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C O N T E N T S
Boost Your
Grades and
Study Skills
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Math and
Science
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Essay
Writing
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Grammar,
Spelling,
& Punctuation
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Documentation
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Exams
How to Succeed as a Student
Goal Setting
Procrastination and Time Management
Concentration
Learning Styles
Reading/Studying
Listening Skills
Note Taking
Critical Thinking
Seminars
Study Groups
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Math and Science Reading
Math and Science Strategies
Lab Reports
Exams: Math and Science
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Essay Writing Steps
Thesis Statements
Paragraph Writing
Quoting and Paraphrasing
Persuasive Essays
Critiques
Literature Reviews
Précis
Abstracts
Internet Source Evaluation
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Grammar: Common Errors
Punctuation Patterns
Spelling Success
Language: Avoiding Stereotypic Uses
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Plagiarism: Avoiding it
Documenting Quotations and Paraphrases
Citing Sources
APA Style
MLA Style
Chicago Style for Sciences
Chicago Style for Humanities
Annotated Bibliography
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Exam Preparation
Exam Writing
Exams: Multiple Choice
Exams: Open Book
Exams: Math and Science 43
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Boost Your Grades & Study Skills
How to Succeed as a Student
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Set goals.
Avoid procrastination.
Manage your time.
Practise good listening skills.
Use an effective reading/studying system.
Improve your concentration.
Create a system for note taking.
Practise critical thinking skills.
Goal Setting
Tips for Successful Goal Setting
• Make clear, specific goals that you understand and want.
• Make your goals realistic and attainable.
• Account for limitations and barriers to attaining your goals.
• Set long-term goals, but use short-term goals, and create a plan.
• Celebrate successes. Give yourself rewards.
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For more information, sign up for the workshop,
Setting Your Goals.
Procrastination and Time Management
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List your tasks in order of importance.
Break tasks into smaller, more manageable parts.
Use a time planner. Be aware of electronic tools for time management.
Identify your best time to work.
Enjoy free time and plan rewards.
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For more information, sign up for the workshops
Avoiding Procrastination and Time Management.
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Concentration
Concentration is being able to direct one’s attention to one thing.
Dealing with Distractions
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Keep your work area free from clutter and have materials ready.
Know your prime time. Do your most difficult task in prime time.
Does noise cause a problem? Find a more suitable environment.
Interruptions
- Let others know when you are busy.
- Schedule times to take a break.
• Set out only the work you intend to do in a particular time block.
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For more information, sign up for the workshops
Handling Exam Anxiety
and Improving Your Memory.
Anxiety, personal problems?
The SDC also provides a free confidential counselling service.
Learning Styles
How do you learn best?
Visual learners may…
• Have vivid imaginations and think in pictures
• Need to see it to know it
Auditory learners may…
• Remember by listening, especially with music
• Need to hear it to know it
Tactile learners may…
• Be able to assemble parts without reading the directions
• Learn better when activity is involved
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For more information, and strategies on how best
to use your learning style, sign up for the workshop,
What is Your Learning Style?
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Reading/Studying
Know why you are reading! Set goals for reading: e.g., to answer a question, to get a
general idea, to find the information, to remember.
The SQ4R Reading/Study Method
Survey the text for the following:
• Title, author, date, table of contents, headings, glossary, index, preface, chapter
titles
• Chapter summaries
• Visual aids
Survey the chapter for the following:
• Introduction and summaries
• 1st sentence in each section or paragraph
Question
• Form questions based on chapter title, headings,
and subheadings
Read
• Look for answers to your questions.
• Identify main ideas/important details.
Record
• Underline or highlight key points.
• Make marginal notes.
Recite
• Recall main points and answers to questions.
• Write a synopsis and check it.
Review
• Use key words as guides to orally recite each section.
• Do it after you finish reading and when you study.
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For more information, sign up for one or more
of the following workshops:
Reading Critically in the Humanities,
Reading Critically in the Sciences,
and Reading Critically in the Social Sciences.
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Listening Skills
(adapted from the work of Dr. Ralph Nichols, University of Minnesota,
as cited in Algonquin College’s Guide to Communication Skills, 2004)
BEST Habits
WORST Habits
• Getting the message (more important
than speaker’s appearance or
delivery).
• Calling the subject uninteresting or boring.
• Hearing the person out before you
make any judgments.
• Being distracted, criticizing the
speaker’s delivery, appearance,
etc.
• Listening for main ideas, principles,
and concepts, and attaching details to
them.
• Getting excited about one point,
thinking of what you will say in reply
(and not listening).
• Listening for a few minutes before
deciding format of notes.
• Faking attention to speaker.
• Ignoring difficult material.
• Learning to listen to difficult material;
think about how the speaker
structures and supports the talk.
(cited in English Faculty 62)
Note Taking
Note Taking Tips
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Attend classes.
Prepare for classes by reviewing notes and text.
Take your text to class.
Sit where you can see and hear.
Keep notes organized and separate for each course.
Participate in class. Ask questions, discuss, write, watch, and listen.
Have a system for note taking. Record main ideas, points on overhead, and
anything emphasized by the instructor.
• Reorganize your notes while you still remember what was said.
• Materials posted online do not replace active note taking on your part!
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For more information, sign up for the workshop,
Getting the Most out of Lectures.
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Critical Thinking
Critical thinking is an approach to reading and problem solving that involves an open
mind, thinking skills, and questioning.
Attributes of a Critical Thinker
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Able to admit a lack of understanding
Willing to examine beliefs, assumptions, and opinions, and weigh them against facts
Examines problems closely and possesses a sense of curiosity
A critical thinker finds new solutions!
Critical Thinking Questions to Ask when Reading
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What are the points the writer is making? Are they stated or suggested?
Do you agree with the writer’s ideas?
Are the points supported by fact or opinion?
Is the evidence accurate, sufficient, and relevant?
Does the writer display any bias through language, tone, or choice of evidence?
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For more information, sign up for one or more
of the following workshops:
Reading Critically in the Humanities,
Reading Critically in the Sciences,
and Reading Critically in the Social Sciences.
Seminars
Success in seminars depends on the three p’s: preparation, participation, and
presentation. Know the expectations of the instructor.
Preparation
Do the assigned readings and prepare in writing:
• Your understanding of the main theme
• Points, issues, and questions that you wish to raise
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Participation
Be alert for opportunities to:
• Add to another’s points by agreeing with his or her argument or by presenting another viewpoint.
• Show, via body language, that you support and encourage others.
• Raise pertinent questions based on the discussion.
Presentation
Be well prepared for your presentation:
• Know the readings well enough to answer questions on them.
• Be sensitive to participants in the group. For example, include others in the
discussion if you can, without embarrassing them.
• Use visuals effectively.
• REHEARSE!
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For more information, sign up for the workshop,
Skills and Strategies for Seminars.
Study Groups
Why Have a Study Group?
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You get increased motivation and support.
You feel less isolated.
You reinforce of knowledge by explaining things to others.
