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Table of contents

The Ten Study Habits of Successful Students ................................................................... 8

What is an Effective Study Area? ............................................................... 10

The Physical Study Area .................................................................................. 10

Making the Study Area Work ........................................................................ 11

Reading Strategies.............................................................................................. 12

Strategy 1: Knowing what you want to know ................................................................ 12

Strategy 2: Knowing how deeply to study the material ................................................. 12

Strategy 3: Active Reading ............................................................................ 13

Strategy 4: How to study different sorts of material ..................................................... 13

Strategy 5: Reading 'whole subject' documents ............................................................ 14

Strategy 6: Using glossaries with technical documents ................................................. 15

Key points: ............................................................................................................... 15

Organizing Your Time ............................................................................................. 15

Teaching English Reading Techniques and Strategies for ESL Teachers ........................ 18

........................................................................................................................................ 20

A Strategy for Reading Textbooks ............................................................ 20

Taking Notes in Class ........................................................................................ 21

Graphic Organizers in the Classroom ............................................................................. 23

Advantages of Graphic Organizers .................................................................... 24

Graphic Organizers .................................................................................................. 27

Study Skills for ELLS ......................................................................................... 33

Study Skills for ELLS (English Language Learners Students) .. 33

How to memorize material effectively .................................................... 34

Study Groups ( Learning in groups) ................................................................................ 39

Benefits of a Study Group ............................................................................... 39

Getting a Study Group Started .................................................................... 40

Characteristics of a Successful Study Group .................................................................. 42

Possible Pitfalls of a Study Group ................................................................................... 43

The essay .................................................................................................................... 55

How to Write an Essay: 10 Easy Steps ...................................................... 55

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Why is writing an essay so frustrating? ....................................................................... 55

Brief Overview of the 10 Essay Writing Steps .............................................................. 56

1. Research . ................................................................................................................. 56

2. Analysis. .................................................................................................................... 56

3. Brainstorming. .......................................................................................................... 56

4. Thesis ........................................................................................................................ 56

5. Outline ...................................................................................................................... 57

6. Introduction.............................................................................................................. 57

7. Paragraphs ................................................................................................................ 57

8. Conclusion ................................................................................................................ 57

9. MLA Style. ................................................................................................................. 57

10. Language. ............................................................................................................... 57

Read light sources, then thorough ................................................................. 58

Write down quotations ........................................................................................ 59

Take a little from a lot ......................................................................................... 59

Research FAQ ....................................................................................................... 59

Use a variety of search engines....................................................................... 62

Look at the Site's Quality ................................................................................... 62

Mix up your search words .................................................................................. 63

Don't Limit Yourself to the Internet ............................................................................. 63

Step 1b: Researching the Academic Databases ............................................................ 64

The Academic Databases.................................................................................... 64

Academic Search Premier ............................................................................ 64

CQ Researcher ..................................................................................................... 65

JSTOR ....................................................................................................................... 66

LEXIS-NEXIS Academic Universe ............................................................ 67

Troubleshooting...................................................................................................... 68

Retrieving books saves energy ........................................................................ 69

Learn to skim books ............................................................................................. 70

Library as sanctuary ............................................................................................. 70

Step 2: Analysis ....................................................................................................... 70

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Identify the argument ............................................................................................ 71

Assess the reasoning ......................................................................................... 71

Non Sequitar: ................................................................................................................. 72

Find an original idea ............................................................................................... 74

Use different techniques ....................................................................................... 75

Step 4: Thesis ........................................................................................................... 77

Make it arguable ....................................................................................................... 78

Be specific ................................................................................................................... 78

Avoid lists .................................................................................................................... 78

Follow an "although . . . actually" format ....................................................................... 79

Use an outline to plan ............................................................................................ 80

Make your points brief ........................................................................................... 80

Choose an appropriate arrangement ............................................................... 81

Step 6: The Introduction ...................................................................................... 82

Get the reader's attention .................................................................................... 82

Jump right into the Issue ............................................................................... 82

Present your thesis ................................................................................................. 83

Step 7: Paragraphs ................................................................................................. 83

Choose a singular focus ........................................................................................ 83

Begin with a topic sentence ................................................................................. 84

Develop the idea ...................................................................................................... 84

Step 8: The Conclusion ......................................................................................... 85

Recap your main idea ............................................................................................ 85

Leave a memorable impression ......................................................................... 85

Keep it short .............................................................................................................. 85

Examples of Real Conclusions............................................................................. 86

Step 9: MLA Style .................................................................................................... 88

1. Make sure all authors cited in the body of your essay also appear on the Works Cited

page. ............................................................................................................................... 88

2. Only quote catchy or memorable phrases or sentences. .......................................... 88

3. Don't rely too much on the same source. .................................................................. 89

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4. Follow up your quotations with commentary, interpretation, or analysis. ............... 89

5. Use signal phrases to introduce your quotations....................................................... 89

Step 9a: Citation ...................................................................................................... 90

1. Direct Quotation .................................................................................................. 91

2. Paraphrase ............................................................................................................ 91

3. Mixed Quotations ................................................................................................ 92

Plagiarism ................................................................................................................... 93

Step 10: Language .................................................................................................. 93

Give Your Eyes Rest ........................................................................................... 94

Know What to Look For .................................................................................... 94

Don't Plagiarize..................................................................................................... 95

Stage 10a: Clarity ................................................................................................... 96

Use topic sentences ................................................................................................ 96

Make clear transitions ............................................................................................ 96

Omit needless words .............................................................................................. 97

Establish emphasis .................................................................................................. 98

Use Rhythm ................................................................................................................ 99

Be straightforward ................................................................................................. 100

Step 10b: Style ....................................................................................................... 100

Avoid Personal References .......................................................................... 100

Diction: Choose the right words ...................................................................... 101

Vary your sentence length ................................................................................. 102

Avoid sexist pronouns .......................................................................................... 103

Maintain a level of formality .............................................................................. 103

Avoid emotionalism ............................................................................................... 104

Sample Outline for writing an essay .............................................................. 110

I. Introduction (150 words) ............................................................................... 111

II. Personal Experience -- Collier's personal experience connects with audience.(200

words) ........................................................................................................................... 111

III. Good Reasoning --Collier's argument rests on good reasoning overall (200 words)

...................................................................................................................................... 111

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IV. Statistics -- Collier uses statistics in straightforward, easy to understand way (200

words) ........................................................................................................................... 111

V. Authority -- Collier has authority from working in legal process (200 words)......... 112

VI. Conclusion (50 words) .................................................................................. 112

Sample of an essy ................................................................................................. 113

Independent study

It is a form of education offered by many high schools, colleges, and

other educational institutions around the world. It is sometimes referred to as directed study. It is most usually when a student and a

professor or teacher agree upon a topic for the student to further research outside of school with loose guidance from the instructor for

an agreed upon amount of credits.

For elementary and junior high, it is sometimes a GATE study where the student receives a packet and must research their topic and

formulate and answer questions. At the end, they develop and present a product, although not all GATE systems participate in this

action.

