| Description |
1 online resource (xiii, 162 pages) |
| Contents |
Getting into academic culture xi -- The Ascertain model xi -- Part 1 Becoming an Active Learner 1 -- 1 Routes to Learning 3 -- Learning is a journey 4 -- Finding your way around the subject landscape 5 -- The student as independent learner 6 -- Taking responsibility for your own learning 6 -- Approaches to learning 7 -- Deep-holistic and surface-atomistic learners 8 -- Choosing the approach and the strategy to suit the circumstances 10 -- Organisational strategies and attitude in the study process 11 -- Operating strategically 12 -- Striking a balance 13 -- Issues of confidence 14 -- Uncharted territory 15 -- Solution to Task 1.1 16 -- 2 Learning to Remember 17 -- The art of memory 18 -- Memory and technology 19 -- The mind is a container 20 -- Routes to remembering 20 -- Visual impact 21 -- Creating visual impact 21 -- The mind map 21 -- Association by images 22 -- Sound links 24 -- The emotions 24 -- Cultivating episodic memory 25 -- Where were you when ...? 25 -- Primacy and recency effects 26 -- Being systematic 27 -- System and short-term memory 28 -- Risking mistakes 29 -- Further practice 30 -- 3 Managing your Time 32 -- Thinking about time 33 -- Time and study strategies 34 -- Saving time or wasting time 35 -- Net time 36 -- Pacing yourself 37 -- Planning when to do your studies 38 -- Prioritising task and time 41 -- Burning the midnight oil 42 -- Getting to the degree stage 42 -- Part 2 Academic Tasks and Contexts 45 -- 4 Managing your Assignments 47 -- Assignment types 48 -- Planning and preparation 49 -- Consulting departmental guidelines 49 -- Purpose 49 -- Assessment weighting 49 -- Constructing a bibliography 50 -- Following up feedback 51 -- Your use of the library 52 -- Thinking ahead 53 -- Working together 54 -- Making the most of making notes 54 -- Copying down or integrating into your thinking? 56 -- Disciplining yourself to make notes from recall 57 -- Note-making processes 58 -- Dividing the page 58 -- The spider diagram 58 -- Maintaining a filing system 59 -- Integrating writing, reading and note-making in managing written assignments 60 -- The reinforcement principle 61 -- 5 Getting to Grips with the Essay 63 -- Getting to grips with essay titles 64 -- Assessment criteria 68 -- Structure 70 -- Clarity 72 -- Evidence of reading 74 -- Coherence 75 -- Presentation 77 -- Addressing your reader 78 -- 6 Making the Most of Reading 80 -- Reading strategies 80 -- Research reading for writing or speaking 84 -- Reading faster 85 -- Reading, time and efficiency 86 -- Reading critically 87 -- 7 Making the Most of Seminars and Seminar Presentations 89 -- Speaking up in seminars 90 -- Giving a seminar presentation 91 -- What is the purpose of seminar presentations? 91 -- Preparation beforehand 93 -- The live performance 94 -- Handling questions after the presentation 95 -- Seminar presentations as transferable skills 96 -- 8 Getting to Grips with Examinations 97 -- Preparing for examinations 98 -- Predicting what will come up 98 -- The examination game 100 -- Using past papers 103 -- Revision strategies 104 -- Revising selectively 104 -- Writing up an examination question 105 -- Revision as an ongoing strategy 106 -- Before you get to the exam room 108 -- In the exam room 108 -- Reducing exam stress 109 -- Countering negative self-reports 109 -- Part 3 Minding Your Language 111 -- 9 Finding your Academic Voice 112 -- Shifting contexts 112 -- Language use in the study context 113 -- Language use in the academic context 113 -- Speaking the language of your discipline or disciplines 114 -- Structuring your thinking to suit the needs of your academic assignments 115 -- 'Speaking' the right language in your assignments 116 -- Finding your own writing voice 117 -- Getting the right word for the right context 118 -- Collocations 119 -- Confusing academic voices 122 -- To use, or not to use 'I' in academic writing: what is the difference? 123 -- Your voice and the voice of authority 124 -- In your own words -- The problem of plagiarism 126 -- Solutions 128 -- 10 Disciplining Your Language: Spelling, Punctuation and Grammar 130 -- Disciplining your spelling 131 -- Spelling or meaning 133 -- Putting the apostrophe in the right place 135 -- Spelling out some problem areas 136 -- Putting commas and full stops in the right places 137 -- Getting to grips with grammar 138 -- Problem sentences 139 -- Being clear about what you're referring to 139 -- Integrating your own grammar into that of a citation 140 -- The effects of disjointed grammar 141 -- Working together 142 -- Task solutions 143 -- Part 4 Moving on After University 145 -- 11 Putting Yourself on the Job Market 146 -- Transferable skills 146 -- Preparing for work after the degree 147 -- The job application process 148 -- Answering application form questions 149 -- Preparing your CV 149 -- Thinking of your experience in terms of skills gained 152 -- The covering letter 152 -- The covering letter as opportunity 153 -- The Interview 155 -- Anticipating questions 156 -- Overcoming nervousness 156 -- In the interview 157 -- Bon voyage! 157 |
| Summary |
Students in higher education can improve their learning with this guide, which builds awareness of different approaches, attitudes and strategies and places importance on the notion of active learning |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Consumer education -- Great Britain.
|
|
Study skills.
|
| Genre/Form |
Ratgeber
|
| Form |
Electronic book
|
| ISBN |
0761968075 |
|
0761968083 (paperback) |
|
0857025031 (ebook) |
|
1847876943 |
|
9780761968078 |
|
9780761968085 (paperback) |
|
9780857025036 (ebook) |
|
9781847876942 |
|
