STUDENT DEVELOPMENT PROGRAMME

REVISION TECHNIQUES HOW NOT TO DO IT! Handout 1

Rimmer found the process of revising so gruellingly unpleasant, so galling, so noxious, that, like most people faced with tasks they find hateful, he devised more and more elaborate ways of not doing it in a "doing it" kind of way. In fact, it was now possible for Rimmer to revise solidly for three months and learn nothing at all. he first week of study, he would always devote to the construction of a revision timetable. !t school Rimmer was always at his happiest colouring in geography maps" under his loving hand, the oil#fields of the $iddle %ast would be shaded a delicate blue, the prairies of &anada would be rendered, centimetre by painstaking centimetre, a bright and powerful yellow, and the regions of tundra in 'iberia slowly became a luscious, inviting green. (p until the age of thirteen, he was constantly head of class in geography. !fter this point it became necessary to know and understand the sub)ect, and Rimmer*s marks plunged to the murky depths of "+" for fail. He brought his love of cartography to the making of revision timetables. ,eeks of patient effort would be spent planning, designing and creating a revision schedule which, when finished, were minor works of art. %very hour of every day was subdivided into different study periods, each labelled in his lovely, tiny copperplate hand- then painted over in watercolours, a different colour for each sub)ect, the colours becoming bolder and more urgent shades as the exam time approached. he effect was as if a myriad tiny rainbows had splintered and sprinkled across the poster#si.ed sheet of creamwove card. he only problem was this" because the timetables often took seven or eight weeks, and sometimes more, to complete, by the time Rimmer had finished them the exam was almost on him. He*d then have to cram three months of revision into a single week. /ripped by an almost deranging panic, he*d then decide to sacrifice the first two days of that final week to the making of

CARDIFF UNIVERSITY STUDENTS UNION/STUDENT DEVELOPMENT PROGRAMME

another timetable. his time for someone who had to pack three months of revision into five days. 0ecause five days now had to accommodate three months* work, the first thing that had to go was sleep. o prepare for an unrelenting twenty#four hours a day sleep#free schedule, Rimmer would spend the whole of the first remaining day in bed # to be extra, ultra fresh, so he would be able to s1uee.e three whole months of revision into four short days. ,ithin an hour of getting up the next morning, he would feel inexplicably exhausted, and start early on his supply of /o#2ouble#3lus caffeine tablets. 0y lunchtime he*d overdose, and have to make the )ourney to the health centre for a sedative to calm him down. he sedative usually sent him off to sleep, and he*d wake up the following morning with only three days left, and an anxiety that was so crippling that he could scarcely move. ! month of revision to be crammed into each day. !t this point he would start smoking. ! lifelong non#smoker, he*d become a forty#a#day man. He*d spend the whole day pacing up and down his room, smoking three or four cigarettes at a time, stopping occasionally to stare at the titles in his bookcase, not knowing which one to read first, and popping twice the recommended dosage of dog#worming tablets, which he erroneously believed to contain amphetamine. Reali.ing he was getting nowhere, he*d try and get rid of the tension by treating himself to an evening in a 1uiet bar. here he would sit, in the plastic oak#beamed pub, nursing a small beer, grimly trying to be light#hearted and totally relaxed. wo small beers and three hours of stomach#knotting relaxation later, he would go back home to bed and spend half the night awake, praying to a /od he didn*t believe in for a miracle that couldn*t happen. wo days to go, and ravaged by the combination of anxiety, nicotine, caffeine tablets, alcohol he wasn*t used to, dog#worming pills, and overall exhaustion, he would sleep in till mid#morning. !fter a long scream, he would rationali.e that the day was a total write#off, and the rest of the afternoon would be spent shopping for the three best alarm clocks money could buy. his would often take five or six hours, and he would arrive back home exhausted, but knowing that he was fully prepared for the final day*s revision before his exam. ,aking at four#thirty in the morning, after exercising, showering and breakfasting, he would sit down to prepare a final, revision timetable which would condense three months of revision into twelve short hours. his time, he would give up and go to bed. $aybe he didn*t know a single thing about anatomy, but he*d be fresh for the exam the next day. ,hich is why Rimmer failed exams.