You may be too shy to ask questions in class, but not in a small group.
What to Do in a Study Group
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Ask each other questions; test each other.
Compare lecture notes; discuss problem areas.
Take turns to “teach” the group sections of the work.
Prepare mini-lectures on course material.
Make up possible test questions for exams.
Use mind maps, charts, etc., prepared as a group.
Work on assignments.
Order a free workshop from the Student Development Centre to help your group
with a particular learning skill.
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Tips for Study Group Success
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Rotate leadership for meetings.
Set an agenda for each meeting.
Have a regular time to meet.
Set goals, both long-term and short-term.
Share the workload.
Listen carefully to each other.
Review often how the group is functioning.
Have a comfortable seating arrangement.
Be flexible to allow for differences in personality and time commitment.
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For more information, sign up for the workshop,
Forming a Study Group.
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Math and Science
Math and Science Reading
How to Read a Math or Science Text
(adapted from “How to Study Math and Science,” Study Skills—Online)
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See SQ4R reading method described on page 4
Read actively. Interact with the material by making notes, asking questions,
working problems, etc.
When reading a solved problem, work out each step for yourself instead of
copying it down. Don’t try to memorize solutions; understand the steps involved.
Math and Science Strategies
Before Class
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Pre-read the assigned chapter in the text.
Become familiar with vocabulary and concepts.
Make notes and take note of vocabulary.
Work through examples.
Keep a list of all questions or things you don't understand.
Listen for answers to your questions in class or seminar.
Be sure that you understand each step as you go along.
Math and Science are sequential and cumulative.
Seek out help early.
In Class
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Attend all classes and seminars.
Copy down sample problems/questions.
Note steps taken to solve problems/questions.
Write out formulas or technical definitions verbatim.
Make note of anything that you don't understand.
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After Class
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Review notes soon after the lecture and before starting problem sets.
Try examples given in class or text.
Cover up the answer and try to solve the problem on your own.
Note any problems or confusion that you have.
Do all assigned problems (whether handed in or not).
Look at solved examples from your lecture notes and the text before attempting to do a problem set.
Math anxiety has to do with feelings, not abilities.
Doing mathematics is a skill that can be learned.
Problem Solving
(adapted from “How to Study Math and Science,” Study Skills—Online)
• Read quickly to get the general nature of the problem.
• Determine: - What is known and unknown (facts, special conditions)
- The relationship between the information given and what
you are asked to find
- What formulas or definitions will help me
- Have I seen this type of problem before in my text or notes
• Break the problem into steps.
• Estimate the answer; solve the problem, then check to see if your answer is
reasonable.
“If you are making no progress, take a
break and return to the problem later.”
• When you have a solution:
- Check for mechanical errors, correct units, significant figures, and logic.
- Substitute your answer for the unknown and see how it works.
- Rework the problem in a different way (if possible) to see if you come
up with the same answer.
(“How to Study Math and Science”)
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Math and Science Study Skills Tips
(adapted from “Developing Math Skills,” Study Skills—Online)
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Do all assigned homework when you are alert and awake.
Talk with your professor. Be specific about problems you are having. What have
you tried already in your solutions?
Make notes about where you had problems. Record solutions.
Make sure you understand the vocabulary. Put new terms into your own words.
Keep trying! Thinking involves doing. Try different methods of solving problems.
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(“Developing Math Skills”)
For more information, sign up for one or more
of the following workshops:
Algebra Basics, Exponents and Fractions,
Succeed in Mathematics,
Succeed in the Sciences,
Chemical Equations, Chemical Nomenclature,
and Problem Solving in Chemistry.
Lab Reports
Preparation for the Lab
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Read over the experiment before you go to the lab.
Understand the principles by doing background reading (textbook, recommended
articles, etc.).
Ask the lab demonstrators for clarification if you do not understand
List steps to be performed.
Writing Style for Lab Reports
(adapted from E.H. Williams’ handout “Lab Reports for Biology” )
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Be clear.
Use correct grammar and spelling.
Use full sentences, unless point form is specified by your instructor.
Use past tense, since the experiment has already been completed.
Avoid referring to yourself: e.g., “I measured the...”
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• Reference correctly:
- Cite all ideas that are not your own and list them in the References or
Literature Cited section of the paper.
- If an idea is not published, but provided by someone else (e.g., your lab
demonstrator), give the reference as a personal communication.
- Use the format for referencing that is indicated in the style manual for
your course.
(Williams)
Format of the Lab Report
(adapted from E. H. Williams’ handout “Lab Reports for Biology”)
• Title
- Use an informative title such as “Determination of Chlorine in Water”
(not Chem. 101, Lab 1).
- Find out what other details are required and if a separate page is
needed.
• Abstract
- Generally 250 words or less
- Summarize results concisely without referring to other parts.
• Introduction
- Highlight the reason for the experiment.
- Include relevant background information to understand the experiment.
- “Never regurgitate the lab handout; write your own introduction.”
(Williams)
• Materials and Methods
- Elaborate on materials used and how they were used.
- Include any deviations from the lab manual or handout.
• Results
- Summarize data and results.
- Present data in figures or tables.
“Be sure to include ALL of your data; sometimes
unexpected results can lead to new discoveries.”
(Brindle)
• Discussion
- Interpret your results and provide support for conclusions.
- Use evidence from your experiment and generally accepted knowledge.
You CANNOT list your lab partner as a source of error!
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In the Discussion, you “show how well you understand the ideas and techniques involved.” You “relate your results to the ideas expressed in outside sources (the literature
cited).” (Williams)
• Conclusions
- Find out if you need a separate conclusion or whether your summary
can be the last paragraph of the discussion component.
• Literature Cited
- List only the references you have cited in your lab report.
- Check to see what reference style is required by the instructor or
demonstrator.
• Appendices
- This section is optional and may include lab handouts, calculations, or
raw data.
Proofread your report before handing in. Check grammar, sentences, spelling, units,
calculations, and significant figures.
If you get stuck or don’t understand something, help is available.
Places you can go for help include:
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Your TA or lab demonstrator. These people are there to help you!
The senior demonstrator. This person is an expert with lots of knowledge about
your lab.
Drop-In service through Learning Skills Services, Student Development Centre.
Your professor. Check office hours and pay a visit.
Exams: Math and Science
Preparation
Solve problems.
• Start with easy problems until you are confident with them.
• Review problems from chapter assignments, tests, and past exams.
• Use time limits from past exams.
Make a study book.
Include:
• Important formulas/theories/definitions/notations
• Notes to yourself (things to remember, typical errors)
• Solved problems, showing how to use formulas (Add labelled tabs to create an
index so that you can find information fast.)
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Use a note card system.
• Record important formulas, terms, principles.
• Carry cards around to use during your waiting times.
• List the formulas/terms on one side of the cards and the definitions on
the other.
Attend all classes.
• Find out about the type of exam.
• What material will you need to know?
Ask for help!
• Have specific questions.
