1) Asking yourself "why am I doing this?" before engaging with research resources helps guide your approach and focus your efforts.
2) Your purpose, the level of detail needed, existing knowledge, and time available will influence how you read and take notes.
3) Active reading techniques like previewing contents, quick reading, bookmarking sections of interest, and note-taking that focuses on key points, arguments, and your own thoughts can help you understand and retain information.
This document provides guidance on smart reading and active research. It advises researchers to begin any research activity by asking "Why am I doing this?" to focus their approach. The document then lists possible reasons for consulting resources and factors that should guide reading and note-taking, such as one's aims, existing knowledge, and required level of detail. It also outlines activities for active reading, including asking an initial question of the text, quickly viewing the book structure, and taking selective, relevant notes. Researchers should read critically and note both what they agree and disagree with. The goal is for readers to gain the most from their research time and efforts.
NoodleTools is a digital organizer that helps students stay organized while researching and writing papers. It allows students to build a bibliography, take notes on notecards while copying and paraphrasing quotes, analyze ideas by tagging notes and creating piles, and build an outline to structure their writing. All of a student's work is organized into projects that are accessible from any device. Feedback can also be provided and incorporated into the organized notes.
NoodleTools is a digital organizer that helps students stay organized while researching and writing papers. It allows students to build a bibliography, take notes on notecards while copying and paraphrasing quotes, analyze ideas by tagging notes, create outlines by dragging notes into piles, and receive feedback directly on notecards. All of a student's work is organized into projects and remains linked and accessible from any device. The tool is designed to help students think critically about their topics in a flexible way while keeping their research organized.
This document provides tips for beginning a research project and choosing a topic. It discusses:
1. General tips for starting the research process such as being confident, understanding the writing process, developing a plan for sources, and managing time.
2. Steps for choosing a topic, including analyzing the assignment, brainstorming ideas, exploring topics in more depth by discussing with others and reviewing sources, and focusing the topic by identifying key concepts and debates.
3. Additional guidance is given on choosing an appropriate issue by considering if it meets the purpose, interests the audience, and fits within the context and requirements of the project.
This document provides information about brainstorming techniques for writing, including listing, freewriting, and clustering. It defines freewriting as writing freely about a topic to generate as many ideas as possible without worrying about grammar or organization. Freewriting is intended to produce many ideas in a short time to help find a specific focus. Clustering is described as writing a topic in the center and surrounding it with ideas in balloons to build outward from the core topic. The document aims to explain prewriting brainstorming activities.
The document discusses various prewriting techniques to help discover what you want to say without anxiety, including brainstorming, focused freewriting, and clustering. It mentions making lists of everything that comes to mind about the topic without self-criticism. Clustering involves writing the topic in the center and surrounding it with related ideas, trusting your own connections between ideas.
This workshop reviews what prewriting is and how it can help in the writing process. It also goes over different prewriting techniques and how to do them.
The document provides guidance on brainstorming techniques to help overcome writer's block and generate ideas for writing. It describes two brainstorming activities: clustering and listing. Clustering involves writing the main topic in the center and connecting related sub-topics with arrows. Listing involves freely writing down as many ideas as possible related to the main topic without worrying about structure or grammar. Examples of each technique are provided to illustrate how they can be applied.
This document provides guidance on smart reading and active research. It advises researchers to begin any research activity by asking "Why am I doing this?" to focus their approach. The document then lists possible reasons for consulting resources and factors that should guide reading and note-taking, such as one's aims, existing knowledge, and required level of detail. It also outlines activities for active reading, including asking an initial question of the text, quickly viewing the book structure, and taking selective, relevant notes. Researchers should read critically and note both what they agree and disagree with. The goal is for readers to gain the most from their research time and efforts.
NoodleTools is a digital organizer that helps students stay organized while researching and writing papers. It allows students to build a bibliography, take notes on notecards while copying and paraphrasing quotes, analyze ideas by tagging notes and creating piles, and build an outline to structure their writing. All of a student's work is organized into projects that are accessible from any device. Feedback can also be provided and incorporated into the organized notes.
