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Acknowledgments | |
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Introducing The Study Skills Handbook | |
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How to use The Study Skills Handbook | |
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Where to begin | |
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Seven approaches to learning | |
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What do I want from college? | |
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Starting college | |
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What to expect in college | |
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Independent study | |
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Independent learning: taking control | |
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Skills and personal development | |
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The student's year | |
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What is expected from you? | |
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Anxieties and resources | |
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Managing anxieties | |
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What are my personal resources? | |
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Seven things you can do at the start of college | |
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Review | |
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Identifying your skills | |
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Five study-skills components | |
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Skills and qualities you have now | |
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Current skills and qualities | |
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Turning personal skills into academic skills | |
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Study skills: priorities, stage 1 | |
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Study skills: priorities, stage 2 | |
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Study skills: action plan | |
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Monitoring skills development | |
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Personal profiles | |
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Transferable and soft employment skills | |
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Turning academic skills into transferable and soft employment skills | |
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Recording achievement | |
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Developing a personal portfolio | |
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Review | |
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Intelligence and learning | |
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"Am I smart enough for college?" | |
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Nine different views of intelligence | |
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What is "learning"? | |
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Six conditions for learning | |
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Optimal learning | |
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Review | |
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The C.R.E.A.M strategy for learning | |
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Finding your creative streak | |
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Be a professor-and other ideas | |
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Creative learning | |
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What is my learning style? | |
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Reflective learning | |
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How well am I doing? | |
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Reflective learning journals | |
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Virtue versus effectiveness | |
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Effective learning | |
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Settling down to study | |
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When, how and where? | |
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Organizing space for study | |
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Time management in college | |
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Managing your time | |
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Effective planner-keeping | |
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Ten time-saving suggestions | |
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Study time | |
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Where does the time go? | |
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Time circle | |
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Strategies for managing online study time | |
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Identifying and managing distractions | |
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What students say | |
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Time management | |
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Priority organizer | |
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Working backwards from deadlines | |
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Combining work and study effectively | |
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Effective management of work-based projects | |
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Effective management of study leave | |
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Active learning | |
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Emphasis on action! | |
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Active learning strategies | |
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Motivated learning | |
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What do I aim to achieve in college? | |
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Using desired outcomes to guide study strategy | |
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Achieving desired outcomes | |
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The C.R.E.A.M strategy | |
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Review | |
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Reading, note-taking, and referencing | |
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Identifying the task | |
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Making the most of the library | |
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Finding information in the library | |
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Identifying and selecting relevant information | |
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Am I a smart reader? | |
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Improving reading comprehension | |
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Improving reading speed | |
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Strategies for speeding up your reading | |
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Taking notes | |
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Note-taking styles | |
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Shortcuts in note-taking | |
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Taking notes with confidence | |
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Recording and using information | |
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Plagiarism | |
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Detecting plagiarism and copying | |
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References | |
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Giving references | |
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Writing out references | |
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Getting the most out of lectures | |
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Lecture notes: cover sheet | |
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How helpful are your notes? | |
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Problem-solving | |
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Practicals and laboratory work | |
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Review | |
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E-learning, technology, and personalized learning | |
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Using computers for effective study | |
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Basic health and safety when using a computer | |
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What computer skills do I need? | |
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Organizational skills for studying on the computer | |
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ICT and e-learning: key terminology | |
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Making the most of the Internet | |
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Searching online | |
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Conducting an online search | |
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Narrowing or extending your online search | |
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Advanced online searches | |
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Academic resources online | |
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What is e-learning? | |
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E-learning: getting started | |
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E-learning and personalized learning | |
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Personalized e-learning: portals and LMS | |
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E-learning: wikis, blogs, podcasts | |
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Using e-communications for study | |
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Personalizing your own study | |
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More about personalizing your study | |
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Managing an e-group project | |
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Managing e-communications for projects | |
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Managing an e-project | |
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Review | |
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Critical analytical thinking | |
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Develop a detective-like mind | |
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Critical thinking when reading | |
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Critical analytical thinking | |
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Critical thinking when writing | |
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Critical analytical writing vs. descriptive writing | |
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Identifying critical and descriptive writing | |
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Feedback on the activities | |
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Review | |
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Memory | |
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Individual memory styles | |
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Check your memory style | |
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Improve your memory | |
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Using the brain | |
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The triune brain | |
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Stages of the memory process | |
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Suggestions for multiple encoding | |
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Memory thrives on organization | |
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Pyramids, pattern notes and pictures | |
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"Chunking" information | |
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Review | |
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Test-taking | |
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What does studying for tests involve? | |
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Effective studying | |
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Study strategies | |
