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STUDY SKILLS

ACT PREPARATION 

The ACT is a timed test consisting of four sections.  The sections, number of questions in each section, and time allotted to each section are: 
 

STRATEGIES FOR PREPARING FOR THE ACT

Before the test

A week before
A week or so before the test you should receive an entry ticket from ACT.  This ticket is your authorization to take the test.  It will tell you what date, time and location to take the test.  You must present this ticket to the test administrator on the day of the test.

The night before

There are several things you can do prior to the test date that will help your performance.

• Do not cram for this test.  The day and night before the test you should not think much about the test at all.  Either you know the information or not, and worrying will just make you perform worse on the test.
• Do not eat heavily or drink alcohol the night before the test.  Eat bland foods that do not cause indigestion.  Heavy meals and/or alcohol at night can interfere with your true rest, even if you sleep through the night.
• Do something that you find very relaxing to help you be “loose” for the test day.
• Consider going to bed early the night before.  You need lots of rest so you will fresh on the test morning.

Get up early enough that you will have plenty of time to complete your morning rituals.  Do not place yourself in a stressful rush-rush situation. 

Eat a healthy and energy-packed breakfast but do not eat so much it will make you sleepy.  If you normally skip breakfast you should at least eat something or drink some OJ.  Do not just rely on coffee.

Double check what you are bringing to the test.  Here are suggestions of items to consider:

• Your entry ticket and two forms of positive ID (photo ID if at all possible).  Driver’s license and social security cards are two preferred forms.
• Two or more sharpened #2 lead pencils with erasers
• An approved calculator (see your ACT application packet for a list of approved calculators)
• A watch which displays seconds (turn off the alarm if the watch has one)
• A snack for the break (a piece of fruit or a candy bar)
• Your glasses, hearing aid, etc, if you use them
• If you chill easily, a sweater or jacket in case the room is cool.
• A piece of paper or notepad in case you want to make notes about what the test administrator tells you after the test

When you arrive at the test center

Before you enter the test room you should pay a visit to the restroom.  Once the test begins, you will lose test time if you have to duck out to go to the restroom.

When you arrive at the test room you should have your entry ticket and I.D. out and ready to show the administrator.  These are required for you to enter the room.

Before you approach the test room you should discard any food or drink you are consuming.  You are not allowed to eat or drink during the test.  You are, however, given a break between the second and third sections.

In the test room

Try to get to your seat five minutes early so that you will not be rushed to get settled before they hand out the test books.

You should select a seat where you can see the chalkboard and you will be able to hear the instructions clearly.  At the same time, try to find a seat that is away from the door and where people will not have to crawl over you if they have to leave early (you don't want your concentration broken during the test).  If you are tall or heavy, try to find a seat that fits your body so you will be comfortable.

If you did not bring a watch, you should look to see if there is a wall clock and select a seat from which you can see it.

Lay your pencils out on the desk or make sure they are otherwise accessible, such as in a pocket.  Be sure they are still sharp after transit.  Place all other belongings under the desk. 

During the test

In preparation for the beginning of the test you will be given some verbal instructions.  Then, test booklets and answer sheets will be handed out. Do not open the booklets until they tell you to do so.After materials are distributed, more verbal instructions will be given and a few examples about marking the answer sheet will be demonstrated.  At this time, if they don’t mention it, you might ask if you will be warned a few minutes before the end of each test section.

Instructions will be given for each section, but make sure to read the instructions in the test booklet also.  Be very careful not to rush through or skip the instructions in the booklet.

As you work through the test you are allowed to use the test booklet as scratch paper, but do not mark anything on the answer sheet except the answer.  You are not allowed to bring your own scratch paper. 

Make sure to transfer all answers to the answer sheet.  The test booklet will be collected and thrown away after the test and only the answer sheet will be scored.

The answer sheet is a bubble form, meaning you have to fill in a circle (or bubble) to record your answer.  This circle must be completely colored in.  Do not make stray marks outside or between the circles.  A computer will scan the answer sheets and stray marks can be translated as an intended answer and could possibly cause a wrong answer.  If you have to erase, do so completely but be careful not to wear a hole in the answer sheet.

