Gen105 Week2 Reading1

Appendix
CONDUCTING RESEARCH
TAPPING INTO THE WORLD OF INFORMATION
T
he strategies in this appendix will help you find reliable, accurate
information from the library and the Internet as you conduct
research for your courses. More detailed information about Internet
research can be found in The Prentice Hall Guide to Evaluating Online
Resources with Research Navigator and through online access at
www.researchnavigator.com, both of which accompany the purchase of
this text.
CONDUCTING RESEARCH AT THE

COLLEGE LIBRARY
Consider the library to be the “brain” of your college. The library is and
will continue to be your most reliable information source—so much so that
instructors expect to see library research citations in your work.
Start with a Road Map

The better you know the “road map” of your library, the less time you’ll
spend searching for elusive materials. Here are some key resources.
Circulation desk. All publications are checked out at the circulation desk,
which is usually near the library entrance.
Reference area. Here you’ll find reference books, including encyclopedias,

directories, dictionaries, almanacs, and atlases. You’ll also find library
employees who can direct you to information. Computer terminals,
containing the library’s catalog of holdings, as well as online bibliographic
and full-text databases, are usually part of the reference area.
457
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Keys to College Studying: Becoming an Active Thinker, Second Edition, by Carol Carter, Joyce Bishop, and Sarah Lyman Kravits. Published by Pearson Prentice Hall.
Copyright © 2007 by Pearson Education, Inc.
458 APPENDIX Conducting Research
Book area. Books—and, in many libraries, magazines and journals in bound

or boxed volumes—are stored in the stacks. A library with open stacks
allows you to search for materials. In a closed-stack system, a staff member
retrieves materials for you.
Periodicals area. Here you’ll find recent issues of popular and scholarly
magazines, journals, and newspapers.
Audio-visual materials areas. Many libraries have special locations where

you can study non-print materials including video, art and photography,
and recorded music collections.
Electronic library resources. Computer terminals, linked to college data-

bases and the Internet, may be scattered throughout the library or clustered
in specific areas. Most schools have network systems or library websites
that allow access to online library materials via personal computer.
Almost all college libraries offer orientation sessions on how to find what
you need. If you need help, take a real or virtual tour and sign up for training.
Information Search Basics

The most successful and time-saving method for information retrieval
involves a practical, step-by-step search that takes you from general to
specific sources. At any point in your search, you can conduct a keyword
search—a method for locating sources through the use of topic-related words
and phrases. A keyword is any natural-language word or phrase that is used
as a point of reference to locate other information. To narrow your topic and
reduce the number of “hits” (resources pulled up by your search) add more
keywords. For example, instead of searching through the broad category art,
focus on French art or, more specifically, nineteenth-century French art.
Key A.1 provides tips for using the keyword system. The last three entries
describe how to use “or,” “and,” and “not” to narrow searches with what is
called Boolean logic.
Start with general reference works. These works cover topics in a broad,
nondetailed way and are often available in print, online, or on CD-ROM.
Examples of general reference works include encyclopedias, almanacs,
dictionaries, biographical references (such as Webster’s Biographical
Dictionary), and bibliographies (such as Books in Print). Scan these sources
for a topic overview and more specialized sources.
Search specialized reference works. Turn next to specialized reference works

for more specific facts. Specialized reference works include encyclopedias
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APPENDIX Conducting Research 459
Key A.1 Perform an effective keyword search.
IF YOU ARE SEARCHING FOR . . . DO THIS EXAMPLE

A word Type the word normally. Aid
A phrase Type the phrase in its normal word order financial aid or
(use regular word spacing) or surround the “financial aid”
phrase with quotation marks.
Two or more keywords Type the words in any order, surrounding “financial aid” and
without regard to word order the words with quotation marks. Use and “scholarships”
to separate the words.
Topic A or topic B Type the words in any order, surrounding “financial aid” or
the words with quotation marks. Use or to “scholarships”
separate the words.
Topic A but not topic B Type topic A first within quotation marks, “financial aid” not
and then topic B within quotation marks. “scholarships”
Use not to separate the words.
and dictionaries that focus on a narrow field (such as the Encyclopedia of

American History). Although the entries in these volumes are short sum-
maries, they focus on critical ideas and introduce keywords you can use to
conduct additional research. Bibliographies that accompany the articles point
to the works of recognized experts. Your library can help you access a subject
guide that will direct you to lists of specialized reference works, organized by
subject. A keyword search may help you find such works.
Browse through books and articles on your subject. Use the computerized
library catalog or the results of your keyword search to find books and other
materials on your topic. The catalog, searchable by author, title, and subject,
tells you which publications the library owns. Each catalog listing refers to
the library’s classification system, which in turn tells you exactly where to
find the publication.
Periodicals include journals, magazines, and newspapers. Journals are
written for readers with specialized knowledge (while Newsweek magazine
may run a general-interest article on AIDS research, for example, the Journal
of the American Medical Association may print the original scientific study
for an audience of doctors and scientists). Many libraries display periodicals
that are up to a year or two old, and they usually convert older copies to
microfilm or microfiche. Many full-text articles are also available online.
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Periodical indexes such as The Reader’s Guide to Periodical Literature

lead you to specific articles and are generally available in print and on
CD-ROM. Because there is no all-inclusive index for technical, medical, and
scholarly journal articles, you’ll have to search indexes that specialize in
narrow subject areas.
Ask the librarian. Librarians can assist you in solving research problems,
usually more quickly than you can on your own. They can help you locate
unfamiliar or hard-to-find sources, navigate catalogs and databases, and
uncover research shortcuts. To obtain the best guidance, focus on your
specific topic. For instance, if you are researching how President Franklin
D. Roosevelt’s physical disability may have affected his leadership during
World War II, let the librarian know instead of simply asking for infor-
mation about Roosevelt. Librarians can also give you guidelines about the
most useful sources for specific disciplines, such as periodicals or journals
devoted to pyschology research.
CONDUCTING RESEARCH ON THE INTERNET
T
he Internet, a computer network that links organizations and people
around the world, can connect you to billions of information sources.
Because of its widespread reach, the Internet is an essential research
tool—if used wisely. Unlike your college library collection—evaluated and
selected for usefulness and reliability by educated librarians—websites and
Internet resources are not necessarily evaluated or overseen by anyone. As a
result, Internet research depends on your critical judgment.
Most Internet information is displayed on websites, cyberspace locations
developed by companies, government agencies, organizations, and individu-
als. Together, these sites make up the World Wide Web. Other information
can be found on newsgroup sites (collections of messages from people inter-
ested in a particular topic), FTP sites (File Transfer Protocol sites that allow
users to download files), and other non-websites (Gopher sites) that provide
access to databases or electronic library holdings.
Start with General References:

Subject Directories and Search Engines
Both subject directories and search engines are systems that help you wade
through the innumerable bits of information found on the Internet. Subject
directories are large lists of websites sorted by category, much as Yellow
Pages directories organize business telephone numbers. Information is acces-
sible through keyword searches. When searching, try a subject directory
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first, since the results may be more manageable than those provided by a
search engine. Some of the most popular and effective subject directories
include Yahoo! (www.yahoo.com), Go.network (www.go.com), and Lycos
(www.lycos.com).
Commercial subject directories do not evaluate Web content in contrast
to the growing number of academic subject directories that do. The advantage
of using academic directories is that you know someone has screened the
sites and listed only those that have been determined to be reliable, regularly
updated, and reputable. Among the subject directories aimed at academic
audiences are the Librarian’s Index to the Internet (www.lii.org), INFOMINE
(www.infomine.com), and Academic Info (www.academicinfo.com).
Slightly different from subject directories, search engines hunt for key-
words through the entire Internet—newsgroups, websites, and other
resources—instead of just websites. This gives you wider access but may yield
an enormous list of “hits” unless you know how to limit your search effec-
tively. Some useful search engines include Google (www.google.com), Alta
Vista (www.altavista.com), HotBot (www.hotbot.com), Ask (www.ask.com),
and Excite (www.excite.com). As with subject directories, each search engine
includes helpful search tools and guides.
Use a Search Strategy