There is a vast array of charter schools throughout the country that

are providing independent study and Homeschooling in a variety of instructional formats: online, in-person or some hybrid of online/in-

person interaction. Suffice to say that this format is not for everyone, but as the need for personalized learning and school safety continues

to be a major issue for many students and their families, this educational option will continue to grow in popularity.

The Difference between Study Skills, Study Techniques and Study Methods

When one considers learning and study, one should always keep in

mind that there are three aspects that are of importance:

STUDY SKILLS:

The ability of any learner to study successfully depends to a great

extent on his fundamental study skills, i.e. his ability to concentrate, to perceive correctly and accurately, as well as the ability to

remember what has been perceived.

Study skills should not be confused with study techniques and study

methods. The difference between these can be explained by using the

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game of soccer as example. In order to be a soccer player, a person

FIRST has to master the fundamental soccer skills, e.g. passing, heading, and dribbling the ball. Only after that can he be taught

techniques and methods. In the same way, in order to be a good

student, a learner FIRST has to master the fundamental study skills.

Mnemonics training is often done without keeping this sequential fashion of learning in mind. A mnemonic is a specific reconstruction of

target content intended to tie new information more closely to the learner's existing knowledge base and, therefore, facilitate retrieval.

There are a variety of mnemonic techniques, including keywords, pegwords, acronyms, loci methods, spelling mnemonics, phonetic

mnemonics, number-sound mnemonics, and Japanese "Yodai" methods. An example of an acronym is to remember the word

HOMES to recall the names of the Great Lakes: Huron, Ontario,

Michigan, Erie, and Superior. The purpose of number-sound mnemonics is to recall strings of numbers, such as telephone

numbers, addresses, locker combinations or historical dates. To use them, learners must first learn the number-sound relationships: 0=s;

1=t; 2=n; 3=m; 4=r; 5=l; 6=sh, ch, or soft g, 7=k, hard c, or hard g; 8=f or v; and 9=p. To remember the date 1439, for example, the

learner uses the associated consonant sounds, t, r, m and p, and will insert vowels to create a meaningful word or words. In this case, the

word "tramp" can be used.

There are, however, at least two problems in improving memory by

means of mnemonic instruction. The first problem is -- as already stated -- that it overlooks the sequential fashion of learning.

Mnemonics instruction is, to a large extent, instruction in memory techniques, which should be taught only AFTER the skill of memory

has been learned. It can be compared to a person being taught soccer tactics, such as the "wall pass," while he has not yet

adequately mastered the skill of passing the ball. As stated in 'Know about Soccer', "No matter how good your passing technique, if the

quality of your passing is poor, your technique will not be effective." The second problem is that by teaching memory crutches only, the

result is, as stated by Scruggs and Mastropieri, "on more complex applications, generalization attempts [are] less successful." If the

SKILL of memory is taught, however, the learner can apply it in any situation.

STUDY TECHNIQUES:

There are three learning techniques that can be employed to make study more successful.

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1. Association: This is probably the most important and most

effective of all the learning techniques, of which mnemonics is probably the most commonly used association technique.

2. Thinking in pictures: One is able to remember much better what has been seen in the mind's eye than what has been thought in

abstract terms. Therefore, one should always consciously try to think in terms of pictures.

3. Reduce frequency of brain waves: The brain usually vibrates at 20

cycles per second or higher. Dr. Georgi Lozanov was probably the

first who discovered that, if the frequency of the brain waves is reduced, more effective study becomes possible. He found that

playing slow Baroque music could reduce the frequency of brain waves. Jos Silva was probably the first who discovered a method to

reduce the frequency of brain waves at will.

STUDY METHODS:

Most learners have the bad habit of only studying the day before a

test or exam. There are two serious disadvantages attached to this method of study:

1. There is never any regular practice of study skills.

2. It has been found that within 24 hours -- on an average -- one forgets up to 80% of what one has learned. If, however, the study

material is reviewed after 24 hours, it takes 7 days before 80% is forgotten again, and if another review is done at this point, then it

takes 30 days to forget 80% again.

Research has shown that, if the correct pattern or review of studied material is followed, memory consolidation is enhanced significantly,

and the overall time spent in learning is slashed dramatically. The following pattern of initial study and subsequent review will certainly

deliver excellent results:

1. Set up a timetable that is divided in study periods of 30 minutes

each. On the first day on which this new timetable will be implemented, take the first study period to learn some study material

thoroughly. It must be brief enough so that it can be absorbed in only about 15 minutes. Once the full study program is in operation, as you

will soon realize when you read further, one only has about 15 minutes in each study period of 30 minutes in which to study and

absorb new material. The rest of the time is spent on reviewing previously learned material. The piece of work must be summarized

and thoroughly studied in these 30 minutes. Take a rest of 5 minutes

at the end of the study period.

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2. Review after 5 minutes. Take 3 minutes of the next study period to

review the study material of the previous study period, before new material is again summarized and thoroughly studied.

3. Review after 24 hours. Take 3 minutes to review the material that was studied the previous day. Then take 3 minutes to review the

work that was studied 5 minutes ago, before again studying and summarizing new material.

4. Review after 7 days. Take 3 minutes to review the work that was

reviewed 7 days ago, before reviewing the work that was studied the

day before, and then reviewing the work that was studied 5 minutes ago.

5. Review after 30 days. Take 3 minutes to review the work that was

already reviewed 30 days ago, before reviewing the work of 7 days ago, then that of 24 hours ago, and then that of 5 minutes ago.

6. Review after 120 days. Take 3 minutes to review the work that was studied 120 days ago, then the work that was studied 30 days

ago, before reviewing the work of 7 days ago, then that of 24 hours ago, and then that of 5 minutes ago.

The Ten Study Habits of Successful Students

Successful students have good study habits. They apply these habits

to all of their classes. Read about each study habit. Work to develop any study habit you do not have.

Successful students:

1. Try not to do too much studying at one time.

If you try to do too much studying at one time, you will tire and your studying will not be very effective. Space the work you have

to do over shorter periods of time. Taking short breaks will restore your mental energy.

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2. Plan specific times for studying.

Study time is any time you are doing something related to schoolwork. It can be completing assigned reading, working on a

paper or project, or studying for a test. Schedule specific times throughout the week for your study time.

3. Try to study at the same times each day.

Studying at the same times each day establishes a routine that

becomes a regular part of your life, just like sleeping and eating. When a scheduled study time comes up during the day, you will be

mentally prepared to begin studying.

4. Set specific goals for their study times.

Goals will help you stay focused and monitor your progress. Simply sitting down to study has little value. You must be very clear about

what you want to accomplish during your study times.

5. Start studying when planned.

You may delay starting your studying because you don't like an assignment or think it is too hard. A delay in studying is called

"procrastination." If you procrastinate for any reason, you will find it difficult to get everything done when you need to. You may rush

to make up the time you wasted getting started, resulting in careless work and errors.

6. Work on the assignment they find most difficult first.

Your most difficult assignment will require the most effort. Start with your most difficult assignment since this is when you have the

most mental energy.

