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The characters are fleshed out and real. The heartbreaking secret at the center of the story will stay with you for a long time. Perfume by Patrick Suskind. Not a crime book per se but a lyrical serial killer novel like no other. The world of 18 th century France brims with colour, sights and smells as the main character, Jean-Baptiste, pursues a recipe for the perfect perfume with deadly consequences. A piece of pure, full-blown Australiana set in the rugged Outback. Worth the price of admission alone to witness the visceral and bloody ends a good man will go to in order to exact revenge.
A full-throttle, rough justice ending worth reading twice. Silence of the Lambs by Thomas Harris. Read it for the delightful balance of chilling murders, forensics and superbly developed characters. Timothy by Louis Bayard. A Dickensian thriller with atmosphere to burn and a marvelous cast of characters trolling the lower depths of London society.
Bayard gives us crime, history and thrills in this beautifully written novel. The Name of the Rose by Umberto Eco. Murder, lechery, hypocrisy and a deep suspicion of intellectual thought weave through this story set in an Italian monastery in Eco takes us into a vanished world and the journey is deeply satisfying. T Publishing; 1 edition 28 November Sold by: Share your thoughts with other customers.
Write a product review. Get to Know Us. Not Enabled Word Wise: Enabled Average Customer Review: Be the first to review this item Would you like to tell us about a lower price? All in all, a full-time student would spend about as much time on school each week as an employee spends on work. Balancing school and a job can be more challenging, but still doable. In addition to setting aside regular work periods, you will need to plan ahead to handle more intense demands, such as studying for exams and writing major papers.
At the beginning of the semester, go through your course syllabi and mark all major due dates and exam dates on a calendar. Use a format that you check regularly, such as your smartphone or the calendar feature in your e-mail. Tip The two- to three-hour rule may sound intimidating. However, keep in mind that this is only a rule of thumb.
Realistically, some courses will be more challenging than others, and the demands will ebb and flow throughout the semester. You may have trouble-free weeks and stressful weeks. When you schedule your classes, try to balance introductory-level classes with more advanced classes so that your work load stays manageable. Crystal knew that to balance a job, college classes, and a family, it was crucial for her to get organized. For the month of September, she drew up a week-by-week calendar that listed not only her own class and work schedules but also the days her son attended preschool and the days her husband had off from work.
She and her husband discussed how to share their day-to-day household responsibilities so she would be able to get her schoolwork done. Crystal also made a note to talk to her supervisor at work about reducing her hours during finals week in December. For this exercise, you will develop a weekly schedule and a semester calendar. Working with your class schedule, map out a week-long schedule of study time.
Be sure to include any other nonnegotiable responsibilities, such as a job or child care duties. Use your course syllabi to record exam dates and due dates for major assignments in a calendar paper or electronic. Use a star, highlighting, or other special marking to set off any days or weeks that look especially demanding. Sticking with it, however, may create challenges. A schedule that looked great on paper may prove to be unrealistic. Keep in mind, however, that your weekly schedule and semester calendar are time-management tools.
Like any tools, their effectiveness depends on the user: If you leave a tool sitting in the box unused e. And if, for some reason, a particular tool or strategy is not getting the job done, you need to figure out why and maybe try using something else. Set aside time to review your schedule or calendar regularly and update or adjust them as needed. Be realistic when you schedule study time. Do not plan to write your paper on Friday night when everyone else is out socializing. When Friday comes, you might end up abandoning your plans and hanging out with your friends instead.
Be honest with yourself about where your time goes. Do not fritter away your study time on distractions like e-mail and social networking sites. Accept that occasionally your work may get a little off track. No one is perfect. Accept that sometimes you may not have time for all the fun things you would like to do. Recognize times when you feel overextended. Sometimes you may just need to get through an especially demanding week. However, if you feel exhausted and overworked all the time, you may need to scale back on some of your commitments.
Have a plan for handling high-stress periods, such as final exam week. Try to reduce your other commitments during those periods—for instance, by scheduling time off from your job. Build in some time for relaxing activities, too. Do not procrastinate on challenging assignments. Instead, break them into smaller, manageable tasks that can be accomplished one at a time. For instance, if you have a free half hour between classes, use it to preview a chapter or brainstorm ideas for an essay. Do not rely on caffeine and sugar to compensate for lack of sleep.