The World Wide Web has been called “the world’s greatest library, with all
its books on the floor.” With no librarian in sight, you need to master a
basic search strategy that will help you avoid becoming overwhelmed while
researching online.
1. Think carefully about what you want to locate. University of

Michigan professor Eliot Soloway recommends phrasing your search
in the form of a question—for example, What vaccines are given to
children before age five? Then he advises identifying the important
words in the question (vaccines, children, before age five) as well as
other related words (polio, shot, pediatrics, and so on). This will give
you a collection of terms to use in different combinations as you
search.1
2. Use a subject directory to isolate sites under your desired topic or
category. Save the sites that look useful. Most Internet software
programs have a “bookmark” or “favorites” feature for recording
sites you want to find again.
3. Explore these sites to get a general idea of what’s out there. Usually,
in academic research, you will need to go beyond the subject directory’s
listings. Use what you find there to notice useful keywords and infor-
mation locations.
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4. Move on to a search engine to narrow your search. Use your keywords

in a variety of ways to uncover more possibilities:
■ Vary word order if you are using more than one keyword
(for example, search under education, college, statistics and
statistics, education, college).
■ Limit your search through Boolean operators, such as “and,”
“not,” and “or.”
5. Evaluate the number of links that appears. If there are too many,
narrow your search by using more, or more specific, keywords
(Broadway could become Broadway AND “fall season” AND 2004).
If there are too few, broaden your search by using fewer or different
keywords.
6. When you think you are done, start over. Choose another subject
directory or search engine and search again. Different systems access
different sites.
Use Critical Thinking to Evaluate Every Source

Since the Internet is largely an uncensored platform for free-flowing infor-
mation, getting the most value from your time and effort requires you to
carefully evaluate what you find. It takes time and experience to develop
the instincts you need to make these evaluations, so talk to a librarian or
instructor if you have questions about specific sources. Your research will
only be as strong as your critical thinking.
Robert Harris, professor and author of WebQuester: A Guidebook to
the Web, has come up with an easy-to-remember system for how to evalu-
ate Internet information. He calls it the CARS test for information quality
(Credibility, Accuracy, Reasonableness, Support). Use the information in
Key A.2 to question any source you find as you conduct research.2
Educational and government sites are generally more likely to have been
screened and selected by educated professionals than other sites. Look for
URLs ending in .edu (these sites originate at an educational institution) and
.gov (these sites originate at government agencies). A URL (Universal
Resouce Locator) is the string of text and numbers that identifies an Internet
site. All the sites listed in the Research Navigator databases have been
selected to maximize reliability and credibility. Finally, if you are unsure of
the credibility of a source, ask your instructor about its authenticity.
Be Prepared for Internet-Specific Problems

The nature of the Internet causes particular problems for researchers. Stay
aware of the possibility of the following:
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Key A.2 Use the CARS test to determine information quality on the Internet.
CREDIBILITY ACCURACY REASONABLENESS SUPPORT

Examine whether a Examine whether Examine whether Examine whether a
source is believable and information is correct— material is fair, source is adequately
trustworthy. i.e., factual, compre- objective, moderate, supported with
hensive, detailed, and and consistent. citations.
up-to-date (if necessary).
What are the author’s Is it up-to-date, and is Does the source seem Where does the
credentials? that important? fair? information come from?
Look for education and If you are searching for Look for a balanced Look at the site, the
experience; title or a work of literature, argument, accurate sources used by the
position of employment; such as Shakespeare’s claims, and a reasoned person or group who
membership in any play Macbeth, there is tone that does not compiled the information,
known and respected no “updated” version. appeal primarily to your and the contact informa-
organization; reliable However, if you want emotions. tion. Make sure that the
contact information; reviews of its latest cited sources seem
biographical information; productions in major reliable and that statis-
and reputation. theaters, you will need tics are documented.
to note when material
was created. For most
scientific research, you
will need to rely on the
most updated informa-
tion you can find.
Is there quality control? Is it comprehensive? Does the source seem Is the information
Does the material leave objective? corroborated?
Look for ways in which
the source may have out any important facts While there is a range Test information by look-
been screened. For or information? Does of objectivity in writing, ing for other sources
example, materials on it neglect to consider you want to favor authors that confirm the facts
an organization’s website alternative views or and organizations who in this information—
have most likely been crucial consequences? can control their bias. or, if the information is
reviewed and approved Although no one source An author with a strong opinion, that share that
by several members; can contain all of the political or religious opinion and back it up
information coming from available information on agenda or an intent to with their own citations.
an academic journal a topic, it should still sell a product may not One good strategy is
has to be screened by be as comprehensive be a source of the most to find at least three
several people before as is possible within its truthful material. sources that corroborate
it is published. scope. each other.
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Key A.2 Continued
CREDIBILITY ACCURACY REASONABLENESS SUPPORT

Is there any posted For whom is the source Does the source seem Is the source externally
summary or evaluation written, and for what moderate? consistent?
of the source? purpose?
Do claims seem possible, Most material is a mix
You may find abstracts Looking at what the or does the information of both current and old
of sources (summary), author wants to accom- seem hard to believe? information. External
or a recommendation, plish will help you assess Does what you read make consistency refers to
rating, or review from whether it has a bias. sense when compared to whether the old informa-
a person or organization Sometimes biased infor- what you already know? tion agrees with what
(evaluation). Either of mation will not be useful While wild claims may you already know. If a
these—or, ideally, for your purpose; some- turn out to be truthful, source contradicts some-
both—can give you an times your research will you are safest to check thing you know to be
idea of credibility before require that you note everything out. true, chances are higher
you decide to examine and evaluate bias (such that the information new
a source in depth. as if you were to com- to you may be inconsis-
pare Civil War diaries tent as well.
from Union soldiers with
those from Confederate
soldiers).
Signals of a potential Signals of a potential Signals of a potential Signals of a potential

lack of credibility: lack of accuracy: lack of reasonableness: lack of support:
Anonymous materials, Lack of date or old date, Extreme or emotional Statistics without
negative evaluations, generalizations, one- language, sweeping sources, lack of docu-
little or no evidence of sided views that do not statements, conflict of mentation, lack of
quality control, bad acknowledge opposing interest, inconsistencies corroboration using
grammar or misspelled arguments or contraditions other reliable sources
words
Source: Robert Harris, “Evaluating Internet Research Sources,” November 17, 1997, VirtualSalt. Available: www.virtualsalt.com/evalu8it.htm
(April 8, 2005).
■ Information that may or may not be current. If your particular

research depends on having the most updated information available,
pay attention to how (or whether) material is dated and use the latest
material you can find.
■ Technology problems. Websites may move, be deleted, or have tech-
nical problems that deny access. Try to budget extra time to allow for
problems that may arise. Write out full citations for websites while
you have them on your screen, or copy and paste into your word
processing program for later reference and printout.
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DECIDING WHEN TO USE THE LIBRARY