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7. Review their notes before beginning an assignment.

Reviewing your notes can help you make sure you are doing an

assignment correctly. Also, your notes may include information that

will help you complete an assignment.

8. Tell their friends not to call them during their study times.

Two study problems can occur if your friends call you during your study times. First, your work is interrupted. It is not that easy to

get back to what you were doing. Second, your friends may talk about things that will distract you from what you need to do. Here's

a simple idea - turn off your cell phone during your study times.

9. Call another student when they have difficulty with an assignment.

This is a case where "two heads may be better than one."

10. Review their schoolwork over the weekend.

Yes, weekends should be fun time. But there is also time to do

some review. This will help you be ready to go on Monday morning when another school week begins.

These ten study habits can help you throughout your

education. Make sure they are your study habits.

How to Create an Effective Study Area

What is an Effective Study Area?

An effective study area is one that allows the student to focus with

minimal interruption. To some this may mean an area that is completely silent and for others this means an area that has some

background noise. While to some, background noise would be an interruption, for others it provides a buffer between complete silence

and a sudden or prolonged sound. Keep in mind that a person who is

comfortable will have a better chance at staying focused. Therefore, if you are making a study area for someone else, keep their opinions

and interests in mind. Just because you may be able to better focus in a certain setting does not mean that they will.

The Physical Study Area

Many homes don't have the space for an entirely separate room as a study area. These study area tips can help you to create a separate

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area in limited space as well as deal with other physical aspects of

the study area.

Use a closet. If you have a small closet that is just a space that

never gets used, turn it into a desk area by putting the shelf above at a desk level. When the area is not in use, the door can

be closed. Buy or create a partition. If need be, you can create a partition

out of simple items at home. Simply moving the couch a couple of feet from the wall serves as a type of separation so that a

study area can be put behind the couch. If the area to be used for studying is a public area of the home

or building, allow some removable visual aids so that while the person is studying, they can feel in their own space for the time

being. This can be done by simply attaching visual aids to

blinds that can be pulled up or wall hangings that can be flipped over. This is a great way to create a study area that is tailored

individually for more than one person. If you are able to change the color of the study area, you may

want to stick with cool colors that promote calmness. The area should be kept as separate as possible so that when

the student enters the area, there is a purpose which will promote focus.

Have adequate lighting. While some people feel comfortable under fluorescent lights, others find them distracting. Make

sure the light is adequate enough to read without straining, but dim enough to not overstimulate.

Making the Study Area Work

It doesn't matter if the study area is in the ideal physical setting if some of the following tips aren't followed. Following these tips as well

as others can increase the results of the studying while decreasing the stress of studying.

If possible, keep a schedule. The ideal situation is that you study at the same time every day. In this way a routine is

developed and your brain will actually be more receptive to learning.

Express expectations. If there are others in the house, they should be made aware of when the student is studying and

respect that by avoiding interruption of possible. If you as a parent don't treat their studying time with respect, how would

they know to? Make yourself available to help the student when needed. You

don't need to keep looking over their shoulder, but don't begrudge them help.

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If more than one student is studying at a time, it may be

helpful if they work on the same subjects at the same time. This can help with memory as well as seeing material from a

different perspective.

Don't make a set amount of time for studying. Rather, give concrete expectations and when they are met the student is

done. For example, instead of asking the student to spend and hour studying math, designate a specific assignment.

Above all, find out what makes the student comfortable and focused. What works for you may not work for them.

Reading Strategies

Reading Efficiently by Reading Intelligently

Good reading strategies help you to read in a very efficient way.

Using them, you aim to get the maximum benefit from your reading with the minimum effort. This section will show you how to use six

different strategies to read intelligently.

Strategy 1: Knowing what you want to know

The first thing to ask yourself is: Why you are reading the text? Are

you reading with a purpose or just for pleasure? What do you want to know after reading it?

Once you know this, you can examine the text to see whether it is

going to move you towards this goal.

An easy way of doing this is to look at the introduction and the

chapter headings. The introduction should let you know at whom the book is targeted, and what it seeks to achieve. Chapter headings will

give you an overall view of the structure of the subject.

Ask yourself whether the book meets your needs. Ask yourself if it assumes too much or too little knowledge. If the book isn't ideal,

would it be better to find a better one?

Strategy 2: Knowing how deeply to study the material

Where you only need the shallowest knowledge of the subject, you

can skim material. Here you read only chapter headings, introductions and summaries.

If you need a moderate level of information on a subject, then you can scan the text. Here you read the chapter introductions and

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summaries in detail. You may then speed read the contents of the

chapters, picking out and understanding key words and concepts. At this level of looking at the document it is worth paying attention to

diagrams and graphs.

Only when you need detailed knowledge of a subject is it worth

studying the text. Here it is best to skim the material first to get an overview of the subject. This gives you an understanding of its

structure, into which you can fit the detail gained from a full, receptive reading of the material. SQ3R is a good technique for

getting a deep understanding of a text.

Strategy 3: Active Reading

When you are reading a document in detail, it often helps if you

highlight, underline and annotate it as you go on. This emphasizes

information in your mind, and helps you to review important points later.

Doing this also helps to keep your mind focused on the material and

stops it wandering.

This is obviously only something to do if you own the document! If

you own the book and find that active reading helps, then it may be worth photocopying information in more expensive texts. You can

then read and mark the photocopies.

If you are worried about destroying the material, ask yourself how much your investment of time is worth. If the benefit you get by

active reading reasonably exceeds the value of the book, then the book is disposable.

Strategy 4: How to study different sorts of material

Different sorts of documents hold information in different places and in different ways. They have different depths and breadths of

coverage. By understanding the layout of the material you are reading, you can extract useful information much more efficiently.

Reading Magazines and Newspapers:

These tend to give a very fragmented coverage of an area. They will typically only concentrate on the most interesting and glamorous

parts of a topic - this helps them to sell copies! They will often ignore less interesting information that may be essential to a full

understanding of a subject. Typically areas of useful information are

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padded out with large amounts of irrelevant waffle or with

advertising.

The most effective way of getting information from magazines is to

scan the contents tables or indexes and turn directly to interesting articles. If you find an article useful, then cut it out and file it in a

folder specifically covering that sort of information. In this way you will build up sets of related articles that may begin to explain the

subject.

Newspapers tend to be arranged in sections. If you read a paper

often, you can learn quickly which sections are useful and which ones you can skip altogether.

Reading Individual Articles:

Articles within newspapers and magazines tend to be in three main

types:

News Articles:

Here the most important information is presented first, with

information being less and less useful as the article progresses. News articles are designed to explain the key points first, and

then flesh them out with detail.

Opinion Articles:

Opinion articles present a point of view. Here the most

important information is contained in the introduction and the summary, with the middle of the article containing supporting

arguments.

Feature Articles:

These are written to provide entertainment or background on a

subject. Typically the most important information is in the body of the text.

If you know what you want from an article, and recognize its type, you can extract information from it quickly and efficiently.