NoodleTools is a digital organizer that helps students stay organized while researching and writing papers. It allows students to build a bibliography, take notes on notecards while copying and paraphrasing quotes, analyze ideas by tagging notes, create outlines by dragging notes into piles, and receive feedback directly on notecards. All of a student's work is organized into projects and remains linked and accessible from any device. The tool is designed to help students think critically about their topics in a flexible way while keeping their research organized.
This document provides tips for beginning a research project and choosing a topic. It discusses:
1. General tips for starting the research process such as being confident, understanding the writing process, developing a plan for sources, and managing time.
2. Steps for choosing a topic, including analyzing the assignment, brainstorming ideas, exploring topics in more depth by discussing with others and reviewing sources, and focusing the topic by identifying key concepts and debates.
3. Additional guidance is given on choosing an appropriate issue by considering if it meets the purpose, interests the audience, and fits within the context and requirements of the project.
This document provides information about brainstorming techniques for writing, including listing, freewriting, and clustering. It defines freewriting as writing freely about a topic to generate as many ideas as possible without worrying about grammar or organization. Freewriting is intended to produce many ideas in a short time to help find a specific focus. Clustering is described as writing a topic in the center and surrounding it with ideas in balloons to build outward from the core topic. The document aims to explain prewriting brainstorming activities.
The document discusses various prewriting techniques to help discover what you want to say without anxiety, including brainstorming, focused freewriting, and clustering. It mentions making lists of everything that comes to mind about the topic without self-criticism. Clustering involves writing the topic in the center and surrounding it with related ideas, trusting your own connections between ideas.
This workshop reviews what prewriting is and how it can help in the writing process. It also goes over different prewriting techniques and how to do them.
The document provides guidance on brainstorming techniques to help overcome writer's block and generate ideas for writing. It describes two brainstorming activities: clustering and listing. Clustering involves writing the main topic in the center and connecting related sub-topics with arrows. Listing involves freely writing down as many ideas as possible related to the main topic without worrying about structure or grammar. Examples of each technique are provided to illustrate how they can be applied.
Pre-writing techniques help writers organize and develop their ideas before starting to write a first draft. Some common pre-writing methods include brainstorming, freewriting, making lists, journaling, and using graphic organizers like mind maps, fishbone maps, and Venn diagrams. Regardless of the specific technique, pre-writing allows writers to get their ideas flowing on paper before beginning to craft a full composition.
This document provides advice on how to write a great research paper. It recommends structuring the paper with an abstract, introduction, sections on the problem and idea, details supporting the claims, related work, and conclusions. The introduction should describe the problem, state the contributions, and reference later sections. Presenting the idea using examples before the general case helps readers. Providing evidence in later sections to support claims from the introduction is important. Give credit to other work and engage experts to improve the paper before publication.
This document discusses prewriting strategies for developing ideas before drafting a paper. It identifies the author's purpose as informing readers about prewriting. The document explains that prewriting is the initial stage of the writing process used to discover ideas about a topic without fully organizing them. It then describes four common prewriting strategies: freewriting, brainstorming/listing, clustering/mapping, and answering journalistic questions. Examples are provided to illustrate each strategy.
This document discusses various pre-writing strategies that can be used in the writing process. Pre-writing is the preliminary work done before drafting a paper and includes activities like brainstorming, clustering, free writing, and questioning. The goal of pre-writing is to calm nerves and get ideas flowing so writers don't panic about their topic. Some specific techniques covered are brainstorming ideas related to the topic, mind mapping to relate concepts, free writing for a set period of time, and using the six journalists' questions of who, what, where, when, why and how.
NoodleTools is an online tool that helps students take notes, organize sources, and create citations and bibliographies. It allows students to take three-part notes that link quotes to their sources. Students can organize their notes and sources into projects. The tool also provides outlines and allows dragging and dropping notes to create different organization structures. NoodleTools aims to help students stay organized while researching and writing papers in order to spend more time thinking critically about their topics.
This document outlines the steps for 6th grade students to write a research paper on a historical, mathematical, or scientific event. It includes choosing a topic, creating an outline, researching the topic using source cards and notes, writing a draft paper with an introduction, body paragraphs, and conclusion, creating a works cited page, and presenting the research to the class in a 3-5 minute presentation with visual aids. Students are guided on formatting, citing sources, and getting feedback to edit and improve their paper.