These stimulants may temporarily perk you up, but your brain functions best when you are rested. The key to managing your time effectively is consistency. Completing the following tasks will help you stay on track throughout the semester. Many people find it is best to set aside a few minutes for this each day and to take some time to plan at the beginning of each week. For the next two weeks, focus on consistently using whatever time-management system you have set up. Check in with yourself daily and weekly, stick to your schedule, and take note of anything that interferes.
At the end of the two weeks, review your schedule and determine whether you need to adjust it. What could you do to combat this habit? Writing at Work If you are part of the workforce, you have probably established strategies for accomplishing job-related tasks efficiently. How could you adapt these strategies to help you be a successful student?
For instance, you might sync up your school and work schedules on an electronic calendar. Instead of checking in with your boss about upcoming work deadlines, establish a buddy system where you check in with a friend about school projects. Give school the same priority you give to work. Note-Taking Methods One final valuable tool to have in your arsenal as a student is a good note-taking system. Just the act of converting a spoken lecture to notes helps you organize and retain information, and of course, good. Chapter 1 notes also help you review important concepts later. Although taking good notes is an essential study skill, many students enter college without having received much guidance about note taking.
These sections discuss different strategies you can use to take notes efficiently. No matter which system you choose, keep the note-taking guidelines in mind. Before class, quickly review your notes from the previous class and the assigned reading. Fixing key terms and concepts in your mind will help you stay focused and pick out the important points during the lecture.
Come prepared with paper, pens, highlighters, textbooks, and any important handouts. Come to class with a positive attitude and a readiness to learn. During class, make a point of concentrating. Ask questions if you need to. Be an active participant. During class, capture important ideas as concisely as you can. Use words or phrases instead of full sentences and abbreviate when possible. Visually organize your notes into main topics, subtopics, and supporting points, and show the relationships between ideas.
Leave space if necessary so you can add more details under important topics or subtopics. Ideas that the instructor repeats frequently or points out as key ideas b. Ideas the instructor lists on a whiteboard or transparency c. Details, facts, explanations, and lists that develop main points d.
Definitions of key terms 1. Review your notes regularly throughout the semester, not just before exams. Organizing Ideas in Your Notes A good note-taking system needs to help you differentiate among major points, related subtopics, and supporting details. It visually represents the connections between ideas.
Finally, to be effective, your note-taking system must allow you to record and organize information fairly quickly. Although some students like to create detailed, formal outlines or concept maps when they read, these may not be good strategies for class notes because spoken lectures may not allow time for elaborate notes.
Instead, focus on recording content simply and quickly to create organized, legible notes. Try one of the following techniques. Modified Outline Format A modified outline format uses indented spacing to show the hierarchy of ideas without including roman numerals, lettering, and so forth. Just use a dash or bullet to signify each new point unless your instructor specifically presents a numbered list of items. Notice how the line for the main topic is all the way to the left. Chapter 1 are indented, and supporting details are indented one level further.
Child Development—20th Century Theorists —Jean Piaget —Swiss psychologist, influential in education —first developed theories in ss -4 major stages of cognitive dev. Idea Mapping If you discovered in this section that you learn best with visual presentations, you may prefer to use a more graphic format for notes, such as an idea map.
Although the format is different, the content and organization are the same. Charting If the content of a lecture falls into a predictable, well-organized pattern, you might choose to use a chart or table to record your notes. This system works best when you already know, either before class or at the beginning of class, which categories you should include.
The next figure shows how this system might be used. The Cornell Note-Taking System In addition to the general techniques already described, you might find it useful to practice a specific strategy known as the Cornell note-taking system. This popular format makes it easy not only to organize information clearly but also to note key terms and summarize content.
To use the Cornell system, begin by setting up the page with these components: During the lecture, you record notes in the wide column. You can do so using the traditional modified outline format or a more visual format if you prefer. As soon as possible after the lecture, review your notes and identify key terms. Jot these down in the narrow left-hand column. You can use this column as a study aid by covering the notes on the right-hand side, reviewing the key terms, and trying to recall as much as you can about them so that you can mentally restate the main points of the lecture.