Strategy 5: Reading 'whole subject' documents

When you are reading an important document, it is easy to accept the writer's structure of thought. This can mean that you may not

notice that important information has been omitted or that irrelevant detail has been included. A good way of recognizing this is to compile

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your own table of contents before you open the document. You can

then use this table of contents to read the document in the order that you want. You will be able to spot omissions quickly.

Strategy 6: Using glossaries with technical documents

If you are reading large amounts of difficult technical material, it may be useful to photocopy or compile a glossary. Keep this beside you as

you read. It will probably also be useful to note down the key concepts in your own words, and refer to them when necessary.

Usually it is best to make notes as you go. Effective ways of doing this include creating Concept Maps or using the Cornell Note Taking

System.

Key points:

This section shows six different strategies and techniques that you

can use to read more effectively.

These are:

Knowing what you need to know, and reading appropriately

Knowing how deeply to read the document: skimming, scanning or studying

Using active reading techniques to pick out key points and keep your mind focused on the material

Using the table of contents for reading magazines and newspapers, and clipping useful articles

Understanding how to extract information from different article types

Creating your own table of contents for reviewing material Using indexes, tables of contents, and glossaries to help you

assimilate technical information.

MindTools.com - Join Our Community!

In the next article, we look at the review techniques which help to fix

information in your mind. To read these, click 'Next article' below. Other relevant destinations are shown in the "Where to go from here"

list underneath.

Organizing Your Time

Find more articles like this in our Your Disability and Health Stories

category.

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Time is an infinite

resource that we can neither save nor find a substitute to. It is

a resource that both the rich and poor were born with. All of

us are given an equal amount of it every day. It is up to us

how we use it.

Our routine, lifestyle, even the most important decisions we

make are somewhat time related. Time is indeed our life.

Time is an infinite resource that we can neither save nor find a

substitute to. It is a resource that both the rich and poor were born

with. All of us are given an equal amount of it every day. It is up to

us how we use it.

Our success or failure depends on how we spend it. Although we

know that we should not waste time, we sometimes find ourselves

running out of it and thus pay the consequences. When it has passed,

we can never go back.

So how do we make time work for us, instead of us trying to

keep up with it?

Some enterprising people, who have found the "secret of time", are

now making money by providing time management courses or writing

books that discuss how we can organize our schedules . And a lot of

us, recognizing the value of time, give in to these people to improve

our life by utilizing time effectively. But is there really a secret? Do

we really don't know what to do to manage our time effectively?

Let me give you a checklist to find out if indeed we are clueless when

it comes to organizing our time.

1. Recognize the Importance of Time.

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You may say that this is the main reason why I am reading this; it is

because I am aware how important time is in my life. But are you

really aware? How many times during the day have you postponed

you chores or deferred making a decision? You spend time in thinking

what should be done today but do you do it? Know how important

time is in your life and do something about it. Avoid procrastination

and act now.

2. Identify the reasons why you waste your time.

It may be because you have poor habits or you are trying to do too

much and the tasks that you have are not proportional to your

available time. Or you do not simply know your priorities.

Sometimes being a perfectionist, waste your time too or doing

something without the necessary skills to do the task is also a misuse

of this invaluable resource. Even the simple facts of life like

commuting or attending functions are time consuming.

Make a list of the reasons why you waste your time and do something

about it. Remember, be honest when making your list.

3. Work out a strategy of how to use your time effectively.

This is just a continuation of the previous number. When you have

identified the reasons, you can now devise the solutions that will

work for you. It can be having a planner or a to-do list. It may also

be eliminating some habits or a change of lifestyle. What ever it is,

always remember that there is no generic tool that has a 100 per

cent rate. Your strategy has to be tailor-made to suit your

personality, lifestyle and your environment. Make use of the available

resources like technology (PDA, PC organizers, etc.) and learn some

new habits to make your solution successful.

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4. Be aware of our responsibilities and objectives.

This can be summed up in one word - PRIORITIZE.

5. Ask for Help

When you have made you list and you have identified your priorities

and objectives in life, you can now enlist other people's help. Get

your family and friends involve, hey even the kids can help. Delegate

your other tasks so you can concentrate on your priorities without

worrying about the little things like watering the plants, feeding the

dog, or even paying the utilities. You will be amazed how helpful

some extra hands can be in your day.

The points that I have raised are simple reminders on how we can

effectively organize our time and our life. You do not need experts to

tell you what your priorities are. Even their courses and books will not

be effective unless you pin point the reasons why you find yourself

running out of time. What time is it? It is time to act and get yourself

organized.

Teaching English Reading Techniques and Strategies for ESL

Teachers

Skimming and Scanning

Easier - There are different styles of reading for different situations.

The technique you choose will depend on the purpose for reading. For

example, you might be reading for enjoyment, information, or to

complete a task. If you are exploring or reviewing, you might skim a

document. If you're searching for information, you might scan for a

particular word. To get detailed information, you might use a

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technique such as SQ4R. You need to adjust your reading speed and

technique depending on your purpose.

Many people consider skimming and scanning search techniques rather than reading strategies. However when reading large volumes

of information, they may be more practical than reading. For example, you might be searching for specific information, looking for

clues, or reviewing information.

Harder - Web pages, novels, textbooks, manuals, magazines,

newspapers, and mail are just a few of the things that people read every day. Effective and efficient readers learn to use many styles of

reading for different purposes. Skimming, scanning, and critical reading are different styles of reading and information processing.

Skimming is used to quickly identify the main ideas of a text. When

you read the newspaper, you're probably not reading it word-by-word, instead you're scanning the text. Skimming is done at a speed

three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time.

Use skimming when you want to see if an article may be of interest in your research.

There are many strategies that can be used when skimming. Some

people read the first and last paragraphs using headings, summarizes

and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations. Consider

reading the first sentence of each paragraph. This technique is useful when you're seeking specific information rather than reading for

comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts.

Scanning is a technique you often use when looking up a word in the

telephone book or dictionary. You search for key words or ideas. In most cases, you know what you're looking for, so you're

concentrating on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking specific words and

phrases. Scanning is also used when you first find a resource to determine whether it will answer your questions. Once you've

scanned the document, you might go back and skim it.

When scanning, look for the author's use of organizers such as

numbers, letters, steps, or the words, first, second, or next. Look for words that are bold faced, italics, or in a different font size, style, or

color. Sometimes the author will put key ideas in the margin.

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Reading off a computer screen has become a growing concern.

Research shows that people have more difficulty reading off a computer screen than off paper. Although they can read and

comprehend at the same rate as paper, skimming on the computer is

much slower than on paper.

A Strategy for Reading Textbooks

SQRW is a four-step strategy for reading and taking notes from chapters in a textbook. Each letter stands for one step in the

strategy. Using SQRW will help you to understand what you read and to prepare a written record of what you learned. The written record

will be valuable when you have to participate in a class discussion and again when you study for a test. Read to learn what to do for

each step in SQRW.

Survey. Surveying brings to mind what you already know about the topic of

a chapter and prepares you for learning more. To survey a chapter, read the title, introduction, headings, and the summary or conclusion.