• Show how you have tried to solve the problem.
• Ask your TA , lab demonstrator, or senior demonstrator. These people are there
to help you!
• Use the Drop-In service through Learning Skills Services, Student Development
Centre.
• Check your professor’s office hours and pay a visit.
• Form a study group with other motivated students in your class.
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For more information, sign up for the workshop,
Preparing for Science Exams.
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Essay Writing
Essay Writing Steps
1. Analyze Your Assignment Requirements
• Specific instructions, topics, steps to follow
• Due date, length, documentation style
• Need for reading or research, what sources to use
2. Narrow Your Topic
• Read texts, encyclopedias for an overview of topic.
• Choose an angle on the topic (a specific purpose, position or stance on an
issue).
3. Collect Information
• Make notes on your research and your own ideas.
• Try the note card system.
SOS
Don’t know what a note card system is?
Find out at one of our workshops on essay writing.
• Keep a research journal.
4. Develop a Thesis
• Specify the point of the paper.
• State the focus and direction for the paper.
5. Create a Plan
• Outline a short introduction followed by the thesis statement.
• Set down the main points you will be making in support of the thesis.
• Record supporting details for each of the main points.
• Jot down what you expect to conclude after making these points.
6. Write the First Draft
• Double or triple space to leave room for revisions.
• Write quickly to get your ideas down.
• Write the part you feel most comfortable with first.
• Set aside and reflect.
7. Revise, Revise, Revise
• Is the thesis clear?
• Does each paragraph have a topic sentence, make a separate point, and
support the thesis?
• Is there sufficient evidence for each of your main points?
• Does the conclusion follow logically from the points presented?
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• Do the points follow in a logical sequence?
• Are transitions between sentences/paragraphs smooth?
• Check grammar, spelling, punctuation, and typing errors before handing the
paper in.
Plan to rewrite several times.
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For more information, sign up for one of our essay writing workshops.
Thesis Statements
Norton and Green define a thesis statement as “a sentence that clearly and concisely
indicates the subject of your paper, the main points you will discuss, and the order in
which you will discuss them” (Norton and Green 232).
Before you can write a thesis statement, you must first narrow your topic.
The thesis statement is usually found in the last sentences of the introduction.
Narrowing Your Topic
• Do overview reading to get background and ideas about what’s out there.
• Sarah Norton and Brian Green, in The Bare Essentials, state that a topic should
be “single,” “significant,” “specific,” and “supportable.”
- Single – Thoroughly discuss one topic.
- Significant – Choose a topic important to you and your reader.
- Specific – Limit your topic to narrow, specific points.
E.g., “Unemployment in Canada” could become “The Increase in Usage
of Unemployment Insurance in the Niagara region.”
- Supportable - Provide enough evidence to support and defend your
point of view.
(Norton and Green 218-219)
How to Narrow a Topic
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Ask questions about it: what, where, when, who, why, how.
Use a computer search. If there are 50 or more articles, your topic is too broad. If
there is only one book, or two or three articles, your topic may be too narrow.
Use a book’s index or table of contents to give you topic ideas.
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A Good Thesis Statement in a Research Paper:
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States an idea, opinion, argument, or issue that you intend to develop fully,
prove, defend, or explore with evidence
Does not state the obvious: e.g., “Unemployment is harmful to the economy,” but
advances an aspect of the topic, answering the question, “What about it?”
Can be defended by reason rather than emotion
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For more information, sign up for the workshop,
Thesis Statements.
Paragraph Writing
A paragraph is a group of sentences connected by unity of content and physical
appearance on the page (indented).
Effective Paragraphing
Begin with a good topic sentence that
• Introduces the topic of the paragraph and makes a point about the topic
• Makes a statement that is neither too broad (too much to cover in one paragraph)
nor too narrow (no support needed)
• Is an interesting statement which answers the question, “What am I stating about
the topic?”
Paragraph Structure
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Topic sentence (indented)
Other sentences about the topic sentence (no more than 10), which include
points, proofs, and explanations
Concluding sentence that summarizes the main thought of the paragraph, or that
points ahead to the next paragraph
Coherence
Use transitional words and phrases to introduce paragraphs and connect ideas from
one paragraph to the next. ( O Want more information on transitional words and
phrases? Come to one of our essay writing workshops.)
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S S
For more information, sign up for the workshop,
Paragraph Writing.
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Quoting and Paraphrasing
Quoting
The purpose of a quotation is to provide support or evidence for a point. Quote when
the exact wording from the original is particularly important or required to support your
point.
Paraphrasing
The purpose of a paraphrase is to provide support or evidence for a point.
Paraphrase (put another’s ideas into your own words) when the exact words are not
required or appropriate. Paraphrasing demonstrates the writer’s understanding of the
material. Therefore, paraphrasing is an essential academic skill.
How to Write a Paraphrase
1. Reread original.
2. Set it aside while you write your paraphrase.
3. Check the original for accuracy.
4. Use quotation marks for phrases or unique terms you borrowed exactly.
5. Record the source.
SOS
Not sure how to quote? Also see “Documenting Quotations and
Paraphrases”
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For more information, sign up for the workshop,
Quoting and Paraphrasing.
Persuasive Essays
A persuasive/argumentative essay aims at convincing the reader of the truth and validity
of your position. The primary goal is to persuade rather than to inform.
1.Analyze the assignment. (See Essay Writing section.)
2.Investigate the issue.
• What is the source of contention?
• Why is there disagreement?
3.Find and evaluate evidence.
• What grounds are the differing arguments based upon (e.g., facts, emotions,
opinions, preferences, or assumptions)?
• Identify the parties in question.
4. Choose your position.
• Identify the two sides to the issue and choose your point of view.
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• Make sure you can support your position with sufficient evidence.
5.Anticipate counterarguments.
• Demonstrate your awareness and complete knowledge of the issue.
• Show how your claim is still valid despite contradictory evidence.
6.Develop your argument.
• Choose evidence (quotations from experts, statistics, expert opinions etc.,
and avoid matters of faith, belief, or personal opinion).
• Choose a strategy (consequences, comparisons, testimonials, and/or
examples).
• Persuade effectively. (Follow a logical train of thought and weigh your
evidence.)
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For more information, sign up for the workshop
Persuasive Essays
or other essay writing workshops.
Critiques
A critique is a short paper about one book or article; it gives a short summary of what
the author said and looks at the work critically. It analyzes, interprets, evaluates and
answers the questions: How? Why? How well?
A critique does not have to criticize in a negative sense.
Steps to Writing a Critique
1.Analyze the text.
• Identify the main purpose of the text, audience, arguments, and evidence
provided.
• Watch for author’s assumptions and bias.
2. Evaluate the text.
• Map out the argument and assess if it is logically organized.
• Are the facts accurate and is there enough supporting evidence?
• Have important terms been clearly defined?
• Is the text appropriate for the intended audience?
• Does the author use emotion as a persuasive technique?