CARDIFF UNIVERSITY STUDENTS UNION/STUDENT DEVELOPMENT PROGRAMME

STUDENT DEVELOPMENT PROGRAMME

REVISION TECHNIQUES Handout 4

5ocation 2istractions $aterials 3ast 3apers 5ecture 6otes he Internet and Intranet 7ther students !cademic staff %ssays &oncepts

+or each exam, write a list of all the topics that you will be examined on in that exam. !gainst each topic write a number. 3ut a 1 against topics you are happy with. 3ut a 4 against the topics you are 78 about and put a 9 against the topics you have no confidence with. 0egin by revising all of the grade 9 topics and turn them into grade 4 topics. /o back through the list and try and get everything as close to a grade 1 as possible. $ock exams : take one 1uestion from a past paper and see how much you can write in the allocated time. ry to recreate exam conditions as this will be particularly useful if you worry about writer;s block. aking notes from your lecture notes and from data you are researching can be very instructured. ! recommended style of note taking is the &ornell style. <our page of != needs to be split into different sections as illustrated on the following page"

CARDIFF UNIVERSITY STUDENTS UNION/STUDENT DEVELOPMENT PROGRAMME

STUDENT DEVELOPMENT PROGRAMME

THE CORNELL NOTE SHEET FORMAT Recall Clue Column

,rite Recall &lues or est >uestions here

Record Column
Record lecture notes or revision notes here

Summar Area
,rite a summary of lecture notes recorded on this page here.

CARDIFF UNIVERSITY STUDENTS UNION/STUDENT DEVELOPMENT PROGRAMME

STUDENT DEVELOPMENT PROGRAMME

THE CORNELL NOTE TAKING SYSTEM

S!e" One# Record 1. 3repare your note paper in the prescribed no!e$%&ee! 'orma!. (se onl one %(de of each sheet of note paper. 4. Summar()e and "ara"&ra%e the facts and ideas presentedrecord definitions as stated. 9. $ake &ead(n*% to indicate changes in topics during the course of the lecture. =. (se num+er(n* and/or (nden!a!(on to organi.e supporting ideas under each heading. ?. Lea,e %ome %"ace before each new heading. his allows for editing and addition of information later. @. !im for !ele*ra"&(c %en!ence% and a++re,(a!(on%. his improves your note taking speed. A. -r(!e le*(+l . where possible. 8. Ed(! as soon as possible because of our rapid rate of forgetting. Ideally, edit your notes immediately after the class- if this is not possible, edit within the same day. S!e" T/o# Reduce or 0ue%!(on 1. Reduce1 Reduce each main idea or set of facts into key words or phrases. ,rite these key phrases in the Recall Clue Column1 hese recall clues have three related purposes" a. 'ummari.ing information into key phrases !e%!% our com"re&en%(on of the information recorded. b. +ormulating the recall phrases is a form of the dee" "roce%%(n* of information necessary for learning. c. he key phrases function as your memor cue% during review sessions. 1. 0ue%!(on1 Instead of key words and phrases, you may formulate !e%! 2ue%!(on%1 hese are 1uestions based on the information recorded in the notes. hey serve the same purposes as the recall words and phrases. ,rite these test 1uestions in the Recall &lue &olumn. S!e" T&ree# Rec(!e 1. Rec(!a!(on means explaining the information in the notes out loud, in your own words, and from memory. his information is triggered by the recall clues or the test 1uestions in the recall &lue &olumn. 4. Pur"o%e% o' Rec(!a!(on1 a. Im"ro,e% learn(n*# 3sychologists who study how the human memory works say that reciting aloud is a powerful techni1ue for implanting information into long#term memory. b. En%ure% under%!and(n*# Reciting re1uires that you think about and understand the information you are committing to memory.