AND WHEN TO USE THE INTERNET
T
he Internet is indeed an incredible tool that can lead you to all kinds of
useful information, and the ease of the Internet search has led many
students to shift their focus from the library stacks to the computer
terminal. However, the Internet has limitations that should lead any respon-
sible researcher to think carefully about information found online and to
combine Internet research with more reliable library research.
Some Limitations of the Internet

Focusing on Internet searches at the exclusion of traditional library searches
may raise issues and problems that affect the quality of your research, because:
■ Search engines can’t find everything. As wide-reaching as they may
be in scope, the method by which search engines like Google scan the
Internet does not allow them to index particular academic books and
papers catalogued by some library Web databases.
■ The Internet prioritizes current information. Most Web pages have
only been created in the last 10 years or so, and many of these pages
focus on the latest and most popular information, placing a disadvan-
tage on researchers looking for historical information.
■ Not all sources are in digital format. Some information you are
looking for may be available only to researchers who are willing to
comb through library stacks.
■ Some digital sources cost money. As a student, you have free access to
all of the valuable materials collected for your library. As an independent
Internet researcher, however, you may have to subscribe to read any num-
ber of publications online, including many respected academic journals.
When to Prioritize the Library

For certain situations the library is a better, or first, choice. Head to the
library when:
■ You are conducting in-depth research, requiring a historical perspec-
tive. Older information is more likely to be available at the library
than on the Web.
■ You want to verify the authenticity of what you discover on the Internet.
■ You need personal, face-to-face help from a librarian.
■ You feel more comfortable navigating the established library system
than the tangle of Internet sites.
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One of the clear advantages of using a library is the fact that librarians are
there to help. Most good research is not a solo venture; researchers work in
tandem with librarians and others who have specific knowledge of materials
and where and how to find them. The Internet has no comparable component.
Finally, library materials have some clear practical advantages. The
books you check out of the library are portable, cause less eyestrain than a
computer screen, and don’t shut down when the power goes out.
COMBINING LIBRARY AND INTERNET

SEARCHES—THE WAVE OF THE FUTURE
T
he Internet is a modern reality—but it has not, as some predicted,
replaced the printed word. Both sides are slowly learning to work
together, ultimately to the benefit of researchers using materials from
both sources.
Libraries are responding to the Internet boom in two ways: They are
working to make scholarly material more available online, and they are
overhauling physical layouts to combine electronic search stations with tra-
ditional print holdings. Companies that run subject directories and search
engines are responding as well. For example, Google plans to digitize,
through scanning, some of the holdings at a few of the world’s major
libraries—Stanford, Oxford, the University of Michigan, and the New York
Public Library.
Your research and critical thinking skills give you the ability to collect
information, weigh alternatives, and make decisions. Your need to use these
skills doesn’t stop at graduation—especially in a workplace dominated by
information and media. “Work projects may involve interviewing people,
researching on the Web, library research, taking a look at costs, providing
input on support levels, and more . . . ,” says Victor Yipp of Commonwealth
Edison. “These basic skills—being inquisitive and using the library, the
Internet, and other people to uncover information—will do well for you in
school and later on in life.”3
Endnotes
1. Lori Leibovich, “Choosing Quick Hits Over the Card Catalog.” New York
Times, August 10, 2001, p. 1.
2. Robert Harris, “Evaluating Internet Research Sources.” VirtualSalt, 17
November 1997 [online]. Available: www.virtualsalt.com/evalu8it.htm
(April 2005).
3. Keys to Lifelong Learning Telecourse. Dir. Mary Jane Bradbury.
Videocassette. Intrepid Films, 2000.
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Answer Key
ANSWERS FOR BUILDING SKILL, WILL, AND SELF-MANAGEMENT
CHAPTER 1
TEST COMPETENCE: MEASURE WHAT YOU’VE LEARNED
Multiple Choice
1. C 2. A 3. D 4. C 5. D 6. B 7. D 8. C 9. A 10. D
True/False
1. T 2. F 3. F 4. T 5. T
BRAIN POWER: BUILD VOCABULARY FITNESS

1. B 2. A 3. B 4. A 5. C 6. C 7. B
CHAPTER 2
Multiple Choice
1. D 2. C 3. B 4. D 5. B 6. A 7. A 8. B 9. C 10. A
True/False
1. F 2. F 3. T 4. T 5. F

1. A 2. B 3. C 4. B 5. A 6. B 7. B
CHAPTER 3
Multiple Choice
1. C 2. C 3. D 4. B 5. A 6. B 7. A 8. C 9. B 10. D
467
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468 Answer Key
True/False
1. T 2. T 3. F 4. T 5. F

1. A 2. B 3. B 4. C 5. C 6. A
CHAPTER 4
Multiple Choice
1. B 2. D 3. A 4. B 5. B 6. A 7. C 8. D 9. A 10. B
True/False
1. T 2. F 3. T 4. F 5. T

1. C 2. B 3. A 4. C 5. A 6. B 7. C 8. C
CHAPTER 5
Multiple Choice
1. B 2. A 3. C 4. C 5. D 6. B 7. D 8. C 9. D 10. D
True/False
1. F 2. F 3. F 4. F 5. F

1. A 2. B 3. A 4. C 5. B 6. C 7. A 8. B
CHAPTER 6
Multiple Choice
1. C 2. D 3. A 4. D 5. A 6. A 7. A 8. D 9. A 10. A
True/False
1. F 2. F 3. F 4. F 5. T

1. B 2. C 3. B 4. A 5. C 6. B 7. A 8. A
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Answer Key 469
CHAPTER 7
Multiple Choice
1. B 2. C 3. B 4. A 5. D 6. C 7. D 8. B 9. C 10. C
True/False
1. T 2. T 3. F 4. T 5. F

1. A 2. B 3. C 4. C 5. A 6. B
CHAPTER 8
Multiple Choice
1. C 2. D 3. A 4. C 5. C 6. A 7. D 8. A 9. D 10. B
True/False
1. F 2. F 3. T 4. F 5. F

1. C 2. A 3. B 4. A 5. C 6. B 7. A 8. C 9. B
CHAPTER 9
Multiple Choice
1. D 2. C 3. B 4. D 5. B 6. A 7. D 8. C 9. D 10. B
True/False
1. T 2. F 3. T 4. T 5. F

1. B 2. B 3. C 4. A 5. C 6. B 7. C 8. A
CHAPTER 10
Multiple Choice
1. C 2. D 3. D 4. A 5. D 6. A 7. A 8. D 9. C 10. D
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470 Answer Key
True/False
1. F 2. T 3. F 4. F 5. F

1. A 2. A 3. B 4. C 5. B 6. C
CHAPTER 11
Multiple Choice
1. C 2. B 3. A 4. D 5. A 6. C 7. B 8. C 9. C 10. B
True/False
1. T 2. F 3. F 4. F 5. F

1. B 2. A 3. C 4. B 5. A 6. B 7. A
CHAPTER 12
Multiple Choice
1. B 2. B 3. D 4. C 5. A 6. D 7. C 8. A 9. A 10. D
True/False
1. F 2. F 3. T 4. T 5. F