Also, examine all visuals such as pictures, tables, maps, and/or graphs and read the caption that goes with each. By surveying a

chapter, you will quickly learn what the chapter is about.

Question. You need to have questions in your mind as you read. Questions

give you a purpose for reading and help you stay focused on the reading assignment. Form questions by changing each chapter

21

heading into a question. Use the words who, what, when, where,

why, or how to form questions. For example, for the heading "Uses of Electricity" in a chapter about how science improves lives, you might

form the question "What are some uses of electricity?" If a heading is

stated as a question, use that question. When a heading contains more than one idea, form a question for each idea. Do not form

questions for the Introduction, Summary, or Conclusion.

Read. Read the information that follows each heading to find the answer to

each question you formed. As you do this, you may decide you need to change a question or turn it into several questions to be answered.

Stay focused and flexible so you can gather as much information as you need to answer each question.

Write. Write each question and its answer in your notebook. Reread each of

your written answers to be sure each answer is legible and contains all the important information needed to answer the question.

As you practice using SQRW, you will find you learn more and have

good study notes to use to prepare for class participation and tests.

HINT: Once you complete the Survey step for the entire chapter, complete the Question, Read, and Write steps for the first heading.

Then complete the Question, Read, and Write steps for the second heading, and so on for the remaining headings in the chapter.

Taking Notes in Class

In classes, your teachers will talk about topics that you are studying. The information they provide will be important for you to know when

you take tests. You must be able to take good written notes from what your teachers say.

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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 notetaking and what you should do

during each stage.

1. Get Ready to Take Notes (Before Class)

Review your notes from the previous class session before you come to class. 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 teacher will expect that you have done this and will use and build

upon this information.

Bring all notetaking materials with you to class. Have several pens and pencils as well as your notebook.

2. Take Notes (During Class)

Keep your attention focused on what your teacher is saying. Listen

for "signal statements" that tell you that what your teacher is about to say is important to write in your notes. Examples of signal

statements are "The most important point..." and "Remember that..." Be sure to include in your notes information that your

teacher repeats or writes on the chalkboard.

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 you write in your notes, but about

whose meaning you are not sure.

3. Rewrite Your Notes (After Class)

Rewrite your notes to make them more complete by changing abbreviated words into whole words, symbols into words, and

shortened sentences into longer sentences.

Make your notes more accurate by answering any questions 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.

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Check with other students to be sure you did not leave out

important information.

Having good class notes will help you to be better prepared for tests.

Graphic organizers

.

Graphic Organizers in the Classroom

Visual thinking can be expressed in many ways. Graphic organizers are one way for visual thinkers to arrange their ideas. There are

unlimited ways to express these visual ideas. Graphic organizers have many names including visual maps, mind mapping, and visual

organizers. Although many students plan with paper and pencil, technology tools can be very helpful because they allow easy editing.

Graphic organizers can be used in all phases of learning from

brainstorming ideas to presenting findings. They can be used

individually or in large groups. For example, some teachers like to create a class concept map as a large group to review at the end of a

unit or develop a character map while reading a book aloud to the

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class. These tools are particularly useful in activities that require

critical thinking skills.

Advantages of Graphic Organizers

Why use graphic organizers in student projects? Shouldn't students

be writing paragraphs and reports? There are a number of answers to these questions. First, these organizers are a way to encourage

students to think about information in new ways. With writing, it's easy for students to copy from one place to another. With graphic

organizers, you remove the words and focus on the connections.

Second, they are a great tool for activities that ask students to review concepts and demonstrate their understanding. They can easily make

changes and take different perspectives. In other words, it helps students clarity their thinking. Third, a huge amount of information

can be shared on a single picture to provide the "big view" of a topic. Fourth, it's easy to edit, revise, and quickly add to a visual map.

Fifth, graphic organizers can be used as a nice planning tool from information identification to product development. Finally, they are

great for visual thinkers or those that need to practice their visual thinking.

How do you know what your problem is?

Well, sometimes the teacher tells you. But other times you have to figure it out or define it for yourself. Here is how.

Sometimes it helps to draw a picture of what you know by using a

table, web or concept map. These three strategies can help you

decide what your information problem is, or what question you want to investigate. This is called finding a focus.

Let's look at The 4-Column Method, KWL, Webbing, Concept Maps,

and Graphic Organizers

This is the way you can answer open-response questions. It can also

be used to help you organize your research. Remember to READ the question critically, THINK through a plan, and WRITE an outline for

an answer.

The 4-Column Method

Open Ended Response Analysis Chart

I must know I must do Put the answer Make

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together connections to make the

answer better

What is the

question asking

me to find out?

Write down what the

question is

about

What am I

supposed to do

to show the answer? (Look

for verbs)

Write down

power verbs, key words, and

numbers

1. How well

can I

support my answer?

2. Is every part of the

question answered?

3. Generally use 3

examples to support.

Write the parts of the answer

here. Use the 2nd column to

make sure you focus on the

question.

1. Is my

answer

complete? 2. How can I

make it better?

3. What other

examples or effects

of evidence

can I think of?

Make any additions or

corrections to your answer

now.

KWL table

This table helps you straighten out in your mind what you KNOW

about a topic, what you WANT TO KNOW about it, and after you're done, what you LEARNED about it.

On a sheet of paper, draw a table that looks like this:

What I KNOW What I WANT to know

What I LEARNED

Bears have cubs.

How old is a cub

before it is grown up?

Polar bears live

where it's cold.

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Now you can fill in the first two columns. Start with What I KNOW. Put one thing you know about your subject in the first cell. For

example: I know that bears have cubs. So I put that in the first cell. I also know that Polar Bears live where it's cold. I would put that in

the second cell.

What I WANT to know is, how old does a cub have to be to turn into a grown bear? I would put that in the second column.

Finally, when I'm all done, I can fill out the third column and see how much I have learned.

Webbing

Making a picture like a big spider web helps you decide what part of a

big topic is something that interests you. Start in the middle of a piece of paper with a circle, and put your topic inside the circle.

Let's use bears for an example.

Now as you think of things you know that are related to or about bears, add them in little circles around the Big bear circle. Connect

the little circles to the Big bear circle with straight lines. Now it might look like this:

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Concept Maps

In a concept map, you use a web, but in the circles you only put ideas about bears. Then on the lines that connect the circles you

add a verb that helps explain the connection between the ideas in the circle. Look at the bear example below to see how that looks.

Graphic Organizers

A graphic organizer is an instructional tool used to illustrate a student

or class's prior knowledge about a topic or section of text; specific

examples include the K-W-L-H Technique and the

Anticipation/Reaction Guide. Other organizers include the:

Spider Map

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Used to describe a central idea: a thing (a geographic region),

process (meiosis), concept (altruism), or proposition with support

(experimental drugs should be available to AIDS victims). Key frame questions: What is the central idea? What are its attributes? What are

its functions?