Uncover the notes on the right to check your understanding. Finally, use the space at the bottom of the page to summarize each page of notes in a few sentences. Writing at Work Often, at school or in the workplace, a speaker will provied you with pregenerated notes summarizing electronic presentation slides.
You may be tempted not to take notes at all because much of the content is already summarized for you. However, it is a good idea to jot down at least a few notes. Doing so keeps you focused during the presentation, allows you to record details you might otherwise forget, and gives you the opportunity to jot down questions or reflections to personalize the content. If you are not already doing so, try using one of the aforementioned techniques.
Remember that the Cornell system can be combined with other note-taking formats. It can take some trial and error to find a note-taking system that works for you.
If you find that you are struggling to keep up with lectures, consider whether you need to switch to a different format or be more careful about distinguishing key concepts from unimportant details. Understanding your individual learning style and preferences can help you identify the study and timemanagement strategies that will work best for you. To manage your time effectively, it is important to look at the short term daily and weekly schedules and the long term major semester deadlines.
To manage your time effectively, be consistent about maintaining your schedule. If your schedule is not working for you, make adjustments. A good note-taking system must differentiate among major points, related subtopics, and supporting details, and it must allow you to record and organize information fairly quickly. Choose the format that is most effective for you.
Identify strategies for successful writing. Demonstrate comprehensive writing skills. Identify writing strategies for use in future classes. In the preceding sections, you learned what you can expect from college and identified strategies you can use to manage your work. These strategies will help you succeed in any college course. This section covers more about how to handle the demands college places upon you as a writer.
The general techniques you will learn will help ensure your success on any writing task, whether you complete a bluebook exam in an hour or an in-depth research project over several weeks. Putting It All Together: Strategies for Success Writing well is difficult. People who write for a living sometimes struggle to get their thoughts on the page.
Even people who generally enjoy writing have days when they would rather do anything else. For people who do not like writing or do not think of themselves as good writers, writing assignments can be stressful or even intimidating. And of course, you cannot get through college without having to write— sometimes a lot, and often at a higher level than you are used to. No magic formula will make writing quick and easy. However, you can use strategies and resources to manage writing assignments more easily.
This section presents a broad overview of these strategies and resources. The remaining chapters of this book provide more detailed, comprehensive instruction to help you succeed at a variety of assignments. College will challenge you as a writer, but it is also a unique opportunity to grow. Chapter 1 Using the Writing Process To complete a writing project successfully, good writers use some variation of the following process. In this step, the writer generates ideas to write about and begins developing these ideas. Outlining a structure of ideas.
In this step, the writer determines the overall organizational structure of the writing and creates an outline to organize ideas. Usually this step involves some additional fleshing out of the ideas generated in the first step. Writing a rough draft. In this step, the writer uses the work completed in prewriting to develop a first draft. The draft covers the ideas the writer brainstormed and follows the organizational plan that was laid out in the first step. In this step, the writer revisits the draft to review and, if necessary, reshape its content.
This stage involves moderate and sometimes major changes: In this step, the writer reviews the draft to make additional changes. Editing involves making changes to improve style and adherence to standard writing conventions—for instance, replacing a vague word with a more precise one or fixing errors in grammar and spelling. Once this stage is complete, the work is a finished piece and ready to share with others. Chances are, you have already used this process as a writer.
You may also have used it for other. The steps listed above apply broadly to any project that involves creative thinking. You come up with ideas often vague at first , you work to give them some structure, you make a first attempt, you figure out what needs improving, and then you refine it until you are satisfied. Most people have used this creative process in one way or another, but many people have misconceptions about how to use it to write. Here are a few of the most common misconceptions students have about the writing process: Freewriting—writing about the topic without stopping for a set period of time—is one prewriting technique you might try in that situation.
However, for other assignments, a structured set of notes or a detailed graphic organizer may suffice. The important thing is that you have a solid plan for organizing ideas and details. However, understand that sometimes you will have to write when you are not in the mood. Sit down and start your draft even if you do not feel like it.
