your long term success.
Even the planning process itself often involves too much of routine maintenance, unless you use a
computer-based panning system.
SCHEDULE TIME FOR YOUR TASKS
Your concentration can be easily lost in the sea of many boring or less important things to be done
in your head. Undone things circulating in your mind are also a big drain of your mental energy.
Most often, there is no way to get those things out of your mind except by either doing them or
scheduling them in a trustable system, convincing your mind that they will be done in due time.
KNOW HOW YOU SPEND YOUR TIME
Keep a time log during some time interval, like a week, and then analyze it to see where your time
goes. For example, what percentage of the time you spend on urgent and on important activities?
What people you devote most time to? You are likely to be surprised, and you will see much better
if you could use more time management tips. This is also an effective way to get feedback on how
well time management tips and techniques are working for you, and where you need some
adjustments.
Finally, another excellent method for managing your time is to organize your days with a prioritized
“things to do” list.
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Tips: Multiple Choice Tests
Read directions to see if more than one answer is possible. Mark questions you can’t answer and come back to
them if time permits.
Guessing?
1) If two answers are similar, except for one or two words, choose one of these answers.
2) If two answers have similar sounding or looking words (intermediate-intermittent), choose one of these answers.
3) If the answer calls for a sentence completion, eliminate the answers that would not form grammatically correct
sentences.
4) If two quantities are almost the same, choose one.
5) If answers cover a wide range (4.5, 66.7, 88.7, 90.1, 500.11) choose one in the middle.
6) “None of the above” is usually not the correct answer.
7) “All of the above” often is the correct answer.
8) Unfamiliar or technical language used in an answer is usually an indication that the answer is wrong.
9) Usually the first question is not the correct one.
10) The longest answer is often the correct one.
11) If there is no penalty for guessing and none of the above techniques work, close your eyes and go for it!
TRUE/FALSE:
1) If any part of the true-false statement is false, the statement is false.
2) Assume that true-false questions are true unless you establish that they are false. (There are usually more true
statements than false ones.)
3) Read all questions and answer easiest questions first—or questions that you know the answer to.
4) Absolute statements tend to be false. Absolute qualifiers such as “always”, “all”, “only”, “none”, “best”, “invariably”,
“never”, generally indicate a false statement.
5) Words such as “most”, “many”, “generally”, “frequently”, “often”, and “some”, tend to appear in true statements.
6) If you have to guess, remember that you have a 50% chance of guessing the correct answer.
7) Any true-false statement that includes the word “because” or “reason” should be read with special care because
the reason given I them is likely to be a false or insufficient reason.
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Twelve Memory Techniques
Be Organized
1- Learn from the general to the specific
2- Make it meaningful
3- Create associations
Be Physical
4- Learn it once, actively
5- Visualize relationships
a. Create action
b. Make pictures vivid
c. Turn abstract ideas into concrete actions
6- Recite and repeat
Be Clear
7- Reduce interference
8- Over learn
9- Be aware of attitudes
Be Smart
10- Distribute learning
11- Remember something else
12- Combine memory techniques
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College Writing Resources
Websites
Citations and Bibliographic Guides
 APA Guide to citations
http://www.unc.edu/depts/wcweb/handouts/apa.html
 MLA Guide to citations
http://www.unc.edu/depts/wcweb/handouts/mla.html
 The Elements of Style, Strunk, William J. and E.B. White
http://www.bartleby.com/141/index.html
 “Columbia Online Style: MLA-Style Citations for Electronic Sources”,
Walker, Janice R.
Vers. 1.2, Rev. Nov. 1997.(5 June 1998)
http://www.cas.usf.edu/english/walker/mla.html
http://www.columbia.edu/cu/cup/cgos/idx_basic.html
Writing Academic Papers
 Writing Better: A Handbook for Amherst Students, Snively,
http://www.amherst.edu/~writing/writingbetter/index.html
 The Elements of Style, Strunk, William J. and E.B. White
http://www.bartleby.com/141/index.html
 Writing an Academic Paper, Dartmouth College Sources
http://www.dartmouth.edu/~compose/student/index.html
On-line Research:
 Stevenson Library’s E-resources
An exhaustive list of links to on-line reference works
http://www.bard.edu/Library/azlist/index.htm
 Stevenson Library’s Encyclopedias and Dictionaries
http://www.bard.edu/library/dictionaries/
Grammar Help:
 The American Heritage Book of English Usage:
http://www.bartleby.com/64/
 The Elements of Style, Strunk, William J. and E.B. White
http://www.bartleby.com/141/index.html
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