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Flying Start by Mind Map: Flying Start

1. 2nd evening

1.1. WHAT IS AN ASSIGNMENT?

1.1.1. An assignment is...

1.1.1.1. ...an original piece of work based on lecturer's guidelines

1.1.1.2. ...completed independently by students in their own time

1.1.1.3. ...submitted on a due date

1.1.1.4. ...a contributor to the grade of a particular paper

1.1.2. Lecturers look for two main things:

1.1.2.1. understanding of the topic

1.1.2.2. clear presentation, format and style

1.1.3. Assignment checklist

1.1.3.1. form of assignment (if any) ?

1.1.3.2. due date?

1.1.3.3. question?

1.1.3.4. assessment criteria?

1.1.3.5. number of words?

1.1.3.6. number and type of sources?

1.1.3.7. format and presentation?

1.1.3.8. where to upload and/or hand in?

1.2. 7 STEPS TO ESSAY SUCCESS

1.2.1. Step1: Analyze the question

1.2.1.1. TOPIC

1.2.1.1.1. What is the question about?

1.2.1.1.2. keyword?

1.2.1.2. FOCUS

1.2.1.2.1. which aspect or context?

1.2.1.3. TASK

1.2.1.3.1. what do you have to do?

1.2.1.3.2. task words:

1.2.2. Step2: Do the research

1.2.2.1. DEFINITIONS

1.2.2.1.1. take definitions from experts, not from websites

1.2.2.2. ARGUMENTS

1.2.2.3. EVIDENCE

1.2.2.4. sources:

1.2.2.4.1. prescribed textbook

1.2.2.4.2. books and articles recommended by lecturer

1.2.2.4.3. library databases

1.2.2.4.4. reliable websites

1.2.2.5. what to get:

1.2.2.5.1. direct quotations

1.2.2.5.2. summarize in your own words

1.2.2.5.3. reference for each quote and summary

1.2.3. Step3: Organize your essay plan

1.2.3.1. How many paragraphs?

1.2.3.1.1. STD PARA LNGTH = approx 150 to 200 words

1.2.3.1.2. TOTAL WORDS = max words required for the assignment?

1.2.3.1.3. NUM PARAS = TOTAL WORDS divided by STD PARA LNGTH

1.2.3.2. Standard Structure:

1.2.3.2.1. Introduction

1.2.3.2.2. Body / Discussion

1.2.3.2.3. Conclusion / Summary

1.2.4. Step4: Write the first draft

1.2.4.1. Start with writing the thesis statement

1.2.4.1.1. gives clarity

1.2.4.1.2. provides ideas for divergent viewpoints

1.2.4.2. begin writing conclusion / summary while writing intro and body

1.2.4.3. flesh it out with examples, evidence, etc

1.2.5. Step5: Get feedback on first draft

1.2.5.1. Book an appointment with SLC

1.2.5.2. Consider first...

1.2.5.2.1. ...does it flow?

1.2.5.2.2. ...does my argument make sense?

1.2.5.2.3. ...do I have enough evidence?

1.2.5.2.4. ...am I over the word limit?

1.2.5.2.5. ...does the conclusion do the assignment justice? is it weak?

1.2.5.2.6. ...is the introduction "over the top"?

1.2.6. Step6: Revise your draft

1.2.6.1. ADD

1.2.6.1.1. more evidence?

1.2.6.1.2. explain a point more thoroughly?

1.2.6.1.3. more descriptive details?

1.2.6.1.4. signal phrases for all quotations?

1.2.6.1.5. stronger transitions?

1.2.6.1.6. headings or sub-headings?

1.2.6.1.7. additional referencing?

1.2.6.2. SUBTRACT

1.2.6.2.1. irrelevant points?

1.2.6.2.2. off-the-topic wanderings?

1.2.6.2.3. unnecessary details?

1.2.6.2.4. examples that don't quite fit?

1.2.6.2.5. weak evidence?

1.2.6.3. MOVE

1.2.6.3.1. is there logic to my order of information?