IMPROVING YOUR SCORE (EVEN IF YOU DON’T KNOW ALL THE ANSWERS)

• The ACT is a multiple-choice test with no penalty for wrong answers.  So when you don’t know the answer, GUESS! 
• There are four choices for each question in the English, Reading and Science Reasoning sections.  That means a guess still has a 25% chance of being right.  The Math section has five choices for each question, or a 20% chance to guess the right answer.  But you can increase that chance by eliminating unlikely answers. 
• There is NO order of difficulty in the ACT, so if you plan on doing the easy questions first you must find them.  To do this, you can utilize something called a two-pass system. 

First Pass

Before jumping in and starting at the beginning, look over the section.  Quickly read each question.  If it will be easy for you to do, go ahead and do it.  If you think you can do it with some work, circle it and come back to it later.  If you don’t have any idea how to do the problem, go ahead and guess now (at least you won’t run out of time and leave it blank).

Second Pass

Once you’ve gone through the problems and answered the easiest and most difficult, go back through the problems and do those that will require more detailed work.


• Remember that you can write in your test booklet.  Mark out obviously wrong answers.  Use the margins as scratch paper.
• Many calculators are allowed during the ACT Math section, but not in other sections, such as Science Reasoning.  Calculators can be useful for decimal problems, converting fractions to decimals, some graphing problems (if you have a graphing calculator), or percent problems.
• Pace yourself.  When you start each section you will know the number of questions you have to answer and the amount of time allotted for that section.  Divide the time by the number of questions and you will get an idea about how many questions per minute you must complete.  As you calculate, allow a few minutes at the end of the section to review.  Stick to your schedule so you do not have to leave any blanks where you really did know the answer. 
• A few minutes before time is up for the section, stop reading and make sure you have filled in every answer blank. Leave nothing empty.  Remember -- correct answers will contribute to your score, but wrong answers will count nothing against you.
• If you complete a section before time is called, you should go back and review that section to make sure that you marked what you intended to mark and that you did not skip a number.
• Don’t try to out-guess the test writers.  Just answer what is requested and do not play “psychology” games with yourself.

 SPECIFIC HINTS FOR EACH SECTION

 English

• Only the underlined parts are to be considered as what might need correcting.  But also remember that not every underlined section will need correcting; some will require “No change.”
• Watch for subject-verb agreement, tense agreement, misplaced modifiers, etc.  Remember – the correct answer will not contain spelling or grammar mistakes.
• There may be some reading passages included in this section; follow the hints below in the “Reading” section.

• When a line drawing is presented it will not necessarily be to scale.  You need to look for descriptions to tell you what the exact angles or lengths are.
• Read the entire question and all the possible answers.  Do not jump the gun and answer quickly because you might not answer the entire question or the question that really was asked.  Test writers, knowing that many students work quickly and don’t complete the problems, often put partial answers as wrong answer choices. 

• The skills listed in this section also apply to other sections with reading passages.
• When you’re required to read a passage, remember that you don’t get points for reading, you get points for answering.  Read the questions relating to the passage first, and then skim the passage looking only for the answers to the questions. 
• Answer the detail oriented questions first, and finish with the general questions.  The information you learn from the detail questions may aid you with the general ones.
• There are four reading passages and each has a different topic (Social Studies, Natural Sciences, Humanities, and Fiction).  Read a sentence or two of each passage and choose which one you want to work on first.  Pick the one you think will be easiest for you.
• When using the Two Pass system with reading passages, complete both passes of that passage before moving on to another passage.  This way you don’t have to refresh your memory about the passage when coming back to it later.  And remember, if a question takes up too much of your time, guess and move on.

• The Science Reasoning section is not a recall test.  It is more a test of whether or not you can apply scientific principles to a problem, as well as again testing your reading comprehension.  You will be provided with all the information you need to answer the questions.
• The reading passages in the Science Reasoning section may include charts and graphs.  The answers to many questions might be included in these images instead of the reading passage. 
• Make sure to pay attention to the units and number requested in a problem.  For example, a chart might record data in inches, while the question asks about feet.  You may have to do some conversions in this section.
• Remember you can use several of the strategies you used on the Reading section. 

NOTE-TAKING IN THE CLASSROOM

1. Observation: During note taking, observe the instructor's body language, kinds of visuals used and how they relate to the subject.
2. Recording: This is the note-taking part of the process.  Knowledge of outlining, legible handwriting, supplies such as pen and paper, and even a tape recorder  will be helpful and make taking notes easier.
3. Review:  It is important to review what you have written to make certain that you have included all of your observations.  Make a list of questions to ask the instructor if you need something clarified.