1. A 2. A 3. C 4. A 5. B 6. C
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Answer Key 471
ANSWERS FOR ACTIVE THINKING: MONITORING YOUR PROGRESS (END-OF-PART EXERCISES)
PART I: CHAPTERS 1–3
Multiple Choice
1. C 2. A 3. B 4. B 5. D
True/False
1. F 2. T 3. F 4. T 5. F
Fill-in-the-Blank
1. self-management 6. long-term goals
2. values 7. time
3. thinking positively 8. questioning
4. 8 9. assumptions/perspective
5. diverse 10. brainstorming
Matching
1. D 2. J 3. F 4. A 5. E 6. I 7. B 8. C 9. G 10. H
PART II: CHAPTERS 4–6
Multiple Choice
1. D 2. B 3. C 4. B 5. C
True/False
1. F 2. F 3. T 4. T 5. F
Fill-in-the-Blank
1. pace questions linked to chapter
2. mnemonic devices/flash cards headings
3. rhyming link word/humorous 7. highlighting/marginal notes
visual image 8. partial hearing loss/learning
4. vocalizers/subvocalizers disabilities
5. critically 9. verbal signposts
6. ask yourself what you 10. acronyms
know about a topic/write
Matching
1. D 2. G 3. E 4. B 5. I 6. J 7. C 8. A 9. F 10. H
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472 Answer Key
PART III: CHAPTERS 7–9
Multiple Choice
1. B 2. C 3. B 4. A 5. C
True/False
1. F 2. F 3. T 4. F 5. T
Fill-in-the-Blank
1. direction 6. source/content
2. preread 7. review your result
3. solidify 8. rights/responsibilities
4. probability/statistics 9. plagiarism
5. audience/poor communication 10. editing
Matching
1. E 2. J 3. D 4. G 5. H 6. C 7. F 8. B 9. I 10. A
PART IV: CHAPTERS 10–12
Multiple Choice
1. C 2. A 3. B 4. C 5. B
True/False
1. F 2. F 3. T 4. F 5. F
Fill-in-the-Blank
1. mentor 6. longest/time
2. flexible/goals 7. action
3. planning outline/supporting 8. oral/oral presentation
evidence 9. thesis/introduction
4. correctable patterns 10. grammar, spelling, usage
5. pretest/psychologically
Matching
1. C 2. G 3. F 4. A 5. B 6. J 7. I 8. E 9. H 10. D ISBN: 0-536-26315-9
Glossary of Definitions
FOR BRAIN POWER: BUILDING VOCABULARY FITNESS VOCABULARY WORDS
Chapter 1
avian—of or relating to birds
pandemic—outbreak of disease spread over a wide geographic area
and affecting a large proportion of the population
imminent—about to occur
evolution—a gradual process of development
gauge—to measure or evaluate
components—elements or parts
disassemble—to take apart
Chapter 2
commissions—groups of people officially authorized to perform certain
duties or functions
nomenclature—the procedure of assigning names to the kinds and groups
of organisms listed in a taxonomic classification
zoology—the branch of biology that deals with animals and animal life
universal—of, relating to, extending to, or affecting the entire world or all
within the world; worldwide
mandatory—required or commanded by authority; obligatory
eliminate—to leave out or omit from consideration; reject
perennial—appearing again and again; recurrent
Chapter 3
neutral—belonging to neither side in a controversy
mediation—an attempt to bring about a peaceful settlement or compromise
entities—things that exist as particular or discrete units
473
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474 Glossary of Definitions
transformative—characterized by a change in character or condition

chiefly—most importantly; principally
dialogue—a conversation involving an exchange of ideas and opinions
Chapter 4
prudential—proceeding with caution or circumspection as to danger or risk
intrinsically—belonging to the essential nature or constitution of a thing
whittle—to reduce, remove, or destroy gradually as if by cutting off bits
with a knife
complaisant—marked by an inclination to please or oblige; tending to
consent to others’ wishes
regurgitating—to parrot; to throw or pour back out without thought or
analysis
venture—to undertake the risks and dangers of; to brave
electrifies—to excite intensely or suddenly as if by electric shock
complements—fills up, completes, or makes perfect
Chapter 5
automated—a process that occurs automatically without human involvement
deploy—to arrange in an appropriate position; to extend, especially in
width
dubious—doubtful; giving rise to uncertainty; questionable or suspect as to
true nature or quality
contaminants—something that soils or makes impure; something that
makes unfit for use by the introduction of undesirable elements
hexagonal—having six angles and six sides
fossilized—changed into a fossil with remnants of organisms of past geolog-
ical ages
attributed—ascribed; explained by indicating a cause
harbinger—forerunner; precursor; something that foreshadows what is to
become
Chapter 6
baffling—puzzling or confusing
discerned—came to know or recognize; showed insight
ISBN: 0-536-26315-9
Glossary of Definitions 475
somnolent—drowsy, sleepy
interval—amount of time between two specified instants or events
circadian—occurring in a daily, rhythmic cycle
anecdotal—based on or consisting of reports of observations
gleaned—picked over in search of relevant material; gathered in a discrim-
inating way
imminent—ready to occur; about to take place
Chapter 7
visceral—obtained through intuition rather than from reasoning or observation
refuge—a shelter from danger or hardship
anonymity—the state of being unknown and nameless
rigors—a harsh or trying circumstance; hardship
meditate—to reflect on; contemplate
consummately—with supreme ability or skill
Chapter 8
inundated—overwhelmed as if with a flood
lax—lacking in rigor or strictness; negligent
dubious—fraught with uncertainty or doubt
spur—something that serves as a goad or incentive
innovation—a creation (a new device or process), often resulting from study
and experimentation
ushered in—preceded and introduced; inaugurated
inhibiting—holding back; restraining; hindering
wielding—regulating by influence or authority; controlling
notorious—generally known and talked of by the public, usually in an unfa-
vorable way; infamous
Chapter 9
transmuting—changing from one form or state into another
aspirations—desires for achievement; ambitions
bestower—one who presents or gives
dictate—to prescribe with authority; impose
ISBN: 0-536-26315-9
476 Glossary of Definitions
dismantling—a taking apart, a tearing down

truncate—to shorten by cutting off
trump—to get the better of, by using a crucial resource
imperatives—obligations or duties
Chapter 10
fringes—a marginal, peripheral, or secondary part, often characterized
by extreme views
wrestling—contending or struggling
mimicking—copying or imitating closely
insomnia—sleeplessness
scrounge—to obtain by begging or borrowing with no intention of returning
an item
schedule—federally regulated list of controlled substances, ranked in classes
by potential for abuse
Chapter 11
ramifications—a development or consequence growing out of and sometimes
complicating a problem
aspirations—a strong desire for high achievement; hopes and ambitions
stifles—represses; keeps in or holds back
boycott—refuses to have dealings with, usually to express disapproval or to
force acceptance of certain conditions
contentious—given to angry debate; provoking dispute; quarrelsome
accountability—responsibility to someone or for some activity; answerability
accreditation—granting credit or recognition
Chapter 12
staggering—causing great astonishment, amazement, or dismay; overwhelming
sectors—parts or divisions, as of a city or a national economy
designated—selected and set aside for a duty, an office, or a purpose
incentives—things that induce action or motivate effort
outposts—outlying settlements
channel—to direct or guide along some desired course
ISBN: 0-536-26315-9
Index
Abbreviations, note taking, Anxiety: Brainstorming, 286–287