Series of Events Chain

Used to describe the stages of something (the life cycle of a primate);

the steps in a linear procedure (how to neutralize an acid); a

sequence of events (how feudalism led to the formation of nation states); or the goals, actions, and outcomes of a historical figure or

character in a novel (the rise and fall of Napoleon). Key frame questions: What is the object, procedure, or initiating event? What

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are the stages or steps? How do they lead to one another? What is

the final outcome?

Continuum Scale

Used for time lines showing historical events or ages (grade levels in

school), degrees of something (weight), shades of meaning (Likert scales), or ratings scales (achievement in school). Key frame

questions: What is being scaled? What are the end points?

Compare/Contrast Matrix

Name 1 Name 2

Attribute 1

Attribute 2

Attribute 3

Used to show similarities and differences between two things (people, places, events, ideas, etc.). Key frame question: What things are being compared? How are they similar? How are they different?

Problem/Solution Outline

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Used to represent a problem, attempted solutions, and results (the

national debt). Key frame questions: What was the problem? Who

had the problem? Why was it a problem? What attempts were made to solve the problem? Did those attempts succeed?

Network Tree

Used to show causal information (causes of poverty), a hierarchy

(types of insects), or branching procedures (the circulatory system).

Key frame questions: What is the super ordinate category? What are

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the subordinate categories? How are they related? How many levels

are there?

Human Interaction Outline

Used to show the nature of an interaction between persons or groups

(Europeans settlers and American Indians). Key frame questions: Who are the persons or groups? What were their goals? Did they

conflict or cooperate? What was the outcome for each person or

group?

Fishbone Map

Used to show the causal interaction of a complex event (an election, a nuclear explosion) or complex phenomenon (juvenile delinquency,

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learning disabilities). Key frame questions: What are the factors that

cause X ? How do they interrelate? Are the factors that cause X the same as those that cause X to persist?

Cycle

Used to show how a series of events interact to produce a set of

results again and again (weather phenomena, cycles of achievement

and failure, the life cycle). Key frame questions: What are the critical events in the cycle? How are they related? In what ways are they

self-reinforcing?

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Used to show two things, issues or themes that could be either

similar or different in a way or another.

Study Skills for ELLS

English language learners may need help in learning how to

study for content area tests. Here are some helpful techniques

that you can teach them.

ESL professionals realize that the best way to assess English

language learners (ELLs) is to build assessment into instructional

activities. We prefer to scaffold assessment in order to provide

support for our students. However, ELLs must learn to survive in the

real world of the content area class. It is useful, therefore, to teach

second language learners study skills.

Study Skills for ELLS (English Language Learners Students)

Here are some studying techniques to show students when they are

preparing for tests.

o Teach students to study actively. They are more likely to

remember material if it is written down or if they say it out loud

than if it is only read or heard.

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o Make sure your students comprehend the material they are

studying. If they understand the material, they will be able to

remember it better.

o Assess prior knowledge so that you can connect new material

to something your students already know. Teach students to

make this connection themselves. You want to foster

independent learners.

o Have students create their own examples when trying to

understand and remember a general concept. This not only

helps students remember the concept better, but also helps

them check their own understanding.

o Teach students to visualize what they're trying to learn. Have

them create a mental image or organize information on a

graphic organizer.

o Show students how to pick out the most important concepts.

They will not be able to memorize everything in a social studies

unit, for example. ELLS need to learn how to concentrate on

the main ideas. They need to learn to pay attention to the

information the teacher indicates is important. This is

particularly difficult for English language learners. Demonstrate

to them how their teachers signal important information. It

could be written on the board, repeated many times or

prefaced with words such as "This is important."

o Set reasonable goals for the material your English language

learners should be responsible for. Ask content area teachers if

you can adapt the test to fairly assess what your students

should be able to do. There is no point in their memorizing a

list of spelling words, for example, if they do not understand

what the words mean.

How to memorize material effectively

ELLS need to learn to space study sessions so that they are not

overwhelmed by the language demands and the content material to

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be mastered at the same time. They will be more apt to remember

material if it is studied over several days (or weeks) rather than in a

single session. Here are some "tricks" to help memorization.

o Categories: Have students learn how to group items into

categories in order to memorize them. If they have a long list

of things to memorize, show them how to group similar items

together.

o Key words: To learn this list of reasons why an event in history

occurred, show students how to pick out a key word for each

reason and then learn just the key words.

o Item numbers: Have students learn how many items are on a

list. When memorizing the list, have them also learn how many

items should be on it.

How to Study for Exams

o The immediate goal of studying is to help you remember. You are

probably never more aware of this than when you're confronted

with an examination. If exams make you tense, try to relax. As is

the case with most skills, your success on tests is greatly affected

by your study technique. Consistent success in taking exams is

possible once you understand that your ability to recall information

is largely determined by the way you study the material in the first

place.

o Research clearly shows that learning takes place most effectively

when information is processed in small chunks spread out

overtime. So, if you want to remember what you study, review

ideas a few at a time, many times. The way to get a head start on

effective learning is to complete all assignments, including reading,

before class. Then attend all classes and take thorough notes. This

should be followed by reviewing and editing your notes as soon

after class as possible. This process alone will ensure that a

36

significant amount of learning takes place prior to becoming

involved in what most students think as actual "study." If you have

prepared yourself in this manner, studying for an examination

should be largely a matter of systematic review. For most courses,

this will involve some SILENT REVIEW, where you alternately read

the information you want to learn and then quiz yourself until you

can recall it without referring back to your notes.

o Effective learning involves more than simple recall, however. It

includes developing a sound understanding and the ability to use

the ideas you are learning. One easy way to improve upon silent

review is to increase the number of senses involved in the learning

process. RECITATION, or repeating information aloud, increases

recall through stimulating the hearing sense as well as the visual

sense. Transforming ideas into DIAGRAMS or MAPS is another way

to increase sensory input. In addition to the extra thought involved

in developing a diagram, recall of that information will often be

increased simply because of the newly created visual structure.

o Many students also find that the motor activity involved in the act

of WRITING out information they wish to learn helps them to

remember it better. A technique that often accompanies silent

review or recitation is the use of CUES. A cue is usually a word,

phrase, or question selected because of its ability to trigger the

recall of specific information you want to learn. Cues can be

incorporated into your notes by placing them in the left-hand

margin beside the ideas or information they summarize. You can

then study the material by covering your notes and using the cues

to help you recall as much as you can. To improve recall, this

procedure is repeated until you are able to recall each idea

completely.

37

o A good variation of this technique is to write the summary word or

phrase on one side of a 3x5 card and place the information you

want to recall on the other side. STUDY CARDS offer two important

advantages. First, the work involved in making the cards helps you

begin to learn. Second, study cards allow you to physically

separate and focus on one piece at a time, which can be important

for some learners.

o There are two techniques which can be of aid when you must learn

long lists of information. The first is called CHUNKING and refers to

breaking the list up into related groups of information. To chunk

effectively, make sure that each group contains only those items

which have something in common. When you cannot chunk

information or you need to recall a list in a specific order, you

might want to use a word or sentence MNEMONIC. A memorable

word can often be created by using first letters of the terms you

have to know. The word HOMES, for example, can help you

remember the first letters of each of the great lakes: Huron,

Ontario, Michigan, Erie, Superior. Where a word cannot be made,

the first letters might be used as the first letters of words in a

sentence. For example, if you needed to remember the order of the

first nine planets of our solar system you might develop this

sentence using the first letter of each planet as you move from the

sun outward: My Very Earthly Mother Just Served Us Nine Pizzas.