1. Do your homework:  Complete all assignments that have been given prior to the  lecture. The instructor will assume that you have become familiar with the subject  before the lecture begins
2. Be prepared: It helps to bring all necessary material.  Be sure you have enough paper,a sharp pencil, a pen with ink, and if the instructor refers often to the text, bring this to class also.  A highlighter may also be helpful.
3. Become an active observer: Where you sit is important.  There are good reasons for sitting near the front.   It is easier to see visuals, hear the instructor, and to take part in discussion.  The instructor may also see it as a sign that you are committed to learning.

1. Daydreaming is common.  When it happens, stop and refocus.
2. Pay close attention to the instructor.  Make eye contact when possible.  Watch body language.  Animation and facial expressions may indicate something important.  Also, watch the instructors eyes.  Looking at notes usually signifies something important that they want to make sure they have covered.
3. Environment plays an important role in ones ability to concentrate.  A room that is too cool or too hot may make it difficult to concentrate.  Be sure to dress for comfort.  Be aware of sounds that may be distracting and if the tone of voice used by the instructor is monotone, be prepared to make a special effort not to lose your focus.
4. When you disagree with something, make a mental or written note of it and talk to the instructor after class.
5. Lecture style can be distracting if you let them.  Don=t let your attitude get in the way of learning.  Forget the way the instructor walks, dresses, talks, etc. and take notes on the important thing.
6. PARTICIPATE!!  Ask questions, volunteer, and take part in class discussion. This keeps you on task.

1. Repetition of information usually means that it is important to the instructor.
2. Use of visual aids such as charts, diagrams, and statistics
3. Use of phrases that signal relationships, cause and effect, and giving of examples.
4. Information that the instructor says is important should be written and highlighted. 

THE SQ3R METHOD

SQ3R

SQ3R is a Reading/Study formula designed to help process and increase retention of written information.  It consists of the following five steps.

S = SURVEY               

Scan the piece of writing to establish its purpose and get the main ideas.  Look for:

• Titles and Headings – Indicate the main topics and concepts being developed.

• Pictures, questions, bold or italicized print – emphasize important information   

• Introduction and conclusion –May give the topics being covered as well as the purpose.  First and last sentences in paragraphs 

• Footnotes 

Q = QUESTION
Write questions to give purpose and improve concentration.  This aids comprehension. Turn main headings and pictures into questions.
     Jot down questions that you may have as you survey the material.
 
R =READ
Search for answers to your questions.
     Make notes and highlight main ideas that support the concept.

R = RECITE
 Reciting helps to put the information into your long-term memory.
     Put what you have learned into your own words.

R = REVIEW
It is important to review the material to understand and remember it.
     Did you answer all of the questions and understand the information? 

Reviewing each time you study will eliminate the need to “cram” for a test.
 

TESTING

In General:

• ALWAYS READ INSTRUCTIONS FIRST.  Glance over the entire test, noting which sections should take more time.

• Answer easiest, shortest questions first.

• Answer multiple-choice, true-false, and fill-in-the-blank questions next.

• Answer short answer questions and essay questions last.

• Pace yourself.

• Leave plenty of space between your answers.

• Use your first instinct.

DIFFERENT TYPES OF TESTS

TRUE-FALSE QUESTIONS

• Answer them quickly.  Generally they are not worth much.

• If any part of the true-false statement is false, the whole statement is false.

• Look for qualifiers (such as “all,” “most,” “never,” “sometimes,” “always,” or “rarely”).  These are key words.  Absolute qualifiers such as “always” or “never” generally indicate a false statement.

MULTIPLE-CHOICE QUESTIONS

• Answer questions in your head first, before looking at answers on test.

• Mark questions you can’t answer immediately, and come back for them if you have time.

• If you have no clue, and no points are deducted for guessing:

1. If two answers are similar, except for one or two words, choose one of these answers.

2. If two answers have similar sounding or looking words (intermediate – intermittent), choose one of these words.

3. If the answer calls for a sentence completion, eliminate the answers that would not form grammatically correct sentences.