3. Write your critique.
• Begin with an introduction that defines the subject of your critique and your
point of view.
• Make an outline including your main points and evidence.
• Defend your point of view by raising specific issues or aspects of the
argument.
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• Explain how the passages you use from the text support your argument.
• Conclude by summarizing your argument and re-emphasizing your opinion.
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For more information, sign up for the workshop,
Book Report, Critique, or Review,
and other essay writing workshops.
Literature Reviews
A literature review summarizes previous investigations in order to inform the reader
of the state of current research; and identifies relationships, contradictions, gaps, and
inconsistencies in the literature. It sets the context for your investigation of a subject and
guides your reader to the major resources in the field.
Organizing the Literature Review
(adapted from “Review of Literature” on the website for The Writing Center, University of
Wisconsin – Madison)
The Introduction will:
• Define the topic, issue, or area of concern
• Identify trends, conflicts, and gaps in research
• Explain your point of view (reason) for writing the review; explain your criteria
for analysis and state the reason for the inclusion/exclusion of certain literature
The Body will:
• Group literature by a common theme, e.g., “conclusions of authors, specific
purpose or objective, or chronology”
• Include summaries of articles
• Aid the reader to understand comparisons and analyses
The Conclusion will:
• Summarize major conclusions in the articles by referring back to the topic
• Evaluate the body of knowledge being reviewed, pointing out any weaknesses or flaws
• Conclude by showing the relationship between the main topic and broader area
of the study
(“Review of Literature”)
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For more information, sign up for the workshop,
Literature Review.
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Précis
A précis is a concise summary of a longer passage that will help you grasp the pattern
of an argument and make your own writing more concise.
Steps to Writing a Précis
1.Read the original passage and underline or highlight main ideas.
2.Write down the main ideas in your own words.
3.Cross out unnecessary words and phrases to help condense
e.g., adjectives, adverbs, detailed examples, figures of speech.
4.Group the main ideas to match the organization of the original. Keep the original
paragraph structure unless the piece is short.
5. Do not add your own ideas.
6. Length should be about ⅓ of the original unless you have other instructions.
7.Review language to maintain tone and style of the original (diction, sentence structure).
8.Read your passage and revise.
Note: Brief quotations may be included in steps 2 and 3.
A Rhetorical Précis is a specialized format that presents the basic rhetorical elements in
a spoken or written work. It is often not much more than four sentences long. It includes
who, what, where, when, why, and how.
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For more information, sign up for the workshop,
Précis.
Abstracts
(adapted from Kilborn, Literacy Education Online)
An abstract is a condensed version of a longer piece of writing. It gives a concise
description of the content and highlights the important points of the original.
Descriptive Abstracts:
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Tell readers what information the piece contains
Include the purpose, methods, and scope of the piece
Do not provide results, conclusions, or recommendations
Are always very short, usually less than 100 words
Introduce the subject to readers who must then read the piece to find out the
author’s results, conclusions, or recommendations
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Informative Abstracts:
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Communicate specific information from the piece
Include the purpose, methods, and scope of the piece
Provide the piece’s results, conclusions, and recommendations
Are short – from one paragraph to a page or two, depending on the length of the
original piece (usually less than 10 percent of the original work)
Allow readers to decide whether they want to read the piece
A Good Abstract:
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Follows the same chronological order as the original paper
Usually appears on a separate page after the title page, before the report itself
Should not appraise or give a judgment of the work
Uses an active, strong style in the present tense to describe results
Uses the past tense to describe testing procedures
(Kilborn)
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For more information, sign up for the workshop,
Abstract.
Internet Evaluation
Internet sources need to be evaluated for a number of reasons:
• The information may not be relevant, current, or correct
• Information may not be monitored or controlled; anyone can put anything on the
Internet.
• The information may be biased, presenting only one side or a point of view of the
author or organization.
Criteria for Evaluation
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Does the website give criteria for its selection of the information it provides?
Who wrote the material? Why? What is the author’s credibility/credentials?
Are there any other sources on this topic? How do they compare?
When was the information last updated?
Are graphics and text appropriately used?
Who is sponsoring the website? Is it an educational institution, government
agency, society, or national organization?
Are the sources used to create the site indicated?
Who is the intended audience? Is the material specialized, technical, too
elementary, or too advanced?
Remember that internet sources must be referenced.
22
Grammar, Spelling, and Punctuation
Grammar: Common Errors
Sentence Fragments
A sentence fragment looks like a sentence, is punctuated like a sentence, but lacks a
subject or a complete verb.
e.g., Regarding the assignment we discussed last week.
To correct sentence fragments, add a subject or a verb.
e.g., The student came to see me regarding the assignment we discussed last week.
Run-on Sentences or Comma Splices
A run-on or fused sentence is two sentences run together with no period and capital
letter separating the two.
e.g., This book is excellent the authors must be very intelligent.
A comma splice is two sentences separated only by a comma.
e.g., This book is excellent, the authors must be very intelligent.
To correct these problematic sentences:
• Divide them into shorter sentences.
e.g., This book is excellent. The authors must be very intelligent.
• Use a semicolon.
e.g., This book is excellent; the authors must be very intelligent.
• Use a linking word (“and,” “but,” “for,” “because,” “since.”)
e.g., This book is excellent because the authors are very intelligent.
Troublesome Words
they're
there
their
“They’re” is a contraction of the two words “they are”.
e.g., They’re going to play baseball.
“There” refers to place. (Hint: “there” contains the little word “here”.)
e.g., Put the milk over there.
“Their” refers to possession. (Hint: “their” contains the little word “heir”.)
e.g., The girls lost their mittens.
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4
its
it’s
“It’s” is a contraction of “it is”.
e.g., It’s a hot day today!
“Its” shows possession.
e.g., The dog ate its dinner.
this
“This” is a demonstrative pronoun which must be used with another word.
e.g., This book is very interesting.
Subject-verb Agreement
• Singular subjects require singular verbs.
• Plural subjects require plural verbs.
e.g., Bob watches television.
Bob and Sue watch television.
• Be careful when identifying the subject of the verb.
e.g., One of my friends is coming for supper. (One, the subject, is singular,
and requires the singular verb is.)
• Singular verbs are needed with:
everyone
everything everybody anyone
anything
anybody someone something
somebody no one nothing
nobody
e.g., Everyone must do his/her own homework.
Possessives
To show possession:
• Add ’s (apostrophe s) to the “owner” word.
• If the resulting word ends in double or triple s, delete the last s, but leave the apostrophe, e.g., James’.
Steps to Creating Possessives:
1.Determine whether the owner is singular or plural.
e.g., the student’s books (singular owner)
the students’ books (plural owner)
2.Remember that ideas or concepts can be owners too.
e.g., a day’s work
your money’s worth
3.Some writers prefer to keep ’s after s.
e.g., the boss’s holidays
James’s shoe
24
4.Some words - e.g., possessive pronouns - don’t take ’s.
e.g., my/mine
your/yours our/ours
his
her/hers its/whose their/theirs
Punctuation Patterns
A sentence (an independent clause) has a subject and a verb and makes sense when
read by itself.