CARDIFF UNIVERSITY STUDENTS UNION/STUDENT DEVELOPMENT PROGRAMME

c. Fac(l(!a!e% re!r(e,al# (nderstanding and reflecting about information improves information retrieval. 'tudies show that students who recite tend to do better on tests than students who )ust read their notes silently. 9. S!e"% (n Rec(!a!(on# a. Co,er u" the notes in the Record &olumn. b. U%e Recall Clue% to stimulate your memory and rec(!e the relevant information. c. 'lide the cover down to c&ec3 our an%/er%. his gives you immediate feedback on how well you have learned and are able to retrieve the information. If you have difficulty recalling the information or if your answers are incorrect or incomplete, learn and then recite again. S!e" Four# Re'lec! 1. Re'lec!(on has to do with thinking about the information you are learning. 4. 7ne way to reflect is the loo3 'or connec!(on% with" a. your own personal experiences and observations- and b. other facts and ideas discussed in the course. 9. !nother way to reflect is to a%3 2ue%!(on% like " a. How do the main ideas of this lecture fit together into a "bigger picture"B b. How do these ideas fit in with the previous lectureCsDB c. ,hat ideas do I agree withB ,hat ideas do I disagree withB d. ,hich ideas are clearB ,hich ideas are confusingB e. ,hat new 1uestions does the information in this lecture raiseB f. ,hat are some possible applications of the key points of this lectureB. S!e" F(,e# reca"(!ula!e 1. -r(!e a reca"(!ula!(on or %ummar of the main ideas in the lecture using your own words. he best test of how well you comprehend the information is to recapitulate or summari.e. 2. 4 3(nd% o' %ummar are suitable for lecture notes. &hoose the one that works best for you" a. ,rite a %ummar o' eac& "a*e of lecture notes in the Summar Area at the bottom of each note#sheet. b. ,rite a %ummar o' !&e /&ole lec!ure on the last note sheet. S!e" S(5# re,(e/ wo kinds of review are helpful in learning and storing new information. 1. Immed(a!e Re,(e/# his takes place when you edit your notes soon after the lecture and when you go through 'teps 4 to = of the &ornell 'ystem. 4. On*o(n* Re,(e/# his involves scheduling study time each week to review previously learned information. ! 1uick review can be accomplished by reading the page summaries or the lecture summary.

CARDIFF UNIVERSITY STUDENTS UNION/STUDENT DEVELOPMENT PROGRAMME

T/o +ene'(!% of review stand out" a. <ou are able to connect the new material with previously learned information. b. <ou are better prepared for tests and exams. &onstant review means you do not have to cram before exams, suffer less from test anxiety, and have better recall of information learned during tests.

CARDIFF UNIVERSITY STUDENTS UNION/STUDENT DEVELOPMENT PROGRAMME

STUDENT DEVELOPMENT PROGRAMME

IMPROVING YOUR MEMORY Handout 9 A%%oc(a!(on. Ima*(na!(on and Loca!(on !ssociation is the method by which you link a thing to be remembered to a method of remembering it. Imagination is used to create the links and associations needed to create effective memory techni1ues : out simply, imagination is the way in which you use your mind to create the links that have the most meaning for you. Images that I create will have less impact for you, because they reflect the way in which we think. 5ocation provides you with two things" a coherent context into which information can be placed so that it hangs together, and a way of separating one mnemonic from another" e.g. by setting one mnemonic in one village I can separate it from a similar mnemonic located in another place. 5ocation provides context and texture to your mnemonics, and prevents them from being confused with similar mnemonics. +or example, by setting one mnemonic with visualisations in &ardiff and another similar mnemonic with images of 'ydney allows us to separate them with no danger of confusion. U%(n* Mnemon(c% (se positive, pleasant images. he brain often blocks out unpleasant ones.

%xaggerate the si.e of important parts of the image. (se humour Cperhaps linked with point 4DE +unny or peculiar things are easier to remember than normal ones. 'ymbols Ce.g. red traffic lights, pointing fingers, etc.D can be used in mnemonics. Fivid, colourful images are easier to remember than drab ones. (se all the senses to code information or dress up an image. Remember that your mnemonic can contain sounds, smells, tastes, touch, movements and feelings as well as pictures. 0ringing three dimensions and movement to an image makes it more vivid. $ovement can be used either to maintain the flow of association, or can help to remember actions.