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Studying and test preparation | |
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Studying: seven-point action plan | |
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Advance preparation for the test | |
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Tests | |
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Multiple-choice questions (MCQs) | |
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"The answer is in the question" | |
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True or false statements | |
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Avoid risky strategies | |
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Strategies for answering questions | |
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Taking multiple-choice tests | |
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Short-answer tests | |
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Preparing for short-answer tests | |
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Taking short-answer tests | |
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Preparing for essay-based exams | |
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Taking essay-based exams | |
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Doing well in essay-based exams | |
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Test-taking strategy | |
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The day of the test | |
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Dealing with stress | |
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Managing stress | |
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Calming exercises | |
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Take action to manage stress | |
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Review | |
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Group work and presentations | |
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Studying with others | |
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Ways of working with others | |
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Talking and listening skills | |
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Making your point | |
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Making the group work | |
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Being an effective group member | |
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Dealing with difficult moments in the group | |
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Prejudice, unfairness, and discrimination | |
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Dealing with unfair discrimination | |
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Coping with unfair discrimination | |
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How well do I contribute to classes and groups? | |
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Study support networks | |
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Sharing work without cheating | |
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Making a presentation or giving a talk | |
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How effective am I in giving a talk? | |
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Being aware of your audience | |
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Review | |
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College-level writing | |
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How good am I at managing writing tasks? | |
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Writing for the fearful | |
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Developing your writing | |
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Anxieties about writing | |
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Similarities between academic writing and other activities | |
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Overcoming writer's block | |
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Tricks for getting started | |
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Students' solutions to writing blocks | |
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Research papers and other academic writing | |
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A seven-point procedure for writing assignments | |
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Analyzing the assignment prompt | |
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Academic keywords used in assignment prompts | |
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Devising your own assignment question | |
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Common features of all academic writing | |
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Structuring your writing | |
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Organizing information: planning your writing | |
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Structuring a paper | |
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Planning your writing assignment | |
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Planning stages | |
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Concept pyramids organize ideas | |
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Draft outlines as pyramids | |
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Writing drafts | |
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Paragraphs | |
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Writing paragraphs | |
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Linking ideas together | |
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Editing your draft | |
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Editing final drafts | |
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Presenting your writing | |
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Instructors' preferences | |
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Review | |
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Developing your writing | |
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Stylistic conventions for academic writing | |
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Being precise | |
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Using facts, opinions or arguments | |
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Writing for different subjects | |
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Alternatives to the scientific model | |
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Polar opposites in academic approaches | |
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Different styles | |
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Descriptive writing | |
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Argumentative/analytical writing | |
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Framework for an argumentative paper | |
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Evaluative/analytical writing | |
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Framework for a "compare and contrast" paper | |
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Using personal experience | |
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What gets good grades? | |
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Using feedback from instructors | |
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What is a research paper like? | |
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Review | |
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Confidence with numbers | |
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What do I need to know? | |
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Build your confidence with numbers | |
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Can you trust numbers? | |
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Questioning numbers and statistics | |
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Fractions | |
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More about fractions | |
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Using fractions | |
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Understanding percentages | |
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Calculating percentages from fractions | |
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Rounding up and down | |
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What are "averages"? | |
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Calculating averages: the mean ("equal share") | |
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Calculating averages: the median ("middle number") | |
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Calculating averages: the mode ("most frequent") | |
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Comparing means, medians, and modes | |
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Five-number summaries and quartiles | |
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Using five-number summaries | |
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Using tables, charts, and graphs | |
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Interpreting graphs | |
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Interpreting tables | |
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Interpreting charts | |
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Technical terms | |
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Review | |
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Research projects, reports, and case studies | |
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What is a project? | |
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What is a research project? | |
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Independent study: benefits, challenges, risks | |
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Managing projects and other independent study | |
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Choosing the topic | |
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Developing a research strategy | |
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Designing questionnaires | |
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Interview techniques | |
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Presenting and analyzing the data | |
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Characteristics of reports | |
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Structuring reports | |
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Writing the report: opening sections | |
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Writing the report: the body of the report | |
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Writing the report: conclusions, recommendations, abstracts | |
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Reports: layout, presentation, and style | |
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Project checklist | |
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Research project action plan | |
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Case studies | |
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Writing a case study | |
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Review | |
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Planning your next move | |
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Study skills achievements | |
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Evaluating achievement | |
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Planning your future | |
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Personal development already undertaken | |
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Planning towards a career | |
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Career readiness | |
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Lifelong learning | |
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Where next? Skills for success | |
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Clarifying personal targets | |
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Action plan for personal development planning goals | |
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What now? | |
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References | |
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Quick multiplier | |
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Online research tools | |
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Index | |