The M in My is for Mercury, the V in Very represents Venus, the E

in Earthly- Earth, the M in Mother - Mars, the J in Just - Jupiter, the

S in Served - Saturn, the U in Us -Uranus, the N in Nine -Neptune,

and the P in Pizzas -Pluto. Another very helpful method of

preparing for exams is to PREDICT TEST QUESTIONS. The special

advantage of this study method is that it requires you to consider

what you are learning from your instructor's point of view. In fact,

the actual success of your predictions is not nearly so important as

38

the processing you must do to develop the questions. In courses

where you can expect computations on the exam, it is important

that you prepare through PRACTICE. You can do this by reworking

any homework problems that you missed, by working additional

problems that were not originally assigned, or by working problems

on old exams. Tests involving computations usually adhere to a

strict time limit, so you should emphasize speed as well as

accuracy when you practice.

o An often overlooked source of aid in preparing for exams are the

CLUES PROVIDED BY YOUR INSTRUCTORS. Instructors are

frequently more helpful in pointing out what will be emphasized

than they are given credit for. If you are serious about your

studies, you should always be willing to take the initiative to find

out as much as possible about the exam. At worst, your instructor

will only decline to answer some of your questions. Chances are,

however, that you'll receive useful advice.

o Finally, should you cram for an exam? You should do so only as a

last resort, remembering that if you need to cram it is too late to

learn everything! Instead, be selective. CRAMMING leaves little

time to process ideas in depth so focus mainly on basic concepts,

terminology, or lists that can be memorized. And, because time is

very short, study first those ideas which you strongly expect to be

covered on the exam. In addition, having a GOOD NIGHT'S SLEEP

and PROPER FOOD is an advantage in the recall of information.

o Adapted from Penn State University

39

Study Groups ( Learning in groups)

A study group can be helpful when you are trying to learn information

and concepts and preparing for class discussions and tests. Read to

learn about the benefits of a study group. Then read on to learn

about how to start a study group and the characteristics of a

successful study group. Finally, be sure to read about the possible

pitfalls of a study group.

Benefits of a Study Group

A study group can be beneficial in many ways. Here are the most

important benefits:

1. A support group can "pick you up" when you find that your

motivation to study is slipping. The other group members can be a

source of encouragement.

2. You may be reluctant to ask a question in class. You will find it

easier to do so in a small study group.

3. You may become more committed to study because the group

members are depending on your presentation and participation.

You will not want to let them down.

4. Group members will listen and discuss information and concepts

during the study sessions. These activities add a strong auditory

dimension to your learning experience.

40

5. One or more group members are likely to understand something

you do not. They may bring up ideas you never considered.

6. You can learn valuable new study habits from the other group

members.

7. You can compare your class notes with those of the other group

members to clarify your notes and fill in any gaps.

8. Teaching/explaining information and concepts to the other group

members will help you reinforce your mastery of the information

and concepts.

9. Let's face it - studying can sometimes be boring. Interacting with

the other group members can make studying enjoyable.

Getting a Study Group Started

Study groups don't just happen. Here is what you should do to get a

study group started:

1. Get to know your classmates by talking with them before class,

during breaks, and after class. When selecting a classmate to join

your study group, you should be able to answer YES for each of the

following questions:

o Is this classmate motivated to do well?

41

o Does this classmate understand the subject matter?

o Is this classmate dependable?

o Would this classmate be tolerant of the ideas of others?

o Would you like to work with this classmate?

2. Invite enough of these classmates to work with you in a study

group until you have formed a group of three to five. A larger

group may allow some members to avoid responsibility, may lead

to cliques, and may make group management more of an issue

than learning.

3. Decide how often and for how long you will meet. Meeting two or

three times a week is probably best. If you plan a long study

session, make sure you include time for breaks. A study session of

about 60 to 90 minutes is usually best.

4. Decide where you will meet. Select a meeting place that is

available and is free from distractions. An empty classroom or a

group study room in the library are possibilities.

5. Decide on the goals of the study group. Goals can include

comparing and updating notes, discussing readings, and preparing

for exams.

6. Decide who the leader will be for the first study session. Also

decide whether it will be the same person each session or whether

there will be a rotating leader. The leader of a study session should

be responsible for meeting the goals of that study session.

7. Clearly decide the agenda for the first study session and the

responsibilities of each group member for that session.

8. Develop a list of all group members that includes their names,

telephone numbers, and email addresses. Make sure each group

member has this list and update the list as needed.

42

Characteristics of a Successful Study Group

Once started, a study group should possess the following

characteristics to be successful:

1. Each group member contributes to discussions.

2. Group members actively listen to each other without interrupting.

Only one group member speaks at a time.

3. The other group members work collaboratively to resolve any

concern raised by a group member.

4. Group members are prompt and come prepared to work.

5. The group stays on task with respect to its agenda.

6. Group members show respect for each other.

7. Group members feel free to criticize each other but keep their

criticisms constructive. This can encourage group members to

reveal their weaknesses so that they can strengthen them.

8. Group members feel free to ask questions of each other.

9. At the end of each study session, an agenda including specific

group member responsibilities is prepared for the next session.

10. Above all, the positive attitude that "we can do this together" is

maintained.

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Possible Pitfalls of a Study Group

A study group can be a very positive learning experience. However,

there are pitfalls to be avoided. Here are some cautions:

1. Do not let the study group get distracted from its agenda and goals.

2. Do not let the study group become a social group. You can always

socialize at other times.

3. Do not allow group members to attend unprepared. To stay in the group, members should be required to do their fair share.

4. Do not let the session become a negative forum for complaining

about teachers and courses.

5. Do not allow one or two group members to dominate the group. It is important that all members have an equal opportunity to

participate.

The information you just read will help you decide when a study group is appropriate for you and will help ensure its success.

SECOND TERM

The Six Stages of the Writing Process

Creating (Writing for Self)

In stages 1-3, writers write for themselves, writing so that they (the

writers) understand what they mean.

Stage 1: Gathering Details

"Sometimes our best ideas are the ones we don't know we have until

we see them staring up at us from the page."

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Gathering details vs. gathering ideas: Gather details because ideas

are too abstract. Unless ideas are expressed in specific and concrete details, the ideas may not lead readers to say the same thing. For

instance, the word "dog" may lead someone to see their mother's

pomeranian, someone else to think "furry," someone else to be frightened because of a bad scare they received as a child, and

someone else to remember their father's favorite hunting beagle. Specific and concrete details, however, lead readers to "see" the

same things. Include sensory details (sights, sounds, smells, tastes, feelings) and counting details (number, size, weight, etc.).