267–268 math, 336–343 creative thinking and, 87–88
Abstract hypothesis, 208 test, 373–375, 377 note taking and, 265
Academic: Arguments, evaluating, 175–176 writing and, 286–287
integrity, 8, 387–388 Arithmetic, as part of daily life, Briggs Myers, Isabel, 45
options, 58–59 322 (see also Quantitative Briggs, Katharine, 45
responsibility, 133 learning) Brown, June, 307
schedule, 59–60 Artists, math and, 347 Burka, Jane B., 20
success, study skills and, 9, Associations, memory and, 219
427–449 (see also Success) Assumptions, critical thinking Calendars, using, 15–17, 20
Accuracy: and, 82–83 (see also Time
quantitative learning and, 327 Attention, divided, 199 management)
reading and, 175 Attitude: Captions, table, 177
Achievements, personal mission listening and, 205 Career planning, learning styles
and, 437 test taking and, 374–375 and, 52–54
Acronyms, 221–222 Audience, writing and, 282–283 Career success:
Action plan: Authors, citing, 297–299, oral skills and, 413
for decision-making 300–301 quantitative literacy and, see
process, 98 Quantitative learning
for problem-solving Bachelor’s degrees, math and reading and, 182–185
process, 96 science, 338 tools for, 429
Action verbs, 405, 406, 409–410 Ball, Robert J., 133 writing and, 283
Active testing, 208 Bar charts, 179 Carter, Carol, 437
Active thinking, 4–9 (see also Bates, Marilyn, 45 Change:
in-text exercises) Benchmarking, 396–397 adapting to, 431–434
monitoring progress, 113–117, Berkana Institute, 432 creating personal, 439
234–240, 357–362, Bibliography, 157, 301 unpredictable, 432
451–456 Biology, as part of daily Character, personal, 437
Adventurer, personality type, life, 323 Charts, 173, 176–182
45, 46–48, 49 Bishop, Joyce, 45 note taking and, 251
Advisors, 59, 64 Bloom, Harold, 130 Checklist:
Algebra, as part of daily life, 322 Bodily-kinesthetic intelligence, first draft, 302
All Kinds of Minds, 303 39, 41–44, 137, 174, 224, prewriting, 293–294
American Psychological 254, 305, 344, 376, 412 revising/editing, 306–307
Association (APA), 301 Box, breaking out of, 430 Chicago Manual of Style, 301
477
ISBN: 0-536-26315-9
478 Index
Choices, making responsible, Creative thinking, 77–78, 88 Distractions:

32, 70–71, 107, 151–152, assessing and building managing, 183
190–191, 231, 275–276, skills, 91–92 to listening, 197–202
317, 353, 391, 423, 447 as foundation for success, 429 Divided attention, 199
Chunking, 166 brainstorming and, 87–88 Doctorate degrees, math and
Civil rights movement, 440 critical thinking and, 77 science, 338
Clarity, writing and, 304, 306 improving, 86–92 Documentation, styles of, 301
Class, note taking in, 244–260 risk taking and, 90–92 Dodson, John E., 23
(see also Note taking) Creativity, setting the stage Drafting:
Classroom: for, 89–90 essay tests and, 408
benefits of learning styles, Critical thinking, 77–78 stage of writing, 294–302
50–52 analyzing/clarifying
strategies for quantitative information and, 79–83 Ebbinghaus, Herman,
learning, 324 assessing and building 206–207
Column charts, 179 skills, 85–86 Editing:
Comprehension, reading, as foundation for success, 429 essay tests and, 409–410
122, 141–143 creative thinking and, 77 stage of writing, 306–307
Concentration, reading and, distinguishing fact from Education, continuing, 430
125–128 opinion and, 81–82 (see also Learning)
Concepts, recording, see Note evaluating information and, Eggen, Paul, 13, 203
taking 83–84 Emotions, reading and, 128–129
Conciseness, 304, 306 examining claims and, 80 Equations, solving word
Conclusion, writing, examining perspectives and problems and, 335
296–297 assumptions and, 82–83 Essay questions, 116–117,
Concrete experience, gathering information and, 237–239, 360–361,
207, 208 78–79 405–410, 454–455
Connections, making, improving, 78–86 example of response, 411
234–239 memorization and, 209, 211 Essay tests, writing/revising,
Content, mastering, 155–192 note taking and, 265 408–410 (see also Essay
(see also Note taking; quantitative, see Quantitative questions)
Studying; Textbooks) learning Estimation, 342–343
Content notes, 291 (see also reading and, 175–176 Ethics, 8 (see also Integrity)
Note taking) visual aids and, 180–182 Evaluation:
Contents, table of, 156–157 writing and, 303 listening stage, 196, 198
Continuing education, 430 of information, 83–84
Contract, for academic DAP method, 217–218 Evidence:
responsibility, 133 Decision making, 97–101 evaluating, 175–176
Cornell note-taking system, action plan and, 93 writing and, 296
246–247, 248 thinking skills and, 92–94 Exams, oral, 410–417 (see
chapter summaries and, Deese, James and Ellin, 266 also Test taking)
276–278, 318–319, Degrees, math and science, 338 Expository paper, 282
354–355, 447–449 Diagrams, 173, 176–182
Course materials, studying, word problems and, 333–335 Fact vs. opinion, 175–176
155–192 (see also Dictionary, vocabulary building Failure, handling, 434–435
Textbooks) and, 134–136 Feedback, writing and, 300
Covey, Stephen, 437, 439 Directions, reading test, 378 Fill-in-the-blank questions, 115,
Cramming, text preparation Disabilities, learning, see 359, 403, 452–453
and, 372–373 Learning disabilities Flachmann, Kim, 176, 405, 407
ISBN: 0-536-26315-9
Index 479
Flash cards, 213–214 Grading, of tests, 366 Interpersonal intelligence, 39,