.
Use a period after an independent clause.
e.g., The dog ran.
A dependent clause has a subject and verb, but does not make sense when read by
itself.
e.g., When I arrive is a dependent clause that cannot make sense on its own.
However, a complete sentence is formed when this dependent clause is attached to an
independent clause.
e.g., Dinner will be served. Dinner will be served when I arrive.
• If an independent clause is followed by a dependent clause, a comma may or
may not be needed to separate the two clauses.
• If the dependent clause is essential to the meaning of the sentence, it should not
be set off by a comma.
e.g., Ellen will be late for school if she misses the bus.
• If the dependent clause is not essential, but only adds additional information, it
should be set off by a comma.
e.g., I will visit you tonight, since I have the time.
,
Rules to Remember When Using Commas
• Use a comma to separate words in a series.
e.g., I like apples, pears, cherries, and bananas.
• Use a comma to set off words of direct address (the person or group spoken to).
e.g., What will you do now, Julie?
• Use a comma between independent clauses joined by and, so, or, nor, but,
for, yet.
e.g., I would like to go to the party, but I have to do my homework.
• Use a comma to separate words not necessary to the meaning of the sentence.
e.g., His father, who is a bus driver, was hurt in an accident.
25
4
• Use a comma after any word or phrase that comes before an independent
clause.
e.g., Wherever you go, I will follow you.
Unfortunately, you do not want me. :
Colon
• Use a colon after an independent clause to introduce an example,
a list, or a quotation.
e.g., A good paragraph has three characteristics: unity, coherence
and clarity.
;
Semicolon
• Use a semicolon to separate two closely related independent clauses.
e.g., Ellen missed the bus; she was late for school.
• Use a semicolon after an independent clause which precedes any of the
following connecting words:
however
nevertheless
then instead thus otherwise e.g., Ellen missed the bus; consequently, she was late for school.
“”
accordingly meanwhile furthermore indeed also
hence likewise consequently therefore moreover besides
nonetheless Quotation Marks
• Use quotation marks to enclose the words of the speaker.
Note the following examples:
“It may rain today,” he said.
He said, “It may rain today.”
“It may rain today,” he said, “and our picnic will be spoiled.”
“It may rain today,” he said. “It’s too bad the sun isn’t shining.”
26
-
Dashes
• Use dashes to emphasize a part of a sentence and indicate a break.
e.g., Indicate a break – whether it is necessary or not – in time and place.
()
Parentheses
• Use parentheses to separate incidental information (information not essential)
from the rest of the sentence.
e.g., The Victorian Period (1837-1901) saw a rapid expansion in industry.
Spelling Success
Some Simple Spelling Rules
Spelling ie and ei words
for ie and ei words, i before e
except after c
or when pronounced “ay” as in neighbour or sleigh
e.g. i before e
believe chief
e.g. except after c
ceiling receipt receive
friend
e.g or when pronounced “ay”
beige eight reins
some exceptions to the rule
caffeine leisure ancient neither codeine seizure
conscience either protein seize efficient sufficient
when the sound is neither long e nor long a, ei is usually right
foreign their height forfeit heir counterfeit
27
4
Making Plurals
s
es
Add s to form the plural of most nouns.
e.g. table = tables
Add es to nouns ending in s, sh, ch, x, or z.
e.g. church = churches
fox =foxes
buzz = buzzes
Add s to nouns ending in o when the o
is preceded by a vowel.
e.g. radio = radios
video = videos
Add es when o is preceded by a consonant.
e.g. hero = heroes tomato = tomatoes
To form the plural of a hyphenated
compound word, add s to the chief word
even if it is not at the end.
e.g. mother-in-law mothers-in-law
For words ending in y preceded by a
consonant, change the y to i and add es.
e.g. lady = ladies
baby = babies
ceremony = ceremonies
For words ending in y preceded by a
vowel, add s.
e.g. day = days
valley = valleys
Irregular plurals
• Some nouns have irregular plurals.
e.g. child = children
mouse = mice
man = men
moose = moose
Using Prefixes and Suffixes
• Double the final consonant of a one-syllable word when adding an ending that
begins with a vowel, only if the last three letters are consonant, vowel,
consonant.
e.g. trap = trapping drag = dragging
slip = slipping
28
• For words of more than one syllable, if the first syllable is accented in the newly
formed word, do not double the final consonant.
e.g. prefer = preference
control = controlling
• When the root word ends in silent e, if the suffix begins with a vowel, drop the
silent e.
e.g. desire = desirable
come = coming
argue = arguing
• If the word ends with two vowels, keep both.
e.g. agree = agreeing
flee = fleeing
• If the suffix begins with a consonant, the e is not dropped.
e.g. awe = awesome
hoarse = hoarsely
There are some exceptions.
e.g. awe = awful
Sometimes the silent e must be retained to keep the preceding vowel long.
e.g. completely livelihood remoteness hopelessness tasteless
The silent e may be dropped if there is no consonant between it and the vowel.
e.g. argue = argument due = duly true = truly
For compound words, check your dictionary!
Using cede, ceed or sede.
Memorize:
sede only occurs in supersede
ceed only occurs in exceed, proceed, succeed.
All other words use cede.
e.g. accede intercede recede
29
concede
precede secede
4
10 Tips for Correct Spelling
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
“See” words as well as hear them.
Pronounce words carefully and correctly.
Use a dictionary.
Learning spelling rules.
Spell carefully.
Keep a list of your troublesome words.
Divide words into syllables.
Beware the spell checker!
Use memory devices.
Read something every day.
Language: Avoiding Stereotypic Uses
What is gender-biased language?
The website Knowledge and Information Services gives the following definition of
gender bias, as presented by The Virginia Gender Bias Task Force:
“Gender bias is the predisposition or tendency to think about or behave toward people
on the basis of their sex. It is reflected in attitudes and behaviours based on
stereotypical beliefs about the sexes, rather than an independent evaluation of each
individual’s abilities and experiences.” (“Gender Bias”)
Use Gender-Inclusive Language
Pronouns
1. Change singular nouns to plural and use the plural pronoun.
e.g. A child should learn to tie his own shoes.
Better: Children should learn to tie their own shoes.
2. Delete or omit the pronoun.
e.g. A voter should use his common sense.
Better: A voter should use common sense.
3. Use the word “the” in place of the pronoun.
e.g. A bookkeeper gets used to his detailed work.
Better: A bookkeeper gets used to the detailed work.
4. Repeat the noun.
e.g. When the doctor arrived and saw the patient, he was worried.
Better: When the doctor arrived and saw the patient, the doctor was
worried.
30
5. Use the passive voice of the verb.
e.g. A good secretary writes her letters carefully.
Better: Letters must be written carefully by a good secretary.
6. Change the sentence to the first or second person pronoun.
e.g. The carpenter must keep her saw sharp.