CARDIFF UNIVERSITY STUDENTS UNION/STUDENT DEVELOPMENT PROGRAMME

5ocate similar mnemonics in different places with backgrounds of those places. his will help to keep similar images distinct and clear.

CARDIFF UNIVERSITY STUDENTS UNION/STUDENT DEVELOPMENT PROGRAMME

STUDENT DEVELOPMENT PROGRAMME

EXAM ESSAY INSTRUCTION TERMS Handout = Accoun! For 6 explain the reasons for, giving an indication of all relevant circumstances. 6ot to be confused with G/ive an account of; which asks only for a detailed description. Anal %e : 'tudy in depth, identifying and describing in detail the main characteristics. Ar*ue 6 3ut forward a proposition, then illustrate it, discuss its significance, and defend it against a possible counter#charges. Acce%% 6 %xamine closely, with a view to Gweighing up; a particular situation. &onsider in a balanced way the strengths and weaknesses or points for and against a proposition. In conclusion, state your )udgement clearly. Commen! 6 'tate clearly and in moderate fashion your opinions on the material in 1uestion. 'upport your views with reference to suitable evidence or explanations. Com"are 6 5ook for similarities and differences between two or more things. Con!ra%! 6 2eliberately single out and emphasise the differences and dissimilarities between two or more things. Cr(!(c(%e 6 /ive your )udgement about a statement or a body of work- explore its implications, discussing all the evidence which is available. 0e specific in your examination. De'(ne : 'et down the precise meaning of something. 0e prepared to state the limits of the definition. ake note of multiple meanings if they exist. De%cr(+e 6 /ive a detailed and comprehensive account of. D(%cu%% 6 Investigate and examine by careful argument. %xplore the implications and the advantages or disadvantages. 2ebate the case and possibly consider the alternatives. his is probably the most common instruction term. It is inviting you to say something interesting in response to the topic in 1uestion. <ou can choose your own approach. E,alua!e 6 $ake an appraisal of the worth of something in light of its truth or utility. %mphasise the views of authorities as well as your personal estimation.

CARDIFF UNIVERSITY STUDENTS UNION/STUDENT DEVELOPMENT PROGRAMME

E5"la(n 6 $ake plain. !ccount for. &larify, interpret, and spell out the material you present, giving reasons for important features or developments. 7o/ 'ar 6 'imilar to 1uestions which begin G o what extent;. <ou are expected to make your case or present your argument, whilst showing an awareness that alternate or even contradictory explanations may exist. &areful assessment and weighing of evidence are called for. Illu%!ra!e 6 $ake clear and explicit by the discussion of concrete examples. 8u%!(' 6 'how ade1uate grounds for decisions or conclusions. !nswer or refute the main ob)ections likely to be made against them. Ou!l(ne 6 /ive the main features or the general principles of a sub)ect, omitting minor details and emphasising structure or arrangement. Rela!e 6 $ake a survey of, examining the sub)ect critically. S!a!e 6 3resent the main points in brief, clear form Summar(%e 6 /ive a concise account of the main points of a amtter, omitting details and examples. Trace 6 +ollow the development or history of a topic from some point of origin.

CARDIFF UNIVERSITY STUDENTS UNION/STUDENT DEVELOPMENT PROGRAMME

STUDENT DEVELOPMENT PROGRAMME

WHAT EXAMINERS WANT AND DONT WANT Handout ? E5am(ner% /an!911 o answer the 1uestion in a celar and simple manner, get straight to the point. ! plain, direct answer is easier to mark Relate all parts of your answer to the original 1uestion, show evidence of your knowledge of the sub)ect. he more concise your answer, the easier it is to mark. E5am(ner% don! /an!911 (ntidy work which is difficult to read. 5ongwinded answers which drift on and off the sub)ect !nswers which have been written to Gimpress;, filled with lots of ill#digested )argon. oo much personal opinion, name#dropping, and generalisation

CARDIFF UNIVERSITY STUDENTS UNION/STUDENT DEVELOPMENT PROGRAMME