What are some good study tips?

Question

i.e. notecards.... others

Answer 1

At the University of Harvsrd medical University, United Kingdom we are currently conducting test that are producing AMAZING results. 1.) No T.V 2.) Don't multitask 3.) It is so far being proven in our study that if you listen to classical musig or somthing intrumental that contains no words you are 25 times more likely to retain the information that you learn. 4.) dont study more than 30 mins or u experience brain blowout its the point of no return for you internodes the recievers in your brains working function is cut in half thats 50% of normal working function to restor poper order rest for 20 minutes every 30 minutes 5.) putting the book under your head does not make your brain absorb information these are some basic tips i hope they help

Answer 2

#1, Go somewhere quiet. Make sure it is at a comfy temp and has somewhere very comfortable to sit. #2 read, read, and re-read! #3 check your text books for websites. Many have websites and have chapter tests on them! Thats how I get through biology and chemistry! Those thingns rock! #4 it IS ok to take a break! if you sit there to long, your mind tends to drift. Take a short break. eat something. Let your mind focus on something else for a few minutes. And in the morning. Reread over your stuff. Taking notes and reading your notes also helps a lot! GOOD LUCK!

Answer 3

This may sound a bit wierd but when I was trying to learn and remember something I would break it into little chunks and repeatedly write it over and over till I could sit and write everything I needed to know without looking at any books. It worked though coz I got a degree in electronics. If all else fails give it a try.

Answer 4

Try studying whatever you have at least 3 times. Then 30 minutes later try the same thing. It helps for me. I did this and passed my History test with a 95%.

Answer 5

For longer readings, create point-form notes of only the important information. Also, type out that hand-written notes that you take in class. That way, you will review what you wrote out in class while you're typing it out, and when you are studying for a test/exam, your new typed notes will be easier to read and clearer.
good luck.

Answer 6

it helps me to write things down, over and over again. Also, if someone will listen, I like to tell them about what I'm learning. And if they ask questions, and I can answer them that's a good sign.

Answer 7

How to Read.

You’re probably wondering why anyone at this late date in your education is discussing the reading process. As an English major, you’re probably already fairly adept at deciphering written texts. But most students start their college careers with woefully inadequate reading strategies for advanced academic writing.

So below, some common sense advice for handling the more sophisticated reading assignments you can generally expect at the college level (and not just in English classes, either). The strategies outlined below should also help you make your way through the critical articles that we’ll tackle; if you mark up the text and keep notes as you read, you’ll find you’re amply prepared to sit down and discuss the essay when the time comes.

Some basic tenets of active reading:
You won’t necessarily want to employ all of these strategies for every reading assignment; let the difficulty of the material be your guide.

First and most importantly, always keep a pen or pencil and notebook with you when you read, and use them. Force yourself to write in your texts; you wouldn’t let a friend talk for twenty minutes without interrupting with questions or comments, and you shouldn’t let a writer talk at you without the same kinds of questions and commentary.

Be prepared to slow down. Good readers, you will either be pleased or dismayed to learn, are not fast readers. Active reading takes time, but it pays off in the long run, because your comprehension is greater and you ultimately retain more of the assignment.

Keep a dictionary nearby, and USE IT. Don’t rely on context for meaning.

Strategies:
First, skim all reading assignments before you begin. Look for graphics and charts; section headings; sidebars that pick out main ideas (you don’t often find these things in works of criticism, but sometimes you do—in fact, we’ll see a text later in the semester that reproduces seventeenth-century maps). Speculate a bit on what these things suggest about what you’ll be reading. It helps to have some expectations of a reading; you can then read to see if the assignment fulfills those expectations, of it the text goes off in a direction you hadn’t anticipated.

One of the most important elements of active reading is reviewing. Be prepared to read things twice, or even three times, as you’re moving through a text. For instance, read through three paragraphs, then go back and reread the same material, quickly. As you reread, try to identify the sentences that best summarize the point the writer is making in each paragraph. Look for the big picture. Try also to articulate for yourself how the writing is structured; how do the paragraphs relate to each other? How are they moving the author’s line of reasoning forward?

Question the material as you read. As with reading a lyric poem, put yourself in the place of the writer. Ask yourself, “what does this contribute to the overall point she’s pursuing pursued here? What’s her strategy?”

When something seems indigestible to you, stop and recognize that. Can you articulate why you’re having trouble with a particular idea? Is it a question of a vocabulary term you’re not getting? Syntax you can’t quite disentangle? A reference to a concept or writer you’re not familiar with? This is what the education theorists call “metacognition”—making yourself think about your own thinking, observing your own mind at work as it makes sense (or attempts to make sense) of material.

Develop a consistent system for your notes and highlighting so they’ll be more effective as tools for review:
Highlighting/underlining: Don’t rely on intuition, highlighting “ideas that jump out at you”; there’s a good chance you won’t remember later why you found a particular idea striking. And don’t highlight injudiciously; some students highlight more than half of their texts, which is pretty useless.

Instead, use highlighting/underlining to pick out the main idea or the topic sentences of individual paragraphs; try to highlight no more than 15% of a text. If you use highlighting judiciously, you can get a good summary of the essay just by reviewing the sentences you underlined. This also forces you to do some of the questioning of the text mentioned above; in order to decide what to underline, you need to actively assess each paragraph and figure out what the paragraph boils down to, why the author included it. And wait to underline until you review; after all, how can you know what the main idea of a paragraph is until you see how it functions in some kind of larger context?

When I want to comment on a writer’s ideas—either to object to them or to agree or to complicate them in some way—I use marginal comments and, in some cases, notes written out separately somewhere (on computer or in a notebook). If you just underline or highlight an idea that you object to or don’t understand then you run the risk of forgetting why you underlined it later; instead, force yourself to articulate your thinking in a way you’ll be able to understand when you return to the text later.

Marginal comments and notes can and should include all sorts of things: dictionary definitions of unfamiliar vocabulary; your objections to an assertion made by the writer (my texts are full of rude marginal remarks); personal insights or clarifications that relate an idea to something you saw elsewhere; alternative readings that refute the writer or additional evidence that supports the writer. I think of marginal notes as the way I carry on a conversation (or an argument) with a writer.

If you’re really stumped by an assignment, or part of an assignment, try to figure out why. Is it the sentence structure itself—pronouns with unclear antecedents, or bizarre verb constructions? Are individual sentences clear, but not the logic that holds them together—do sentences read as non sequiturs? Does the writer assume a level of expertise that you just don’t possess—is there specialized vocabulary that you haven’t seen before, or concepts that you’re unfamiliar with? The more you hash out the source of your problems, the more help an instructor can be. And the instructor will undoubtedly be impressed by your efforts to diagnose your difficulties.



Hope that helps. It works wonders for me.

Answer 8

Read it one time, take a break, read it again, take a break, read it again, then recite it if you can.