Better: As a carpenter, you must keep your saw sharp.
Or As a carpenter, I must keep my saw sharp.
7. Use “one” instead of “he/she”.
e.g. The price of grapefruit determines her choice of menu.
Better: The price of grapefruit determines one’s choice of menu.
8. Use singular nouns that may use plural pronouns. (Note: in colloquial use only)
e.g. Each participant is responsible for his own materials.
Colloquial: Each participant is responsible for his or her own materials.
Better: Participants are responsible for their own materials.
9. Rewrite the sentence to change the subject.
e.g. If a reader needs a good book, he goes to the library.
Better: A reader who needs a good book goes to the library.
10. If it can’t be avoided, use both masculine and feminine pronouns (he, she, his,
hers).
e.g. A mechanic must conduct business according to his or her own
standards.
4
Other Biases in Language
Use language that
• does not offend anyone
• does not exclude anyone
• is not belittling
e.g. Instead of man and wife, use husband and wife, man and woman.
31
Language should
• respect your reader
• be clear, precise, specific
e.g. Chinese instead of Asian
• mention differences only when relevant
• put the person first when describing disabilities or conditions
e.g. Instead of schizophrenics, use people diagnosed with ...
e.g. Instead of the elderly, use people who are elderly.
• use preferred terms of reference for groups
e.g. Black or African American (Ask how a person prefers to be
described.)
W
For more information, sign up for one or more
of the following workshops:
Punctuating Correctly,
Fixing Faulty Grammar,
and Developing Good Writing Style.
32
Documentation
Plagiarism
Plagiarism is submitting material, whole or in part, that is not one’s own work, without
crediting the source. Plagiarism can occur in writing, art, music, computer codes,
mathematics, and scientific work.
Give credit whenever you use:
• Another person’s idea, opinion, or theory
• Facts, statistics, graphics, drawings, or any information that is not common
knowledge
• Quotations of another person’s actual spoken or written words
• A paraphrase of another person’s spoken or written words
What Is Common Knowledge?
• Facts that can be found in numerous places and are likely to be known by many
people, e.g., Pierre Trudeau was prime minister of Canada.
• This information is generally known and does not need to be documented.
When in doubt, CITE!
W
For more information, sign up for the workshop,
Academic Integrity - Avoiding Plagiarism.
Documenting Quotations and Paraphrases
The following advice on avoiding plagiarism is adapted from Diana Hacker’s Rules for
Writers.
Quotations
• Contain the original words of the original author
• Are identical to the original work
• Are enclosed in quotation marks or, in the case of long quotations, are set apart following the guidelines of an appropriate style manual: e.g., APA, MLA, Chicago
• Have the source indicated with the quotation and at the end of the paper in the
list of references
33
5
• May leave out unnecessary words or phrases, using the three spaced periods of
an ellipsis ( . . . )
• May add words or phrases following guidelines from style manuals
Paraphrases
A paraphrase is a restatement of another’s work in your own words. You retain the
meaning of the material, say it in your own words, and document it at the end of the
passage, and at the end of the paper in the list of references.
(Hacker, 347-348, 356)
Do not do the following:
•
•
Substitute some of the words and simply alter the sentence structure slightly.
This is word-for-word plagiarism, even if the source is cited.
Lift groups of words from the original and rearrange them in a different order. This
is patchwork plagiarism, even if the source is cited.
Instead, do the following:
•
•
•
•
When taking notes, put in your own words the main ideas of the original.
Use quotation marks for any original text.
Always record author and page number when taking notes.
Keep quoted material to a minimum. Paraphrasing shows your understanding of
the material.
Leaving out quotation marks when using someone’s
words is plagiarism, even if you have cited the source.
W
For more information, sign up for the workshop,
Quoting and Paraphrasing.
34
Citing Sources
There are two components to proper documentation of sources: 1) the in-text
parenthetical citation or footnote, and 2) the reference list. All sources referred to
should appear in both locations.
Modern Languages Association (MLA) style and American Psychological Association
(APA) style require in-text parenthetical citations that include the author’s(s’) name(s),
the date (except in MLA), and the page number. The full information of each source is
given in the reference list which includes the author’s(s’) name(s), the title of the article,
the date, and the publication information (or database/internet information, if electronic).
Chicago Style has two formats for in-text citations: footnotes or endnotes are used for
the humanities, and parenthetical citations are used for the sciences and social
sciences.
For proper parenthetical citation, footnote, and reference list formatting, consult the
most recent edition of the style manual for your particular course of study. Learning
Skills Services offers comprehensive workshops on how to use APA, MLA, and Chicago
styles for documentation.
APA Style
Parenthetical Citation
When quoting or paraphrasing the author(s) in your paper, the author’s(s’) last name(s),
the year of publication, and the page number must be given at the end separated by
commas.
Example: Short Quotation
Social support is defined as “those relationships among people that provide not only
material help and emotional assurance, but also the sense that one is a continuing
object of concern on the part of other people” (Pilsuk, 1982, p. 20).
When the quotation or paraphrase is introduced using the author’s name, place the date
in parenthesis after the name, and the page number at the end.
35
5
Example: Long Quotation
Miele (1993) found the following:
The “placebo effect,” which had been verified in previous studies, disappeared
when behaviors were never exhibited again [italics added], even when reel [sic]
drugs were administered. Earlier studies (e.g., Abdullah,1984; Fox, 1979) were
clearly premature in attributing the results to a placebo effect. (p. 276)
Reference List
The full publication information for each parenthetical citation is included in the
reference list at the end of the essay. It is arranged alphabetically and each entry is
double-spaced with a space between entries. Only the first word in the title of a
publication and the first word in a subtitle (i.e. after the colon) are capitalized.
Publications may be italicized or underlined.
A Book by a Single Author:
Fukuyama, F. (2002). Our posthuman future: Consequences of the biotechnology
revolution. New York: Farrar.
An Article in a Scholarly Journal:
Albada, K. F. (2000). The public and private dialogue about the American family on
television. Journal of Communication 50 (4), 79-110.
(In the example above, 50 = volume number, 4 = issue number, 79-110 = page numbers)
Scholarly Sources from Databases:
Herbst-Damm, K. L. & Kulik, J. A. (2005). Volunteer support, marital status, and the
survival times of terminally ill patients. Health Psychology, 24, 225-229.
doi:10.1037/0278-6133.24.2.225
*Note: If there is no DOI, cite the home page URL by putting “Retrieved from http://etc.”
W
For more information, sign up for the workshop,
APA Style.
36
You can find more citation information at the library website:
http://researchguides.library.brocku.ca/styleguides
Also, check out the links to some online APA style guides on the
James A. Gibson Library website. Under “Research Tools”, go
to “Quick Reference”, then “Citation Style Guides”.
MLA Style
Parenthetical Citation
When quoting or paraphrasing the author(s) in your paper, the author’s(s’) last name(s)
and the page number must be given at the end without a comma in between.
