MARC record from Internet Archive

LEADER: 09157cam 2200841 a 4500
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005 20200721110939.0
008 020507s2002 enka b 001 0 eng
010 $a 2001132948
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050 00 $aLB2395$b.T845 2002
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100 1 $aTurner, Joan,$d1951-
245 10 $aHow to study :$ba short introduction /$cJoan Turner.
260 $aLondon ;$aThousand Oaks, Calif. :$bSAGE,$c2002.
300 $axiii, 162 pages :$billustrations ;$c26 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
490 0 $aSage Study Skills
504 $aIncludes bibliographical references (pages 158-159) and index.
505 00 $tGetting into academic culture$gxi --$tThe Ascertain model$gxi --$gPart 1$tBecoming an Active Learner$g1 --$g1$tRoutes to Learning$g3 --$tLearning is a journey$g4 --$tFinding your way around the subject landscape$g5 --$tThe student as independent learner$g6 --$tTaking responsibility for your own learning$g6 --$tApproaches to learning$g7 --$tDeep-holistic and surface-atomistic learners$g8 --$tChoosing the approach and the strategy to suit the circumstances$g10 --$tOrganisational strategies and attitude in the study process$g11 --$tOperating strategically$g12 --$tStriking a balance$g13 --$tIssues of confidence$g14 --$tUncharted territory$g15 --$tSolution to Task 1.1$g16 --$g2$tLearning to Remember$g17 --$tThe art of memory$g18 --$tMemory and technology$g19 --$tThe mind is a container$g20 --$tRoutes to remembering$g20 --$tVisual impact$g21 --$tCreating visual impact$g21 --$tThe mind map$g21 --$tAssociation by images$g22 --$tSound links$g24 --$tThe emotions$g24 --$tCultivating episodic memory$g25 --$tWhere were you when ...?$g25 --$tPrimacy and recency effects$g26 --$tBeing systematic$g27 --$tSystem and short-term memory$g28 --$tRisking mistakes$g29 --$tFurther practice$g30 --$g3$tManaging your Time$g32 --$tThinking about time$g33 --$tTime and study strategies$g34 --$tSaving time or wasting time$g35 --$tNet time$g36 --$tPacing yourself$g37 --$tPlanning when to do your studies$g38 --$tPrioritising task and time$g41 --$tBurning the midnight oil$g42 --$tGetting to the degree stage$g42 --$gPart 2$tAcademic Tasks and Contexts$g45 --$g4$tManaging your Assignments$g47 --$tAssignment types$g48 --$tPlanning and preparation$g49 --$tConsulting departmental guidelines$g49 --$tPurpose$g49 --$tAssessment weighting$g49 --$tConstructing a bibliography$g50 --$tFollowing up feedback$g51 --$tYour use of the library$g52 --$tThinking ahead$g53 --$tWorking together$g54 --$tMaking the most of making notes$g54 --$tCopying down or integrating into your thinking?$g56 --$tDisciplining yourself to make notes from recall$g57 --$tNote-making processes$g58 --$tDividing the page$g58 --$tThe spider diagram$g58 --$tMaintaining a filing system$g59 --$tIntegrating writing, reading and note-making in managing written assignments$g60 --$tThe reinforcement principle$g61 --$g5$tGetting to Grips with the Essay$g63 --$tGetting to grips with essay titles$g64 --$tAssessment criteria$g68 --$tStructure$g70 --$tClarity$g72 --$tEvidence of reading$g74 --$tCoherence$g75 --$tPresentation$g77 --$tAddressing your reader$g78 --$g6$tMaking the Most of Reading$g80 --$tReading strategies$g80 --$tResearch reading for writing or speaking$g84 --$tReading faster$g85 --$tReading, time and efficiency$g86 --$tReading critically$g87 --$g7$tMaking the Most of Seminars and Seminar Presentations$g89 --$tSpeaking up in seminars$g90 --$tGiving a seminar presentation$g91 --$tWhat is the purpose of seminar presentations?$g91 --$tPreparation beforehand$g93 --$tThe live performance$g94 --$tHandling questions after the presentation$g95 --$tSeminar presentations as transferable skills$g96 --$g8$tGetting to Grips with Examinations$g97 --$tPreparing for examinations$g98 --$tPredicting what will come up$g98 --$tThe examination game$g100 --$tUsing past papers$g103 --$tRevision strategies$g104 --$tRevising selectively$g104 --$tWriting up an examination question$g105 --$tRevision as an ongoing strategy$g106 --$tBefore you get to the exam room$g108 --$tIn the exam room$g108 --$tReducing exam stress$g109 --$tCountering negative self-reports$g109 --$gPart 3$tMinding Your Language$g111 --$g9$tFinding your Academic Voice$g112 --$tShifting contexts$g112 --$tLanguage use in the study context$g113 --$tLanguage use in the academic context$g113 --$tSpeaking the language of your discipline or disciplines$g114 --$tStructuring your thinking to suit the needs of your academic assignments$g115 --$t'Speaking' the right language in your assignments$g116 --$tFinding your own writing voice$g117 --$tGetting the right word for the right context$g118 --$tCollocations$g119 --$tConfusing academic voices$g122 --$tTo use, or not to use 'I' in academic writing: what is the difference?$g123 --$tYour voice and the voice of authority$g124 --$tIn your own words -- The problem of plagiarism$g126 --$tSolutions$g128 --$g10$tDisciplining Your Language: Spelling, Punctuation and Grammar$g130 --$tDisciplining your spelling$g131 --$tSpelling or meaning$g133 --$tPutting the apostrophe in the right place$g135 --$tSpelling out some problem areas$g136 --$tPutting commas and full stops in the right places$g137 --$tGetting to grips with grammar$g138 --$tProblem sentences$g139 --$tBeing clear about what you're referring to$g139 --$tIntegrating your own grammar into that of a citation$g140 --$tThe effects of disjointed grammar$g141 --$tWorking together$g142 --$tTask solutions$g143 --$gPart 4$tMoving on After University$g145 --$g11$tPutting Yourself on the Job Market$g146 --$tTransferable skills$g146 --$tPreparing for work after the degree$g147 --$tThe job application process$g148 --$tAnswering application form questions$g149 --$tPreparing your CV$g149 --$tThinking of your experience in terms of skills gained$g152 --$tThe covering letter$g152 --$tThe covering letter as opportunity$g153 --$tThe Interview$g155 --$tAnticipating questions$g156 --$tOvercoming nervousness$g156 --$tIn the interview$g157 --$tBon voyage!$g157.
520 1 $aAny student can improve their learning in higher education if they want to, and the aim of this guide is to help them along this route, not by claiming there is only one right way to do things but by building awareness of different approaches, attitudes, and strategies. Key to this is the notion of active learning which is highlighted throughout the book with the acronym ASCERTAIN whose individual letters signal a range of different strategies and attitudes relevant in different contexts. Throughout, there is an awareness that among the different cultures students participate in, academic culture has its own set of values which academic staff tend to take for granted, but which students may need to have a greater awareness of, and build into their thinking and working.
650 0 $aStudy skills.
650 2 $aLearning.
650 6 $aÉtude$vMéthodes.
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650 17 $aStudievaardigheden.$2gtt
655 4 $aRatgeber.
655 7 $aGuides (form)$0(NL-LeOCL)088143201$2gtt
856 41 $3Table of contents$uhttp://catdir.loc.gov/catdir/enhancements/fy0657/2001132948-t.html
856 42 $3Publisher description$uhttp://catdir.loc.gov/catdir/enhancements/fy0657/2001132948-d.html
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