NoodleTools is a digital organizer that helps students stay organized while researching and writing essays and other projects. It allows students to build a bibliography, take notes on notecards by copying and pasting quotes or paraphrasing, and analyze ideas by tagging notes and organizing them into piles. Students can then use the organized notes to create an outline and draft their final project, ensuring proper citation of sources. The tool aims to help students focus on thinking critically about their topic rather than spending time on mechanical tasks like citations. It encourages flexible organization and exploration of ideas to support the research and writing process.
This document discusses the importance and benefits of asking questions before, during, and after reading. It explains that proficient readers actively construct knowledge by asking themselves questions to clarify information and ideas in a text. Before reading, questions are based on the topic, title, and text features to activate prior knowledge and make predictions. During and after reading, questions are based on information from the text and require the reader to think more deeply about the author's message since the answers may not be explicitly stated. Asking thick questions that go beyond details stated by the author and require forming an opinion or support is especially important. Overall, asking questions improves attention, comprehension, and critical thinking skills for the reader.
A journal is used to record thoughts, ideas, observations, and reflections in order to gain understanding and further learning. It contains written notes, diagrams, drawings, sketches, and personal insights, observations, questions, and thoughts on the work of others. Content includes raw, unprocessed observations recorded close to the event as well as reflections on connections and unexpected occurrences. Journaling helps answer questions about what happened, why, and how to move forward as a result through regular writing without hesitation. Maintaining a journal can aid memory and be an honest, enjoyable record to evaluate key events and themes in one's practice over time.
This document discusses various prewriting techniques that can be used before drafting a first writing. It explains that prewriting is the first step of the writing process and involves thinking about the writing purpose and audience as well as generating ideas. Some specific prewriting techniques described include listing, free writing, clustering, and cubing. Listing involves jotting down any ideas that come to mind without worrying about structure. Free writing involves continuously writing about the topic for 10-15 minutes without editing. Clustering maps out ideas that are related. Cubing looks at a topic from six different perspectives: describing, comparing, associating, analyzing, applying, and arguing.
The document discusses the writing process of invention. It provides various invention strategies to help generate and organize ideas, including using classical topics, stasis questions, tagmemics, mapping and clustering, freewriting and brainstorming, and keeping a journal of personal explorations and reflections on ideas. These invention strategies are meant to be used without revising or proofreading at the invention stage to freely record and explore relationships between ideas.
This document discusses the benefits of outlining for writing papers, including providing structure, direction, and a checklist. It describes different outlining systems like brainstorming, mind maps, and issue trees. Brainstorming involves randomly listing ideas without criticism, then organizing related ideas into a structured outline. Other outlining methods discussed include free software like FreeMind and MindManager. The document advises developing a formal outline with a clear format, thesis, relevant points, and specific language. It also recommends collaborating by explaining the outline to someone else and getting feedback to improve the argument, clarity, and development. The outline should then be revised and used to guide writing the paper.
Literature Review: Development and Peer ReviewSpelman College
This rather informal document guides writers through the research and writing process for literature reviews. Content also includes a peer review, if instructors have made the literature review a major assignment. Ideal review questions for any summary writing context.
This document provides guidance on effective note taking techniques called "Triage Reading". It recommends reading with urgency but not haste, and taking notes from the outside to the inside of the text in a fastidious manner. When taking notes, the document suggests asking questions to evaluate the author's qualifications, potential biases, opinions versus evidence, and relevance to your topic in order to take focused notes. It concludes by asking how insights from reading will be documented.
NoodleBib is a tool that helps students take organized notes and create bibliographies. It allows students to create projects to store and manage notes, sources, and outlines. Students can take three-part notes by capturing quotes, paraphrasing information, and adding their own ideas and analysis. Notes and sources are linked, and students can organize their notes on a virtual tabletop. The tool prompts students to thoroughly take notes and check their work for quality and balance before writing an essay or other assignment.
This document discusses different text features that can help readers locate and understand information in textbooks. It identifies common text features like the title page, table of contents, headings, graphics, main idea boxes, glossaries, indexes, and reference pages. The document explains that text features are designed to help readers find important information quickly and understand what they are reading.
The document describes the PLUS research cycle model, which is not linear but iterative. It emphasizes that preparation and planning is the most important stage. The stages are:
P) Plan and prepare by defining the topic, questions, and search terms.