If necessary, force yourself to write for just one hour. By the end of the hour, you may be far more engaged and motivated to continue. If not, at least you will have accomplished part of the task. That task will be much easier if you give your best effort to the draft before submitting it. Take time to determine what you can change to make the work the best it can be.
At the very least, doing so will help you catch an embarrassing typo or two. Revising and editing are the steps that make good writers into great writers. For a more thorough explanation of the steps of the writing process as well as for specific. Tip The writing process also applies to timed writing tasks, such as essay exams.
Before you begin writing, read the question thoroughly and think about the main points to include in your response. Use scrap paper to sketch out a very brief outline. Keep an eye on the clock as you write your response so you will have time to review it and make any needed changes before turning in your exam. Managing Your Time In Section 1. By combining those skills with what you have learned about the writing process, you can make any writing assignment easier to manage.
When your instructor gives you a writing assignment, write the due date on your calendar. Then work backward from the due date to set aside blocks of time when you will work on the assignment. Always plan at least two sessions of writing time per assignment, so that you are not trying to move from step 1 to step 5 in one evening.
Trying to work that fast is stressful, and it does not yield great results. You will plan better, think better, and write better if you space out the steps. Ideally, you should set aside at least three separate blocks of time to work on a writing. Sometimes those steps may be compressed into just a few days. If you have a couple of weeks to work on a paper, space out the five steps over multiple sessions.
Long-term projects, such as research papers, require more time for each step. Tip In certain situations you may not be able to allow time between the different steps of the writing process. For instance, you may be asked to write in class or complete a brief response paper overnight. If the time available is very limited, apply a modified version of the writing process as you would do for an essay exam.
It is still important to give the assignment thought and effort. However, these types of assignments are less formal, and instructors may not expect them to be as polished as formal papers. When in doubt, ask the instructor about expectations, resources that will be available during the writing exam, and if they have any tips to prepare you to effectively demonstrate your writing skills. Together, these weekly assignments counted for 20 percent of the course grade.
Although each response took just a few hours to complete, Crystal found that she learned more from the reading and got better grades on her writing if she spread the work out in the following way:. What Will I Learn? Setting Goals One key to succeeding as a student and as a writer is setting both short- and long-term goals for yourself. You have already glimpsed the kind of short-term goals a student might set. Crystal wanted to do well in her Foundations of Education course, and she realized that she could control how she handled her weekly writing assignments.
At 20 percent of her course grade, she reasoned, those assignments might mean the difference between a C and a B or between a B and an A. Chapter 1 By planning carefully and following through on her daily and weekly goals, Crystal was able to fulfill one of her goals for the semester. She was pleased to have earned a high grade in one of the required courses for her major. She was also glad to have gotten the most out of an introductory course that would help her become an effective teacher. To do well in college, it is important to stay focused on how your day-to-day actions determine your long-term success.
You may not have defined your career goals or chosen a major yet. Even so, you surely have some overarching goals for what you want out of college: In time, you will define your long-term goals more explicitly. Doing solid, steady work, day by day and week by week, will help you meet those goals. For this step, identify one long-term goal you would like to have achieved by the time you complete your degree. For instance, you might want a particular job in your field or hope to graduate with honors.
Next, identify one semester goal that will help you fulfill the goal you set in step one. For instance, you may want to do well in a particular course or establish a connection with a professional in your field. Review the goal you determined in step two. Choose two to three items, and for each item identify at least one concrete action you can take to accomplish it. These actions may be recurring meeting with a study group each week or one time only calling the professor in charge of internships. Identify one action from step four that you can do today.
Using College Resources One reason students sometimes find college overwhelming is that they do not know about, or are reluctant to use, the resources available to them. Some aspects of college will be challenging. However, if you try to handle every challenge alone, you may become frustrated and overwhelmed. Universities have resources in place to help students cope with challenges.
Your student fees help pay for resources such as a health center or tutoring, so use these resources if you need them. The following are some of the resources you might use if you find you need help:. If you are making an honest effort but still struggling with a particular course, set up a time to meet with your instructor and discuss what you can do to improve.