1.2.6.3.2. does it flow?

1.2.6.3.3. should some info be moved from intro or conclusion into body?

1.2.6.4. CHANGE

1.2.6.4.1. have I chosen the best words for my meaning?

1.2.6.4.2. would a different example be stronger?

1.2.6.4.3. would evidence from a different source be more credible?

1.2.6.5. ideas for academic-sounding language:

1.2.6.5.1. phrasebank

1.2.6.5.2. academic English generator

1.2.7. Step7: Submit your assignment

1.2.7.1. double-check details in course administration guide

1.2.7.2. back up your work!

1.3. STRUCTURING A PARAGRAPH

1.3.1. What is a paragraph?

1.3.1.1. A distinct piece of writing, indicated by a new line

1.3.1.2. A collection of related sentences which deal with one idea or topic, and has a single focus.

1.3.2. Qualities of a successful paragraph

1.3.2.1. unity

1.3.2.1.1. topic sentence for each paragraph

1.3.2.2. coherence

1.3.2.2.1. fits together in a way that the reader can follow

1.3.2.2.2. repeats keywords

1.3.2.2.3. substitutes keywords for synonyms

1.3.2.2.4. uses pronouns (they, them, etc)

1.3.2.2.5. uses transition words (firstly, furthermore, etc)

1.3.2.3. development

1.3.2.3.1. explores its topic more fully

1.3.2.3.2. validates the topic

1.3.2.3.3. holds the reader's interest

1.3.2.3.4. Illustrating a point with examples can help to develop the main idea

1.3.3. Four basic types of paragraph

1.3.3.1. narrative

1.3.3.2. descriptive

1.3.3.3. persuasive

1.3.3.3.1. most common for undergrads

1.3.3.4. expository / explanatory

1.3.4. Elements of a paragraph

1.3.4.1. distinct section (start & end)