Example: Short Quotation
Rappacini’s daughter is as beautiful as “a bloom so deep and vivid that one shade more
would have been too much” (Hawthorne 2).
When the quotation or paraphrase is introduced using the author’s name, place only the
page number at the end.
Example: Long Quotation
Bronte has been criticized by many scholars for having Jane state at the end of the
novel,
I have now been married ten years. I know what it is to live entirely for and with
what I love best on earth. I hold myself supremely blest—blest beyond what
language can express; because I am my husband’s life as fully as he is mine. No
woman was ever nearer to her mate than I am: ever more absolutely bone of his
bone, and flesh of his flesh. (482)
Reference List
The full publication information for each parenthetical citation is included in the
reference list at the end of the essay. It is arranged alphabetically and each entry is
double-spaced with a space between entries. Publications may be italicized or
underlined.
37
5
A Book by a Single Author:
Fukuyama, Francis. Our Posthuman Future: Consequences of the Biotechnology
Revolution. New York: Farrar, 2002. Print.
An Article in a Scholarly Journal:
Albada, Kelly F. “The Public and Private Dialogue about the American Family on
Television.” Journal of Communication 50.4 (2000): 79-110. Print.
(In the example above, 50 = volume number, 4 = issue number, 79-110 = page numbers)
Scholarly Sources from Library Databases:
Tolson, Nancy. “Making Books Available: The Role of Early Libraries, Librarians, and Booksellers in the Promotion of African American Children’s Literature.” African
American Review 32.1 (1998): 9-16. JSTOR. Web. 5 June 2008.
W
For more information, sign up for the workshop,
MLA Style.
Also, check out the links to some online MLA style guides on the
You can find
moreA.
citation
information
at the library
James
Gibson
Library website.
Underwebsite:
“Research Tools”, go to
http://researchguides.library.brocku.ca/styleguides
“Quick Reference”, then “Citation Style Guides”.
Chicago Style for Sciences
Parenthetical Citation
Parenthetical citation is the method used for citing sources in Chicago style for the
sciences. The author’s last name, the date of the publication, and the page number
must accompany a quotation, paraphrase, or summary.
Example: Short Quotation
Social support is defined as “those relationships among people that provide not only
material help and emotional assurance, but also the sense that one is a continuing
object of concern on the part of other people” (Pilsuk 1982, p. 20).
38
When the quotation or paraphrase is introduced using the author’s name, place the date
in parenthesis after the name and the page number at the end.
Example: Long Quotation
Seligmann (1975) argued that helplessness may lead to depression:
Those people who are particularly susceptible to depression may have had lives relatively devoid of mastery; their lives may have been full of situations in which they were helpless to influence the sources of suffering and relief. (104)
Reference List
The full publication information for each parenthetical citation is included in the
reference list at the end of the essay. It is arranged alphabetically and each entry is
single-spaced with a space between entries. Only the first word in the title of a
publication and the first word in a subtitle (i.e. after the colon) are capitalized.
Publications may be italicized or underlined.
Book by a Single Author:
Diamond, Jared. 1997. Guns, germs, and steel: The fates of human societies. New York: W. W. Norton and Company.
An Article in a Scholarly Journal:
Nayar, Pramod K. 2005. Marvelous excesses: English travel writing and India, 1680
1727.” Journal of British Studies 44, no. 2 (April): 213-38.
Scholarly Sources from Library Databases:
Shapiro, Lawrence A. 2002. Multiple Realizations, Journal of Philosophy 97, no. 12
(December): 635-54. http://links.jstor.org/sici?sici=0022=362X%28200012
%2997%3A12%3C635%3AMR%3E2.0.c0%3B2-Q (accessed June 27, 2006).
W
For more information, sign up for the workshop,
Chicago Style for the Sciences.
Also, check out the links to some online Chicago Style guides on the
James
Gibsoninformation
Library website.
Underwebsite:
“Research Tools”, go to
You can find
moreA.citation
at the library
“Quick
Reference”,
then
“Citation
http://researchguides.library.brocku.ca/styleguides Style Guides”.
39
5
Chicago Style for Humanities
Footnotes or Endnotes
In Chicago style for the humanities, a superscript number follows a quotation or
paraphrase, and a corresponding footnote giving the publication information and page
number(s) appear at the bottom of the page (in the case of footnotes) or at the end of
the paper (in the case of endnotes).
Example: Short Quotation and Corresponding Footnote
1
Langan and Winstanley argue that “a realistic, positive attitude about writing begins
with
the idea that writing is a skill. All skills are acquired and mastered in stages.”
1. John Langan and Sharon Winstanley, College Writing Skills with Readings
(Toronto: McGraw Hill Ryerson, 2003), 4.
Example: Long Quotation and Corresponding Footnote
Turabian states,
If you are writing a class paper, your instructor may also ask you to follow certain principles for presenting quotations. Review these requirements before you
2
prepare your paper.
2. Kate L. Turabian. A Manual for Writers of Research Papers, Theses, and
Dissertations, 7th ed. Revised by Wayne C. Booth, Gregory G. Colomb, Joseph M.
Williams and the University of Chicago Press Editorial Staff. (Chicago: The University of
Chicago Press, 2007) 347.
Bibliography
The full publication information for each parenthetical citation is included in the
bibliography at the end of the essay. It is arranged alphabetically and each entry is
single-spaced with a space between entries. Publications may be italicized or
underlined.
A Book by a Single Author:
Turabian, Kate. L. A Manual for Writers of Research Papers, Theses, and Dissertations, 7th ed. Revised by Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams and the University of Chicago Press Editorial Staff. Chicago: The University of 40
Chicago Press, 2007.
An Article in a Scholarly Journal:
Nayar, Pramod K. “Marvelous Excesses: English Travel Writing and India, 1680-1727.” Journal of British Studies 44, no. 2 (April 2005): 213-38.
Scholarly Sources from Library Databases:
Shapiro, Lawrence A. “Multiple Realizations,” Journal of Philosophy 97, no. 12
(December 2000): 635-54.http://links.jstor.org/sici?sici=0022=362X%28
200012%2997%3A12%3C635%3AMR%3E2.0.c0%3B2-Q (accessed June 27, 2006).
W
For more information, sign up for the workshop,
Chicago Style for the Humanities.
Also,
check
the links
to some at
online
Chicago
Style guides on the
You can
find
moreout
citation
information
the library
website:
James
A.
Gibson
Library
website.
Under
“Research
Tools”, go to
http://researchguides.library.brocku.ca/styleguides
“Quick Reference”, then “Citation Style Guides”.
Annotated Bibliography
An annotated bibliography is an organized list of citations for books, documents, and
articles. Each annotation consists of the reference information in the same format as a
reference or works cited page, followed by a short, descriptive paragraph.