He or she may be able to shed light on a confusing concept or give you strategies to catch up. Many universities assign students an academic counselor who can help you choose courses and ensure that you fulfill degree and major requirements. The academic resource center. These centers offer a variety of services, which may range from general coaching in study skills to tutoring for specific courses. Find out what is offered at your school and use the services that you need.
These centers employ tutors to help you manage college-level writing assignments. They will not write or edit your paper for you, but they can help you through the stages of the writing process. In some schools, the writing center is part of the academic resource center. The career resource center. Many universities offer psychological counseling for free or for a low fee. Use these services if you need help coping with a difficult personal situation or managing depression, anxiety, or other problems.
Students sometimes neglect to use available resources due to limited time, unwillingness to admit. Unfortunately, ignoring a problem usually makes it harder to cope with later on. Waiting until the end of the semester may also mean fewer resources are available, since many other students are also seeking last-minute help.
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Identify at least one college resource that you think could be helpful to you and you would like to investigate further. Schedule a time to visit this resource within the next week or two so you can use it throughout the semester. College Writing Skills You now have a solid foundation of skills and strategies you can use to succeed in college. The remainder of this book will provide you with guidance on specific aspects of writing, ranging from grammar and style conventions to how to write a research paper.
For any college writing assignment, use these strategies: Divide the work into smaller, manageable tasks, and set aside time to accomplish each. Make sure you understand the assignment requirements, and if necessary, clarify them with your instructor. Think carefully about the purpose of the writing, the intended audience, the topics you will need to address, and any specific requirements of the writing form.
Complete each step of the writing process. With practice, using this process will come automatically to you.
Do not rely on caffeine and sugar to compensate for lack of sleep. An instructor who means business may speak in a low, slow voice to emphasize her serious mood. If your friend swears by her smartphone, but you hate having to carry extra electronic gadgets around, then using a smartphone will not be the best organizational strategy for you. This allows for easy adaptation to existing and changing course needs or assessment outcomes. The next subsection covers how to select an appropriate tone to match the audience and purpose.
Use the resources available to you. Remember that most colleges have specific services to help students with their writing. For help with specific writing assignments and guidance on different aspects of writing, you may. Find out more about your learning style by visiting your academic resource center or doing Internet research. Take note of strategies that are recommended for different types of learners. Which strategies do you already use? Which strategies could you incorporate into your routine? Apply the following comprehension and active reading strategies to an assigned reading: Use text features to gather clues.
After reviewing your syllabus, map out a timeline of major assignments in the course. Describe the steps you anticipate needing to follow in order to complete these assignments. Take a few minutes to skim through the remaining chapters of this book, whose contents are described in this chapter. Use self-stick notes or flags to mark any sections that you expect to consult frequently when you write, such as a grammar guide or guidelines for a particular essay format. Similarly, you may wish to make notes in other writing handbooks you own and any other reference books you will need to use frequently.
Identify the four common academic purposes. Identify audience, tone, and content. Apply purpose, audience, tone, and content to a specific assignment. Imagine reading one long block of text, with each idea blurring into the next. Even if you are reading a thrilling novel or an interesting news article, you will likely lose interest in what the author has to say very quickly.
During the writing process, it is helpful to position yourself as a reader. Ask yourself whether you can focus easily on each point you make. One technique that effective writers use is to begin a fresh paragraph for each new idea they introduce. Paragraphs separate ideas into logical, manageable chunks.
One paragraph focuses on only one main idea and presents coherent sentences to support that one point. Because all the sentences in one paragraph support the same point, a paragraph may stand on its own. To create longer assignments and to discuss more than one point, writers group paragraphs together. Three elements shape the content of each paragraph: The reason the writer composes the paragraph. The individual or group whom the writer intends to address. This section covers how purpose, audience, and tone affect reading and writing paragraphs. Identifying Common Academic Purposes The purpose for a piece of writing identifies the reason you write a particular document.
To entertain a packed theater. Why write instructions to the babysitter? To inform him or her of your schedule and rules. Why write a letter to your congressman?
In academic settings, the reasons for writing fulfill four main purposes: You will encounter these four purposes not only as you read for your classes but also as you read for work or pleasure. Because reading and writing work together, your writing skills will improve as you read. How Do I Begin? As you will see, the purpose for writing will guide you through each part of the paper, helping you make decisions about content and style.