4. If two quantities are almost the same, choose one.

5. If answers cover a wide range (4.5, 66.7, 88.7, 90.1, 500.11), choose one in the middle.

6. If there is no penalty for guessing and none of the above techniques work, close your eyes and go for it.

MACHINE-GRADED TESTS

• Be careful that the answer you mark corresponds to the question you are answering.

• Check the number of the question against the number you are marking on the answer sheet whenever you switch sections and again at the top of each column.

• Watch for stray marks.

OPEN-BOOK TESTS

• Write any formulas/basic information you will need on a separate sheet. 

• Use tape tabs (post-it notes, paper clips) to indicate important pages.

• If using your notes, number the pages and prepare a table of contents.

ESSAY QUESTIONS

• Read questions carefully.  Answer the question being asked.

• Use an outline if you have time.

• Get to the point immediately.

• Review your answers for grammatical errors, clarity and legibility if you have time.

• Other hints:

1. Write clearly.  Sloppy papers are more difficult to grade and can result in lower grades.

2. Be brief.  Show your teacher what you know, not what you don’t.

3. Use a pen.  Pens are easier to read.

4. When possible, write on one side of the page only.  Writing often bleeds through and obscures the writing on the other side, making it difficult to read.

HOW TO CRAM (even though you shouldn’t)

• Make choices.  When cramming you can’t learn everything, so choose to study items you believe will be on the test.

• Condense material into “digestible” chunks.  You will remember small bits of info easier than you will large bits.

• Recite ad nauseam.  Reciting small bits of information until your sick of them will help put them into your long term memory.

• Relax.  You won’t test well if you’re tense.

GETTING THE MOST OUT OF YOUR TEXTBOOK

The purpose of marking and making notes in your textbook is to reduce the amount of information you have to study.  You can also reduce your overall reading time by reading the material thoroughly once, selecting the important information, and then focusing your attention on that information in your notes. 

Develop your own marking/highlighting and note-taking systems. Here are some suggestions you may find helpful for marking your textbook. 

1. After reading a paragraph, find its topic sentence or main idea and highlight or underline it.

2. Now that you know the paragraph’s main idea or point, you need to look for important supporting details.  Mark only the key words or phrases (not entire sentences) that support the main idea.

3. Many times specialized words are an important part of reading material.  These words are often printed in bold, italic, or colored print in textbooks.  As you mark your text, circle these important terms and highlight the definition.

4. Use numerals when you want to clearly and easily refer to/enumerate the steps, parts, reasons, advantages, etc. of material in the text.

5. If several sentences together seem very important to you, then you can bracket them and mark them as “important” to avoid too much highlighting.

As you read and mark your reading materials, you may want to make notes in the margin.  Make these notes brief.  Make marginal notes to indicate something of importance, an example, the number of parts/steps, an important term.  For long pieces of reading, notes of this kind in the margin can serve as a way to find information in the text. 

Now that you have made notes in your text, you can use your highlighting and marginal notes to study.  Reread only the information you have highlighted and marked.  Try to make sentences that fit together with the marked information.  Finally try to recite and write the important information you have marked from memory. 

GETTING THE MOST FROM YOUR COURSE SYLLABUS

A course syllabus is a document provided by your instructor that contains important information about and policies concerning the class. 

The following items are considered essential parts of the syllabus.  If this information is not included in the syllabus, ask the instructor about what is missing. 

1. The instructor’s name, contact information for the instructor, and appointment or office hours

2. The objectives for the class

3. The attendance policy for the course

4. The method the instructor employs to calculate the grades in the class

5. The instructor’s policy about late work

Usually the syllabus includes, or is accompanied by, a course calendar.  This part of the course information material will contain a list of topics, chapters, reading assignments, tests, essays, and projects along with their due dates. NOTE:  Some instructors do not tell you in person all your reading assignments, test dates, etc., but you are still expected to comply with everything that is stated in the syllabus.

It is your responsibility to know how to contact and set up an appointment to meet with your instructor, to make your best effort to follow the instructor’s policies, and to be prepared for class. 

If you have questions or need more clarification about information in the syllabus, you should ask your instructor.  Most instructors are willing to clarify their expectations for you.
 

TIME MANAGEMENT STRATEGIES 

1. Strive for balance in your life.

2. Establish patterns and routines.

3. Manage your time and develop a schedule with your goals in mind.

4. Allow for adjustments to your schedule.

Writing Effective and Achievable Goals for Yourself. 