Flexibility, 21–22, 431–434 Grammar, 306 41–44, 137, 174, 224,
in choosing a major, 60–61 Graphics aids, 176–182 254, 305, 344, 376, 412
Formal vs. informal outlines, Graphs, 173, 176–182 Interpretation stage, of listening,
245–246 Groupings, memory 196, 198
Formulas, 342 and, 213 Intrapersonal intelligence, 39,
math and science, 325 Guessing, intelligent, 387 41–44, 137, 174, 224,
Freewriting, 287–288 Guided notes, 245–246 254, 305, 344, 376, 412
rough draft, 295 Introduction, writing, 295
Front matter, surveying, Habits:
156–157 listening, 206 Jellyfish think link, 248
Frustration, fighting, 327 note taking, 259–260 Jensen, Eric, 128, 260
Future: Hancock, Ophelia H., 163 Journalists’ questions, 288, 290
role of math and science in Harris, Sherwood, 124 Judgment, rush to, 200–201
your, 345–347 Headings, generating questions
study skills and, 427–449 from, 161, 162 Kahn, Norma B., 182
Health, physical/mental, 24 Keirsey, David, 45
Gardner, Howard, 38–40 Hearing loss, 201–202 Kellner-Rogers, Myron, 432
Gauss’s Law Song, 225 Hierarchy chart, note taking Key term notes, 263, 264–265
Gender, quantitative aptitude and, 251 Key terms:
and, 337–338 Highlighting a text, 167–169 highlighting, 169
Geometry, as part of daily Homework, quantitative test taking and, 370
life, 322 learning and, 325–328 Kinesthetic intelligence, 174,
Giver, personality type, 45, How to Solve It, 328 224, 254, 305, 344, 376
46–48, 49 Hu-DeHart, Evelyn, 346
Glass, Colby, 83 Learning:
Globalization, 440–441 Ideas, organizing, 296 active, 4–9
Glossary, 157 Index, 157 assessing readiness for, 433
Goals: Information: lifelong, 428–430
achieving, 13 critical thinking and, 78–84 memory and, 208 (see also
as foundation for success, 429 evaluating, 83–84 Memory)
being accountable for, 118, finding work-related, Multiple Pathways to, 40,
240, 362, 456 183–184 41–42, 137, 174, 224,
brainstorming for recording, see Note taking 254, 305, 344, 376, 412
achieving, 22 Instructors: note taking and, 244–245
evaluating, 432 note taking clues, 255, 257 (see also Note taking)
long term, 10–11 test taking and, 367, 374, process, managing, 7–8
mapping, 17–18 376, 383 quantitative, see Quantitative
prioritizing, 12–13 Integrity: learning
setting, 10–12 academic, 8, 387–388 Learning disabilities, 201–202
short term, 11–12 living with, 438–439 identifying, 62–63
stress and, 23 Intelligences, multiple, see managing, 63
targeting and achieving, 29, Multiple intelligences Learning styles, 38–57, 166,
67, 104, 148, 187, 228, Intention, memory and, 210 174, 224, 254, 305,
272, 313, 350, 387, 420, Interests, investigating new, 430 344, 376
444, 456 Internet: as foundation for
test taking and, 375 plagiarism and, 297–298 success, 429
values and, 10–11 research and, 290 benefits of knowing, 49–57
ISBN: 0-536-26315-9
480 Index
Learning styles (continued) musical approach to, 328 Modern Language Association
choosing a major and, 57–58 myths and facts, 336–337 (MLA), 301
note taking and, 254, 255 role of in your future, Moidel, Steve, 144, 145
quantitative learning and, 345–347 Morris, Charles G., 124,
327, 344 tests and anxiety, 342–343 157, 166
Levine, Mel, 303 textbooks, 324–326 Multiple choice questions,
Lifelong learning, 428–430 women and, 337–338 27–28, 65–66, 102–103,
Line charts, 180–181 Mathematical Association of 113–114, 146–148,
Linguistic intelligence, 39, America, 345–347 185–186, 226–227,
41–44, 137, 174, 224, Mathematical intelligence, 39, 234–235, 270–272,
254, 305, 344, 376, 412 41–44, 137, 174, 224, 311–312, 348–349,
List, remembering items in, 254, 305, 344, 376, 412 357–358, 385–387,
216–217, 218, 219 McKenzie, Marian, 225 442–444, 451–452,
Listening, 195–206 Memorization, vocabulary 397–401, 418–419
active, 202–206 building and, 140 Multiple intelligences:
challenges/barriers to, Memory, 195, 206–225 career planning and,
197–202 acronyms and, 221–222 53–54
disabilities and, 201–202 flash cards and, 213–214 learning and, 38–44, 57, 137,
habits, 206 groupings and, 213 174, 224, 254, 305, 344,
prejudice and, 200 intention and, 210 376, 412
setting purposes for, 202–203 long-term, 207–209 quantitative learning
stages of, 196–198 mnemonic devices and, and, 344
understanding and, 203 215–225 Multiple Pathways to Learning,
verbal signposts and, 204 organization and, 211 40, 41–42, 137, 174, 224,
Logic, evaluating, 175 purpose and, 210 254, 305, 344, 376, 412
Logical-mathematical quantitative learning Musical intelligence, 39, 41–44,
intelligence, 39, 41–44, and, 325 137, 174, 224, 254, 305,
137, 174, 224, 254, 305, reciting/rehearsing/writing, 212 344, 376, 412
344, 376, 412 short-term, 207 Myers-Briggs Type Inventory, 45
Long-term goals, 10–11 tape recording and, 214
Long-term memory, 207–209 Mental health, stress and, 24 NAFTA, 440
Mental walk, 216–217, 218 National Center for Learning
Macionis, John J., 7, 162, 261 Mentors, 430 Disabilities (NCLD), 62,
Main ideas, finding, 163–164 Message, shutting out, 199–200 63–64
Majors: Midterms, 366–367 (see also Naturalistic intelligence, 39,
choosing, 57–61 Test taking) 41–44, 137, 174,
creative options for, 59 Mind map, 248, 250 (see also 224, 254, 305, 344,
interests and, 61 Think link) 376, 412
Master’s degrees, math and Mission: Neatness, on tests, 379
science, 338 living your, 437–441 Nerves, oral exams and,
Matching questions, 115–116, personal, 429 416–417
236, 360, 402–403, 454 Mistakes: Nichols, Ralph G., 203–204
Math: handling, 434–435, 436–437 Note cards, 291
anxiety, 336–343 learning from on tests, Notes (see also Note taking):
as part of daily life, 322 382–384 combining class and text,
assessing anxiety, 341 Mnemonic devices, 215–225 260–266
mastering the basics, 323–336 multiple intelligences and, 224 condensing, 263, 264–265
ISBN: 0-536-26315-9
Index 481
full-text, 173, 175 Organization: Pie charts, 178–179

guided, 245–246 memory and, 211 Pierce, Don, 323
key term, 263, 264–265 test preparation and, Plagiarism, 297–299
lecture, 243–278 (see 369–370 (see also Test Planners, 15–17 (see also Time
also Note taking) taking) management)
marginal, 170–175 Organizational patterns, for Planning:
reviewing for test writing, 296 essay tests and, 405–407
preparation, 370–371 Organizations, professional, 184 writing and, 284–294
taking during research, Organizer, personality type, 45, Polya, George, 328
290–291 46–48, 49 Positive self-talk, 375
taking faster, 266–268 Outline: Practice, for oral exams, 415
Note taking, 243–278 chapter summary as, (see also Test taking,
abbreviations, 267–268 191–192, 231–233 practice)
as foundation for formal vs. informal, 245–246 Precision, quantitative learning
success, 429 format for notes, and, 327
Cornell system of, 245–246, 247 Preface, 157
246–247, 248 working, 293 Prejudice, listening and, 200
faster, 266–268 Overview, of a test, 377–378 Presentations, effective, 413
guided notes, 245–246 Pretests, taking, 371–372 (see
learning styles and, 254, 255 Paraphrasing, 297–299 also Test Taking)
multiple intelligences Pattern, looking for in word Previewing, 253
and, 254 problems, 329–330 Prewriting, 286–294, 289–290
outline format, 245–246, 247 Pauk, Walter, 246 Priorities, reading and, 165
preparing for, 253, 255–256 Paul, Richard, 76 Prioritization:
reviewing/revising notes, 259, Paulson, Pamela, 347 of goals, 12–13
260–266 Peer review, 300 of schedule, 18
table format, 251 Perfectionism, fighting, 20 Probability/statistics, as part of
textbooks and, 163, Performance, tests daily life, 322
170–175 measuring, 374 Problems:
think link format, 248, 250 Persistence, quantitative doing practice, 327 (see also
(see also Think links) learning and, 341 Test taking, practice)
Numbers, working with, 321 Personal best, aiming for, 441 word, 328–336
(see also Quantitative Personal digital assistants, 387 Problem solving:
learning) Personal mission: exercise, 99–100
as foundation for in the workplace, 346
Objective: success, 429 action plan and, 93
questions, 396 (see living your, 437–441 thinking skills and, 92–97
also Questions) Personality, 45–49 word problems and,
tests, 397–404 (see Personality Spectrum, 328–336
also Test preparation) assessment, 45, 46–48, 57 Procrastination, 20–21
Opinion vs. fact, 175 Perspectives: Professional organizations,
Options, academic, 58–59 broadening your, 440–441 joining, 184
Oral exams, 410–417 critical thinking and, Progress, monitoring your,
nerves and, 416–417 82–83 431–434 (see also
preparation/practice for, Persuasive paper, 282 end-of-chapter and
414–416 Physical health, stress and, 24 end-of-part exercises)
Oral skills, 413 Physics, 323 Proofreading, 306
ISBN: 0-536-26315-9
482 Index
Purpose: reworking incorrect, Recite:

listening and, 202–203 382–383 memory and, 212
memory and, 210 true/false, 29, 67, 104, 114, stage of SQ3R, 165–166, 168
reading and, 129–132, 183 148, 187, 227–228, 235, Reading speed, 140–145 (see
writing and, 282 272, 313, 350, 358, 387, also Reading)
401–402, 420, 444, 452 comprehension and, 141–143
Q-stage questions, 160–162, types of test, 396–397 Reference list, 300
163, 166, 167 you can’t answer, 386–387 Reflexive observation,
Qualifiers, test questions and, Quizzes, 366 (see also Test 207, 208
378–379 taking) Rehearsing, memory and, 212
Quantitative learning, 321–360 Quotations, citing, 297–299 Relaxation, test taking
as foundation for and, 374
success, 429 Reaction stage, of listening, 198 Relevance, reading and, 175
classroom strategies, 324 Readers: Research, 31–32, 70, 107, 150,
homework and, 325–328 informed vs. uninformed, 283 190, 230–231, 275, 316,
learning styles and, 327, 344 tips for slower, 143–145 353, 389–390, 423,
study groups and, 343 Reading, 122–134, 155–192 446–447
studying and, 325–328 active approach to, 123–125 taking notes, 290–291
textbooks and, 324–326 as foundation for success, work and, 184
word problems and, 328–336 429,430 writing and, 284
Quantitative literacy, 345–37 (see at work, 182–185 Research Navigator, 5, 31–32,
also Quantitative learning) comprehension, 122, 70, 107, 150, 190, 230,
Questioning, thinking and, 76–77 141–143 275, 316, 353, 389–390,
Questions: concentration and, 125–128 423, 446–447
as stage of SQ3R, 160–162 critical thinking and, Resources:
end-of-chapter, 371 175–176 for managing learning
essay, 116–117, 237–239, emotional response to, disabilities, 64
360–36, 405–410, 454–455 128–129 for managing stress, 24–26
fill-in-the-blank, 115, 236, familiarity with material Responsibility, 431–434
359, 403, 452–453 and, 128 academic, 133
journalists’, 288, 290 improving comprehension, for quantitative learning, 340
listening and, 203 122 Reston, James, 316
marking up test, 378–379 learning style strategies Returning students, test anxiety
matching, 115–116, 236, for, 174 and, 375, 377
360, 402–403, 454 previewing and, 253 Review, stage of SQ3R,
multiple choice, 27–28, prioritizing assignments, 165 166–167, 168
65–66, 102–103, purpose of, 129–132 Revising:
113–114, 146–148, setting for, 125 essay tests and, 408–409
185–186, 226–227, setting the stage for, writing and, 302–307
234–235, 270–272, 123–134 Rhymes, memory and,
311–312, 348–349, speed, 183 223, 225
357–358, 385–387, SQ3R and, 128, 156–167, Risk taking, 90–92
397–401, 418–419, 168 (see also SQ3R) Robinson, Adam, 165, 215
442–444, 451–452 stage of SQ3R, 162–165, 168 Robinson, Francis, 156
Q-stage, 160–162, 163, time spent, 132 (see also Roy G. Biv, 222
166, 167 Time management) Rubin, Donald L., 200
qualifiers in, 378–379 visual aids and, 176–182 Ruzic, Roxanne, 383
ISBN: 0-536-26315-9
Index 483
Scanning, 156 Songs, memory and, 223, 225 celebrating, 434, 435–436
Schedule, academic, 59–60 Source notes, 290 in test taking, 404
Schedules, building, 14–18 (see Sources, citing, 297–298, study skills as foundation
also Time management) 300–301 for, 427–449
Science, memory and, 325 Spatial intelligence, 39, 41–44, Summary:
Sciences: 137, 174, 224, 254, 305, constructing, 173
as part of daily life, 323 344, 376, 412 in Cornell format, 276–278,
mastering the basics, 323–328 Speed reading, 183 318–319, 354–355,
role of in your future, Spelling, 306 447–449
345–347 SQ3R, 128, 156–167, 168 in outline format, 152–153,
textbooks, 324–326 memory and, 225 191–192, 231–233,
Seating, test taking and, 377 question stage, 160–162, 168 424–425
Self-awareness: reading stage, 162–165, 168 in think link format, 33,
developing, 6–7 recite stage, 165–166 34–35, 71, 72–73,
lifelong learning and, review stage, 166–167, 168 110–111, 391, 392–393
428–430 survey stage, 156–160, 168 Supplies, for note taking, 253,
Self-confidence, as a test preparation and, 367, 255
quantitative learner, 339 368, 370 Survey, stage of SQ3R,
Self-knowledge, learning styles Statistics, as part of daily life, 322 156–160, 168
and, 55–56 Stereotypes, 306 Syllabus, using, 19
Self-monitoring, writing Storage banks, 207
and, 303 Strategies, time saving, 19–20 Table of contents, 156–157
Self-talk, positive, 375 Stress: Tables, 173, 177
Sensation stage, of listening, achieving goals and, 23 note taking and, 251
196, 198 management, 23–26 word problems and, 330
Sensory memory, 207 Stubs, table, 177 Tape recording, memory
Sexist language, 306 Study groups, quantitative and, 214
Shorthand, note taking and, learning and, 343 Teaching style, note taking
266–268 Studying: and, 255
Short-term goals, 11–12 checklist, 367–368 Teamwork, 6
Short-term memory, 207 learning styles and, 49–50 Technology, 317
Shroll, C. J., 346, 347 memory and, 212–213 (see time management and, 19
Signals, verbal, 204 also Memory) Tenner, Edward, 213
Skills: quantitative learning and, Test anxiety, 373–375, 377
as foundation for success, 325–328 Tests (see also Test taking):
427–449 schedule, 367–368 anxiety about, 373–375,
building, 5–6 SQ3R and, 156–167, 168 377
oral, 413 textbooks and, see Textbooks machine scored
quantitative literacy, 345–347 Study Skills Top 10, 439–440 objective, 397–404
(see also Quantitative Study skills, as foundation for Test taking, 365–393
learning) success, 427–449 as foundation for success, 429
reading, see Reading Style guides, 301 attitude and, 374–375
thinking, see Thinking skills Subjective questions, 396 examples of real questions,,
writing, see Writing Success: 398–399
Skimming, 156 academic, 9 identifying test type, 366
Sleep, memory and, 212 assessing readiness for last minute cramming and,
Smith, Walter, 223, 225 academic, 9 372–373
ISBN: 0-536-26315-9
484 Index
Test taking (continued) Thinker, personality type, 45, True/false questions, 29, 67,
learning from mistakes, 46–48, 49 104, 114, 148, 187,
382–384 Thinking: 227–228, 235, 272,
learning style strategies active, 4–9 313, 350, 358, 387,
for, 376, 412 creative, 86–92 (see also 401–402, 420, 444, 452
machine-scored tests, 379 Creative thinking Type, boldface/italic, 157
multiple intelligences critical, 78–86 (see also
and, 376 Critical thinking) Underlining, 171
oral exams, 410–417 importance of, 76–78 Understanding, listening and, 203
physical preparation quantitative, see Quantitative Usova, George M., 131
for, 372 learning
practice, 27–29, 65–67, questioning and, 76–77 Values:
102–104, 113–117, Thinking skills: goals and, 10–11
146–148, 185–187, creative, 77–78, 91–92 personal mission and, 438
226–228, 234–239, critical, 77–78, 85–86 Vargulish, Debra, 413–414
270–272, 311–313, decision making and, 92–94, Variables, tables and, 177
348–350, 357–361, 97–101 Verbal signposts, listening
385–387, 418–420, problem solving and, and, 205
442–444, 451–455 92–97 Verbal-linguistic intelligence,
preparation for, 396–397 strategies for, 91 39, 41–44, 137, 174, 224,
pretests and, 371–372 Think links, 248, 250, 293 254, 305, 344, 376, 412
reading directions, 378 chapter summaries as, 33, Verbs, action, 405, 406, 409–410
reducing math anxiety 34–35, 71, 72–73, Visual aids, 176–182
and, 342–343 107–108, 110–111 Visual images, memory and,
reviewing class and text notes Timeline, note taking 216–217
and, 370–371 and, 250 Visual-spatial intelligence,
SQ3R and, 367, 368, 370 Time management, 14–22 39, 41–44, 137, 174, 224,
success in, 404 as foundation for success, 429 254, 305, 344, 376, 412
text anxiety and, fighting procrastination, Vocabulary:
373–375, 377 20–21 building your, 30–32, 68–70,
time management and, 405 scheduling tasks, 16–17 105–107, 134–140,
types of questions, 396–397 setting priorities, 18 149–151, 188–190,
Textbooks: tests and, 405 228–230, 273–274,
back matter of, 157 using a planner, 15–17 314–315, 351–352,
finding the main idea, using time-saving 388–389, 390, 421–423,
163–164 techniques, 19–20 445–446
front matter of, 156–157 Time profile, 14 career-related, 183
highlighting, 167–169 Time-saving strategies, 19–20 cartoon, 217–218
math and science, 324–326 Title, choosing, 306 learning style strategies for
note taking and, 170–175 Tobias, Sheila, 345, 347 building, 137
note taking and, 260–266 To-do lists, 19 memorization aids and, 140
notes on, 163 Topic: memory and, 210
studying, 155–192 narrowing, 286–287, 289–290 specialized, 136–138
tabs for, 163 questions about, 161 using a dictionary and,
Theorems, 342 writing and, 282, 284 134–136
Thesis statement, 291–292, 295 Trelease, Jim, 430 word parts and, 134
ISBN: 0-536-26315-9
Index 485
Weinstein, Claire Ellen, 5 Writing, 281–318 learning style strategies