The key to gathering details is to keep our internal editor quiet during

this creating stage. We have to allow ourselves the freedom of discovering what we want to say. Each prewriting technique has its

own advantages and disadvantages, and we should experiment with

different techniques. Prewriting takes advantage of the way we store memories by association. Logic and order come after the prewriting

process.

Stage 2: Discovering a Purpose

"The problem in writing is not finding something to write about; it's

finding a reason for writing about it."

Purpose:The hardest question to answer when writing is why.

Writers have to have a purpose for writing about a topic, and the purpose must somehow be significant, important, or valuable.

Ex. Writing about changing a tire

Everyone who drives a car needs to know basic roadside

maintenance, and one of the most basic lessons is how to

change a tire.

Ex. Writing about a summer vacation

One of the most beautiful and relaxing vacations you can take

is a cruise on the Carribean.

Writers discover a purpose as they see the relationships and

connections between details. In other words, ideas are the

relationships between details. The main idea of a piece of writing is the single purpose that explains why the writer is writing about that

topic. Everyone assumes that finding a topic is the hard part of writing. Actually, the difficult part is finding a reason for writing about

45

that topic. I could assign everyone to write an essay about a "tin

can." The topic is specific; the problem is "why write about it." Until a writer can discover a "reason" for writing about the topic, he or she

cannot proceed.

The relationship between purpose, thesis, and mode: The

purpose or reason for writing about a topic is the same as the thesis of the writing. When that purpose is expressed in a clear statement

that identifies the topic and the reason for writing about that topic, that clear statement is the thesis statement. While not all essays

have a thesis statement, every essay must have a clear thesis or purpose.

There are three general purposes when writing: to make someone do something, to make someone understand something, or to make

someone feel something. These three purposes correspond to the three main rhetorical modes: persuasion, exposition, and expression.

When looking for a purpose, focus on what is significant, important,

or valuable. We make what is personally significant, important, or valuable universally appealing to our readers by focusing on issues

that touch the human condition--situations that relate to life issues

everyone faces. When we discover our purpose, we state it in an explaining sentence, a sentence that identifies the subject of the

essay and explains its significance, importance, or value by making a point about it. This sentence (thesis) stands as an explanation for the

entire essay.

Stage 3: Selecting and Ordering Details to fit a Purpose

"You can't bring order to an empty room."

Until we have at least a working thesis or some idea of what we are

trying to say, it is impossible to decide either what should be included

in/excluded from the essay or the order in which details should appear.

The decision about what details to include and what order to place them in depends upon your purpose. Select only the details that

support your purpose. Just because something happened isn't reason enough to include it in your paper.

Order details to fit your purpose. For instance, if your purpose is to

explain a process, order the details logically step by step. A paper without order is confusing and chaotic. The mode of an essay grows

naturally out of the purpose.

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Critiquing (Writing for Others)

In stages 4-6, writers review their writing to make it effective for

readers.

Stage 4: Revision: Sharpening purpose and details

"Read your essays while wearing someone else's mocassins."

Revision means re-seeing. Once a paper has been written so that it

makes sense to a reader, it has to be re-visioned and re-written so

that it makes sense to the reader. It is not enough to write so that the reader knows what you mean. You must write so that the reader

sees the way you see.

Writers find it difficult to see their writing through someone else's

eyes. I have had students read their papers to me and correct grammatical errors and fill in missing words without ever realizing

what they were doing. Even when I have had them read their paper again, they still did not realize that they were changing what was on

the page. Instead of seeing what they had written, they saw what they were thinking. In order to revise (re-see), writers need to create

some space between themselves and their writing. One way to do this is to set your writing aside for a day or two. Another trick is to

type your essay. The typewritten essay, because it is no longer in your handwriting and because it resembles printed materials, gains

distance from the writer. A third way to gain perspective through distance is to listen as someone else reads the essay, paying

attention to the things he or she changes (may indicate errors), the

places he or she stumbles (may indicate awkward spots), or the places where he or she backtracks and re-reads (may indicate

problems in clarity).

Stage 5: Editing

"Good writing sounds good."

Editing means rewriting the paper so that the language is more

effective--focus on effective paragraphs, sentences, and words.

As writers, we have to develop our "writing voice," a voice slightly

more formal than our "conversational voice," a voice that is slightly

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self-conscious, aware of the rhythms of language in the same way

that our "singing voice" is aware. When editing, we let loose the demon critic inside us, but we keep him focused on our writing and

not focused on browbeating us, keep him working on fixing our

writing and not complaining about what bad writers we are. The truth is every writer makes mistakes. Anyone who claims otherwise is

deluding himself or herself. The secret is not in not making errors, but in learning how to correct them and developing good habits that

prevent them.

Stage 6: Proofreading

"If it's a duck, it should look like one, walk like one, quack like one."

Proofreading is the spit and polish before a paper is turned in.

Sometimes students get the impression that I don't think grammar is important. Nothing could be further from the truth. Good grammar

reflects good thinking, and good grammar reveals professionalism.

Treat every paper you write as if it were an attachment to your resume, an example of your professionalism. Think ink. Skip lines.

Write on the front side of pages only. Use white lined notebook paper (and don't rip it out of a composition book leaving those serrated

edges dangling at the side). Type whenever possible. Although meaning is the most important thing in any piece of writing, meaning

can be overlooked when the packaging sends the wrong message.

"No matter how expensive or valuable the goblet, no one wants to

drink from it when it's filthy."

Paragraph Writing

What is a paragraph? It is a group of sentences that introduces, presents and develops one

main idea about the topic. And it can be divided into three major parts.

A. The Topic Sentence

It is normally the first sentence of the paragraph.

It conveys the overall point of the paragraph.

It helps the writer focus on the idea written about.

It helps the reader know about what the paragraph is all about.

B. The Supporting Details

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They are sentences used to support the main idea stated in the topic sentence.

They give more information about the main idea through examples.

They say in details what the topic sentence says in general.

They should be clear evidence that what the topic sentence

says is trustworthy.

They should be strong convincing points on which the topic sentence can rely upon.

C. The Concluding Sentence

It is a reflection of the main idea pronounced in the topic

sentence.

It sums up what the topic sentence and the supporting details talk about.

It is the closing sentence that reminds the readers of what they

have to value.

It is compulsory for the completion of the paragraph unity.

It eventually indicates the end of a paragraph.

It prepares the reader for a smooth transition to the next

paragraph if there is one.

How to write your paragraph Paragraph writing consists of many necessary elements to be taken

into Consideration before, while and after writing.

I. BEFORE WRITING:

In this stage it is important to specify the topic you are intending to tackle.

Take a sheet of paper and just start jotting down notes that

have tight connection with your topic.

In this stage, mistakes and word-order are to be overlooked momentarily.

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After you gathered the data necessary for your topic the next step is to be

taken.

II. WHILE WRITING:

Topic Sentence

Choose a topic sentence for your paragraph that states the main idea

of your topic.

The topic sentence is a statement that generally introduces