1. Be specific and realistic.

2. Set a specific date for reaching your goal.

3. Write down the individual steps involved in meeting your goal.

4. Reward yourself when you achieve your goal.

Achieving Your Goals

1. Periodically evaluate your goals.  Update and revise them when necessary.

2. Divide large goals into smaller goals.

3. Ask for help from others when you need it.

4. Tell your goals to others who will support you.

Create a Study Schedule for Yourself

1. Estimate the study time you need for each subject.

2. Study during your most alert times of day.

3. Study immediately before or after a class if possible.

4. Try scheduling fifty-minute study blocks with ten minute breaks.

5. Study at least some time every day of the week.

6. Avoid studying for long periods of time.  Generally more than three hours together is too much.

These tips and ideas are suggested by Linda Wong’s Essential Study Skills published by Houghton Mifflin Company, 1994.
 

BEING A GOOD LISTENER

One way to improve your concentration in the classroom is to practice being an effective listener.  Good listening skills are necessary for understanding lectures, taking meaningful notes, participating in discussions, and communicating well with others.  Effective listening is much more than just hearing; listening requires understanding information that is spoken.  Here are several suggestions for developing the habit of being a good listener. 

1. Do your best to ignore distractions and stay focused on what the speaker is saying.

2. Listen for the big picture, i.e., the main ideas, rather than trying to catch all the details.

3. Try to bring a positive attitude to the situation by creating, in yourself, an interest in some part of the topic.  Being genuinely interested will make listening effectively much easier. 

4. Be an active listener by creating questions about the topic.  Write the questions in the margins of your notes to ask at the appropriate time.

5. Don’t allow your emotions to create a barrier to your listening ability.  Sometimes this can happen when a topic is controversial or when you strongly agree or disagree with a viewpoint being presented.  Be aware of this possibility and work to concentrate on what the speaker is communicating.  Put your emotions on hold so that you won’t miss or misinterpret what is being conveyed.

STUDYING IS INDIVIDUAL.  DO WHAT FEELS BEST FOR YOU.

WHERE TO SIT IN CLASS:

• By doors or windows if you are claustrophobic or need natural lighting.

• In the front to increase participation or attention.

• In the back if you’re extremely shy.

DEDICATE CLASS TIME TO:

• Taking notes if you’re a visual learner.

• Listening to the lecture if you’re an audio learner.

TAKING NOTES:

• Use a note-taking system.  One good system (Cornell format) divides the page approximately one-third of the way down the left-hand side.  Take your notes in the larger, right-handed side.  Use the left side to make brief notes, comments, guides, star important items, etc.

• Write notes in outline form.

• Write notes in “paragraph” form (when organization of lecture is difficult to follow).  Don’t use complete sentences, except for VERY important things.  Go back as soon as possible and re-organize your notes.

• Listen for key words, or other ways your professor has to let you know what material is important.

• Use abbreviations.  Don’t over-abbreviate.  Make sure you understand what you meant.

• Label, number and date all your notes.

• Review your notes as soon as you can after class.  Recopy or type your notes.  Expand on ideas you may have left out.

• Copy your notes onto note cards.  Break the information into digestible chunks.

• Outline your notes.

• Review notes again before returning to class.

STUDYING OUTSIDE OF CLASS

• When to study:

1. Plan two hours study time for every hour you spend in class.

2. Study difficult (or boring) subjects first.

3. Avoid scheduling marathon study sessions.

4. Be aware of your best time of day, and study then.

5. Use waiting time.

• Where to study:

1. Use a regular study area.

2. Don’t get too comfortable.

3. Use a library.

• How to handle the rest of the world:

1. Pat attention to your attention.

2. Agree with living mates about study time.

3. Avoid noise distractions.

4. Notice how other misuse your time.

5. Get off the phone.

6. Learn to say “no.”

7. Hang a “do not disturb” sign on your door.

• Things you can ask yourself when you get stuck:

1. What is one task I can accomplish toward my goal?

2. Am I beating myself up?

3. Is this a piano (does it have to be done perfectly)?

4. How did I just waste time?

5. Would I pay myself for what I’m doing right now?

6. Can I do just one more thing?

STRESS: Pronunciation: strĕs

The definition above is from:  http://www.webster-dictionary.org/definition/stress

 DIS`TRESS´