An annotated bibliography:
• May be included as part of a larger paper
• Often suggests the source’s usefulness to your research
• May evaluate the source’s method, conclusions, or reliability
• Includes information similar to an abstract
What to include in an annotated bibliography:
•
•
•
•
•
Author, title, publication information, formatted in APA, MLA, or other style
A discussion of the purpose of the work and a description of the contents
The possible audience for the work
A discussion of any defects, weaknesses, or biases present in the work
Significance of the work or possible research applications
41
5
Specific annotated bibliographies require additional information...
For an informative annotated bibliography:
• State the main findings or arguments in the source.
• Write the thesis, argument or hypothesis.
• List proofs and state the conclusion.
For an evaluative annotated bibliography:
• Assess the source’s strengths and weaknesses.
• Evaluate the source according to set criteria (e.g., your thesis).
For an indicative annotated bibliography:
• Define the scope of the source and the contents.
• List important topics included.
For a combination of the above types
• Present some or all of the points listed above.
Consult APA, MLA, or other style manuals for more information on how to format entries
for an annotated bibliography.
W
For more information, sign up for the workshop,
Annotated Bibliography.
42
Exams
Exam Preparation
Attend the final few classes to get information on:
• What will be covered on the exam
• What format will be used (e.g., essay questions, short answer, etc.).
To prepare for your exam:
• Organize course material into sections, themes or points.
• Develop review sheets. Condense the material into a one- or two-page outline. Add details as needed.
• Review the material by reciting from memory orally, mentally, or by writing your
answers. Work actively with the material. Always check your answers!
• Review copies of previous exams, if available on the library website.
• Predict questions.
• Practise the skills that will be required during the exam: e.g. do practice
questions of the type that you will be writing. Use the same time limits and check
your work for accuracy.
• Analyze your own previous exams. Where did you make errors?
• If you are not sure where you went wrong, ask your instructor.
Exam Writing
1.Read through the entire exam.
• Highlight key words, time limits, marks, etc.
• Note:
- the number of questions to be answered
- type of answers required
- marks per question
- any penalties for guessing
2.Schedule your time.
• Give more time to questions worth more.
3.Do the easiest questions first.
• Mark questions you leave out so that you can return to them later.
4.Read each problem or question very carefully.
• Note instructions.
• What do you have to find?
• Estimate the answer for numerical questions, if possible.
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5.Review.
• Check your answers.
• Check that you answered the right number of questions.
Before handing in:
• Check grammar, punctuation, and spelling.
• Did you miss a question or page?
• Is your name and ID on each book or page?
W
For more information, sign up for one or more
of the following workshops:
Exam Preparation,
Handling Exam Anxiety,
Last Minute Exam Preparation,
and Exam Overview.
Exams: Multiple Choice
How to Prepare for Multiple Choice Exams
•
•
•
Be sure that you know the language or jargon of the course.
Recite for precision. Review information in detail.
Be able to recall and apply information. It is not enough just to recognize the
answers.
Strategies for Writing Multiple Choice Exams
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Cover the alternative answers while reading the question.
Underline key words and translate the question into your own words.
Read all the responses, even if you think A is correct.
Predict a possible answer.
Recall content area and identify some key ideas.
Pay attention to format. Look for combination answers: e.g., “all of the
above.”
Watch out for jargon and familiar phrases from the course that don’t
answer the question.
Eliminate the obviously wrong answers.
Understand that the most inclusive answer is often correct.
Guess if there is no penalty.
Check to see if one question answers another.
Review, but don’t change an answer without a very good reason. Your first
answer is most likely to be right.
Be sure that you mark the correct space if you are using Scantron.
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Tips for True/False Questions
• Notice words that may indicate that a statement is true:
e.g., “few,” “some,” “many,” “often.”
• Notice words that may indicate that the statement is false:
e.g., “never,” “all,” “every,” “only.”
• Read all two-part statements carefully. Both parts must be
true for the statement to be true.
• Look for negative and double negative statements:
e.g., “not uninhabited.”
• If there is no penalty, guess.
W
For more information, sign up for the workshop,
Writing Multiple Choice Exams.
Exams: Open Book
A common mistake students make is to assume that they don’t have to know the
materials or study for an open book exam.
• Learn the material! You must be able to use the material, not just locate it.
• Organize your material.
- Outline and index material so that you can find it fast.
- Index by topic or theme.
- Put labelled tabs on text to create an index.
- Become very familiar with your book.
• During the exam, spend your time writing, not looking up and reading
information!
Study Tip
Re-work your returned exam.
Learn to do the problems that you missed.
Find out where you made mistakes or lost marks.
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6
Works Consulted
(Formatted in MLA Style)
American Psychological Association. Publication Manual of the American Psychological Association. 5th ed. Washington: American Psychological Association, 2001.
Anson, Chris and Robert Scwegler. The Longman Handbook for Writers and Readers. New York: Addison-Wesley Educational Publishers, 1997.
Brindle, Ian. Personal Interview. 16 March 2005.
Buckley, Joanne. Fit to Print. 6th ed. Toronto: Nelson, 2004.
“Developing Math Skills.” Study Skills–Online. 16 March 2005
<http://www.geosoc.org/schools/pass/index.htm>.
English Faculty. Guide to Communication Skills. Pembroke: Algonquin College in the Ottawa Valley, 2004.
Fleet, Joan, Fiona Goodchild, and Richard Zajchowski. Learning for Success. 3rd ed. Toronto: Harcourt Brace, 1999.
Fleet, Joan, and Denise Reaume. Power Over Time. Toronto: Harcourt Brace, 1994.
“Gender Bias.” Knowledge and Information Services. 16 January 2005. National Center for State Courts. 23 February 2005
<http://www.ACSonline.org/wc/FAQs/GenBiaFAQ.htm>.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th ed. New York: The
Modern Language Association of America, 2003.
Hacker, Diana. Rules for Writers. 3rd ed. Boston: Bedford Books, 1996.
“How to Study Math and Science.” Study Skills–Online. 11 March 2005
<http://www.geosoc.org/schools/pass/index.htm>.
Kilborn, Judith. “Abstracts.” Literacy Education Online. 2 October 2007. St Cloud State.
<http://leo.stcloudstate.edu/bizwrite/abstracts.html>
Lester, James D. Writing Research Papers: A Complete Guide 2nd ed. New York:
Pearson/Longman, 1976.
Norton, Sarah, and Brian Green. The Bare Essentials. 4th ed. Toronto: Harcourt, 2003.
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“Review of Literature.” The Writing Center. 2004. University of Wisconsin – Madison. 22 February 2005 <http://www.wisc.edu/writing/Handbook/ReviewofLiterature.html>.
Troyka, Lynn Quitman, Joanne Buckley, and David Gates. Handbook for Writers: First Canadian Edition. Scarborough: Prentice–Hall, 1996.
Vipond, Douglas. Success in Psychology. Toronto: Harcourt Brace, 1996.
Williams, E.H. “Lab Reports for Biology.” Hamilton Writing Center. 2005. The Trustees of Hamilton College. 17 April 2005
<http://www.hamilton.edu/academics/resource/we/bio_lab.html>.
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