What Smart Students a thesis statement, for, 305
Know, 165 291–292, 295 logistics of, 285
Wheatley, Margaret J., 432 an introduction, 295 memory and, 212
Who/what/when/where/why/ as a tool to achieve goals, organizational
how, 288, 290 282, 283 patterns, 296
Why Things Bit Back, 213 as foundation for peer review of, 300
Will, as basis for success, success, 429 persuasive papers, 282
428–430 as way to learn plagiarism and, 297–299
Will, George, 351 material, 166 planning and, 284–294
Will to learn, developing, 6–7 audience and, 282–283 purpose and, 282
Word parts, 134 body of paper, 296 quantitative learning
Word problems, 328–336 checklist, 293–294 and, 325
Word web, 248, 250 (see also citing sources and, research and, 284,
Think links) 297–299 290–291
Work, reading and, 182–185 clarity/conciseness and, revising stage, 302–307
Working outline, 293 304, 306 sample paper, 308–310
Workplace: conclusion, 296–297 style guides and, 301
benefits of learning styles, drafting stage, 294–302 think link and, 293
52–55 editing stage, 306–307 working outline and, 293
quantitative skills and, essay tests, 405–410 (see
345–347 (see also also Essay questions) Yerkes, Robert M., 23
Quantitative learning) expository papers, 282 Yuen, Lenora M., 20
tools for success in, 429 feedback and, 300
Worrell, Andrea, 49–50 free-, 287–288, 295 Zull, James, 207
ISBN: 0-536-26315-9

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Appendix

TAPPING INTO THE WORLD OF INFORMATION

CONDUCTING RESEARCH AT THE

Start with a Road Map

Reference area. Here you’ll find reference books, including encyclopedias,

Book area. Books—and, in many libraries, magazines and journals in bound

Audio-visual materials areas. Many libraries have special locations where

Electronic library resources. Computer terminals, linked to college data-

Information Search Basics

Search specialized reference works. Turn next to specialized reference works

Key A.1 Perform an effective keyword search.

IF YOU ARE SEARCHING FOR . . . DO THIS EXAMPLE

and dictionaries that focus on a narrow field (such as the Encyclopedia of

Periodical indexes such as The Reader’s Guide to Periodical Literature

CONDUCTING RESEARCH ON THE INTERNET

Start with General References:

Use a Search Strategy

1. Think carefully about what you want to locate. University of

4. Move on to a search engine to narrow your search. Use your keywords

Use Critical Thinking to Evaluate Every Source

Be Prepared for Internet-Specific Problems

CREDIBILITY ACCURACY REASONABLENESS SUPPORT

Key A.2 Continued

CREDIBILITY ACCURACY REASONABLENESS SUPPORT

Signals of a potential Signals of a potential Signals of a potential Signals of a potential

■ Information that may or may not be current. If your particular

DECIDING WHEN TO USE THE LIBRARY

Some Limitations of the Internet

When to Prioritize the Library

COMBINING LIBRARY AND INTERNET

BRAIN POWER: BUILD VOCABULARY FITNESS

BRAIN POWER: BUILD VOCABULARY FITNESS

BRAIN POWER: BUILD VOCABULARY FITNESS

BRAIN POWER: BUILD VOCABULARY FITNESS

BRAIN POWER: BUILD VOCABULARY FITNESS

BRAIN POWER: BUILD VOCABULARY FITNESS

BRAIN POWER: BUILD VOCABULARY FITNESS

BRAIN POWER: BUILD VOCABULARY FITNESS

BRAIN POWER: BUILD VOCABULARY FITNESS

BRAIN POWER: BUILD VOCABULARY FITNESS

BRAIN POWER: BUILD VOCABULARY FITNESS

BRAIN POWER: BUILD VOCABULARY FITNESS

ANSWERS FOR ACTIVE THINKING: MONITORING YOUR PROGRESS (END-OF-PART EXERCISES)

PART I: CHAPTERS 1–3

PART II: CHAPTERS 4–6

PART III: CHAPTERS 7–9

PART IV: CHAPTERS 10–12

transformative—characterized by a change in character or condition

dismantling—a taking apart, a tearing down

Abbreviations, note taking, Anxiety: Brainstorming, 286–287

Choices, making responsible, Creative thinking, 77–78, 88 Distractions:

Flash cards, 213–214 Grading, of tests, 366 Interpersonal intelligence, 39,

full-text, 173, 175 Organization: Pie charts, 178–179

Purpose: reworking incorrect, Recite:

Weinstein, Claire Ellen, 5 Writing, 281–318 learning style strategies

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