1.3.4.2. focuses on one clearly defined area

1.3.4.3. has to be well organized, sentences relate to each other

1.3.4.4. sentences link clearly

1.3.4.5. main point should be backed up with references

1.3.4.6. use evidence, examples, or references

1.3.5. T.E.E.

1.3.5.1. Topic statement

1.3.5.2. Explanation

1.3.5.3. Evidence / example

1.3.5.4. <<missing image>>

2. 1st evening

2.1. TIME MANAGEMENT

2.1.1. S.M.A.R.T.

2.1.1.1. Specific

2.1.1.2. Measureable

2.1.1.3. Attainable

2.1.1.4. Realistic

2.1.1.5. Time-limited

2.1.2. Goal-setting

2.1.2.1. Long-term: Graduation (when, why, how?)

2.1.2.2. Medium-term: Pass papers (which?)

2.1.2.3. Short-term:

2.1.2.3.1. Pass assignments

2.1.2.3.2. Pass tests & exams

2.1.3. Helpful hints:

2.1.3.1. Create a to-do list

2.1.3.2. Create a time estimate

2.1.3.3. File your material carefully

2.1.3.4. Work at your optimum time (day/night)

2.1.3.5. Get started!!

2.1.3.6. Do the worst job first

2.1.3.7. Take regular breaks

2.1.3.8. Make sure each task has a deadline

2.1.3.9. Focus and concentrate on the job at hand

2.2. READING

2.2.1. Types of academic reading

2.2.1.1. Skimming

2.2.1.2. Scanning

2.2.1.3. In-depth reading

2.2.1.4. Critical reading

2.2.2. Reading prescribed texts

2.2.2.1. Skim TOC

2.2.2.2. Focus on chapter objectives

2.2.2.3. Flick through the chapter (headings, charts, tables)

2.2.2.4. Read the chapter review/summary

2.2.2.5. Check the definitions of key terms/concepts

2.2.2.6. Think about the discussion questions

2.2.2.7. Summarize main ideas (take notes)

2.2.2.8. Look at previous exam papers

2.2.3. Reading for assignments

2.2.3.1. Become an active reader

2.2.3.2. Read with a purpose (analyze assignment question)

2.2.3.3. Analyze the assignment

2.2.3.4. Locate the relevant text (TOC & Index)

2.2.3.5. Find main idea or concept in paragraphs

2.2.3.6. Generate your own questions

2.2.3.7. Summarize main ideas

2.2.3.8. Make notes as you read

2.3. TAKING NOTES

2.3.1. Study cycle

2.3.1.1. Reading

2.3.1.2. Make notes

2.3.1.3. Commit notes to memory

2.3.1.4. Recall notes during exam

2.3.2. Principles of good memory

2.3.2.1. Encoding information

2.3.2.1.1. identify key concepts / main idea

2.3.2.1.2. reduce key concept to a keyword

2.3.2.2. Storing information

2.3.2.2.1. Summarize in your own words!

2.3.2.2.2. Helps you understand

2.3.2.2.3. Helps you organize information

2.3.2.2.4. Helps you actively work

2.3.2.3. Consolidating information

2.3.2.4. Retrieving information

2.3.3. Rules of notetaking:

2.3.3.1. 1. Use your own words

2.3.3.2. 2. Use as few words as possible

2.3.3.3. 3. Don't make notes sentence-by-sentence

2.3.3.4. 4. Concentrate on concepts

2.3.3.5. 5. Make notes from memory, not the text

2.3.3.6. 6. Organize notes in a structure

2.3.3.7. 7. Translate diagrams, graphs, tables into words

2.3.3.8. 8. Develop your own shorthand symbols

2.3.3.9. 9. Print handwriting, not script

2.3.3.10. 10. Use loose sheets of paper

2.3.3.11. 11. Use separate sheet for each text

2.3.3.12. 12. Write on one side of paper only

2.3.3.13. 13. Write them out initially, not on a computer

2.3.3.14. 14. Try to take some notes BEFORE the lecture

2.3.4. Taking notes in your own time

2.3.4.1. Do a free-expression exercise

2.3.4.1.1. What do you know already about the subject?

2.3.4.2. Methods:

2.3.4.2.1. Linear (bullet points)

2.3.4.2.2. Columnar

2.3.4.2.3. Summary / Response:

2.3.5. In-class note taking

2.3.5.1. Linear method is easiest

2.3.5.2. Time-sensitive

2.3.5.3. Summarize, not every word

2.3.5.4. Don't worry about falling behind

2.3.5.5. After lecture...

2.3.5.5.1. Consolidate notes

2.3.5.5.2. Do this soon after class

2.3.5.5.3. Date and file notes to find easily

2.3.5.6. Grab any additional notes given, and consolidate into your existing notes

2.4. MEMORY

2.4.1. Two main keys to memory:

2.4.1.1. Visualization

2.4.1.1.1. Close your eyes

2.4.1.1.2. Relax

2.4.1.1.3. Create and manipulate sense impressions

2.4.1.1.4. Deepen & intensify

2.4.1.1.5. Suspend judgement

2.4.1.1.6. Practice often

2.4.1.2. Hooks

2.4.2. Remembering depends on:

2.4.2.1. The thing to be remembered

2.4.2.2. The hook

2.4.3. Memory systems:

2.4.3.1. The chaining system

2.4.3.1.1. Make a story out of it

2.4.3.2. Acrostics / Mnemonics

2.4.3.2.1. The wicked witch of the west has a wicked waist (from Dayskippers course)

2.4.3.3. Number-sound system

2.4.3.3.1. ONE - bun (item to remember eating a bun)

2.4.3.3.2. TWO - shoe (item to remember wearing a shoe)

2.4.3.3.3. THREE - tree (item to remember sitting in a tree)

2.4.3.3.4. ...

2.4.3.4. Number-shape system

2.4.3.4.1. ONE - flagpole (item to remember holding a flag)

2.4.3.4.2. TWO - duck (item to remember eating a duck)

2.4.3.4.3. THREE - boobs (item to remember with big boobs)

2.4.3.4.4. ...

2.4.3.5. Loci system

2.4.3.5.1. Visualize each item in a location in your home