For now, identifying these purposes by reading paragraphs will prepare you to write individual paragraphs and to build longer assignments. You probably summarize events, books, and movies daily. Think about the last blockbuster movie you saw or the last novel you read. Chances are, at some point in a casual conversation with a friend, coworker, or classmate, you compressed all the action in a two-hour film or in a two-hundred-page book into a brief description of the major plot movements.
While in conversation, you probably described the major highlights or the main points in just a few sentences using your own vocabulary and manner of speaking. Similarly, a summary paragraph condenses a long piece of writing into a smaller paragraph by extracting only the vital information.
Although shorter than the original piece of writing, a summary should still communicate all the key points and key support. In other words, summary paragraphs should be succinct and to the point. According to the Monitoring the Future Study, almost two-thirds of 10th-grade students reported having tried alcohol at least once in their lifetime, and two-fifths reported having been drunk at least once Johnston et al.
In terms of current alcohol use, Alcohol consumption continues to escalate after high school. In fact, eighteen- to twenty-four-year-olds have the highest levels of alcohol consumption and alcohol dependence of any age group. In the first 2 years after high school, lifetime prevalence of alcohol use based on follow-up surveys from the Monitoring the Future Study was Of note, college students on average drink more than their noncollege peers, even though they drank less during high school than those who did not go on to college Johnston et al.
For example, in , the rate of binge drinking for college students 1 to 4 years beyond high school was Alcohol use and problem drinking in late adolescence vary by sociodemographic characteristics. For example, the prevalence of alcohol use is higher for boys than for girls, higher for White and Hispanic adolescents than for African-American adolescents, and higher for those living in the north and north central United States than for those living in the South and West.
Some of these relationships change with early adulthood, however. For example, although alcohol use in high school tends to be higher in areas with lower population density i. Lower economic status i. A summary of the report should present all the main points and supporting details in brief. Read the following summary of the report written by a student:. After high school, alcohol consumption increases further, and college-aged students have the highest levels of alcohol consumption and dependence of any age group.
Alcohol use varies according to factors such as gender, race, geographic location, and socioeconomic status. Some of these trends may reverse in early adulthood. For example, adolescents of lower socioeconomic status are more likely to consume alcohol during high school years, whereas youth from higher socioeconomic status are more likely to consume alcohol in the years after high school. Notice how the summary retains the key points made by the writers of the original report but omits most of the statistical data.
Summaries need not contain all the specific facts and figures in the original document; they provide only an overview of the essential information. Then, scientists would study how the two elements interact to create the compound NaCl, or sodium chloride, which is also called simple table salt. Analysis is not limited to the sciences, of course. An analysis paragraph in academic writing fulfills the same purpose. Instead of deconstructing compounds, academic analysis paragraphs typically deconstruct documents.
An analysis takes apart a primary source an essay, a book, an article, etc. It communicates the main points of the document by examining individual points and identifying how the points relate to one another. At the beginning of their report, Brown et al. Later in the report, they consider how various socioeconomic factors influence problem drinking in adolescence.
The latter part of the report is far less specific and does not provide statistics or examples. The lack of specific information in the second part of the report raises several questions. Why are teenagers in rural high schools more likely to drink than teenagers in urban areas? Where do they obtain alcohol? How do parental attitudes influence this trend? A follow-up study could compare several high schools in rural and urban areas to consider these issues and potentially find ways to reduce teenage alcohol consumption. Notice how the analysis does not simply repeat information from the original report, but considers how the points within the report relate to one another.
By doing this, the student uncovers a discrepancy between the points that are backed up by statistics and those that require additional information. Analyzing a document involves a close examination of each of the individual parts and how they work together. Consider the electronic musical instrument aptly named the synthesizer. It looks like a simple keyboard but displays a dashboard of switches, buttons, and levers. With the flip of a few switches, a musician may combine the distinct sounds of a piano, a flute, or a guitar—or any other combination of instruments—to create a new sound.
The purpose of the synthesizer is to blend together the notes from individual instruments to form new, unique notes.