L) Locate relevant information from various sources and evaluate sources.
U) Use the information by taking notes, summarizing, and connecting ideas.
S) Self-evaluate the process and results to improve future inquiries.
NoodleBib is an online tool that helps users take organized notes, create bibliographies, and develop ideas for research projects and papers. It allows users to take notes online and link their notes to sources, making it easy to quote and reference sources accurately. Users can organize their notes into piles and outlines to help develop their ideas before writing. The tool prompts users to thoroughly evaluate sources and think critically about how sources fit into their research. Students report that NoodleBib makes the research and note-taking process faster, easier, and more enjoyable.
This document contains instructions and materials for a Latin American history lesson on independence movements. It includes discussion questions, reading assignments on the prelude to revolution and revolts in Mexico and South America, and an individual assignment to create a timeline with years of independence for various Latin American countries and the US, including flags or maps. It also asks how Latin Americans were influenced by Enlightenment ideas.
Whitepaper : Why Third-Party Archiving is Still Necessary in Exchange 2010 EMC
The document discusses why third-party archiving is still necessary in Exchange 2010. While Exchange 2010 includes native archiving capabilities, these will not satisfy all organizations' requirements. Exchange 2010 archiving lacks capabilities like single-instance storage, archiving of non-email data types, sophisticated e-discovery tools, and sufficient compliance features. Most organizations will require additional capabilities that drive adoption of third-party archiving solutions. Legal, regulatory, and functional needs are the main drivers for organizations to implement archiving systems beyond what is available in Exchange 2010.
Pre-writing techniques help writers organize and develop their ideas before starting to write a first draft. Some common pre-writing methods include brainstorming, freewriting, making lists, journaling, and using graphic organizers like mind maps, fishbone maps, and Venn diagrams. Regardless of the specific technique, pre-writing allows writers to get their ideas flowing on paper before beginning to craft a full composition.
This document provides advice on how to write a great research paper. It recommends structuring the paper with an abstract, introduction, sections on the problem and idea, details supporting the claims, related work, and conclusions. The introduction should describe the problem, state the contributions, and reference later sections. Presenting the idea using examples before the general case helps readers. Providing evidence in later sections to support claims from the introduction is important. Give credit to other work and engage experts to improve the paper before publication.
This document discusses prewriting strategies for developing ideas before drafting a paper. It identifies the author's purpose as informing readers about prewriting. The document explains that prewriting is the initial stage of the writing process used to discover ideas about a topic without fully organizing them. It then describes four common prewriting strategies: freewriting, brainstorming/listing, clustering/mapping, and answering journalistic questions. Examples are provided to illustrate each strategy.
This document discusses various pre-writing strategies that can be used in the writing process. Pre-writing is the preliminary work done before drafting a paper and includes activities like brainstorming, clustering, free writing, and questioning. The goal of pre-writing is to calm nerves and get ideas flowing so writers don't panic about their topic. Some specific techniques covered are brainstorming ideas related to the topic, mind mapping to relate concepts, free writing for a set period of time, and using the six journalists' questions of who, what, where, when, why and how.
NoodleTools is an online tool that helps students take notes, organize sources, and create citations and bibliographies. It allows students to take three-part notes that link quotes to their sources. Students can organize their notes and sources into projects. The tool also provides outlines and allows dragging and dropping notes to create different organization structures. NoodleTools aims to help students stay organized while researching and writing papers in order to spend more time thinking critically about their topics.
This document outlines the steps for 6th grade students to write a research paper on a historical, mathematical, or scientific event. It includes choosing a topic, creating an outline, researching the topic using source cards and notes, writing a draft paper with an introduction, body paragraphs, and conclusion, creating a works cited page, and presenting the research to the class in a 3-5 minute presentation with visual aids. Students are guided on formatting, citing sources, and getting feedback to edit and improve their paper.
NoodleTools is a digital organizer that helps students stay organized while researching and writing essays and other projects. It allows students to build a bibliography, take notes on notecards by copying and pasting quotes or paraphrasing, and analyze ideas by tagging notes and organizing them into piles. Students can then use the organized notes to create an outline and draft their final project, ensuring proper citation of sources. The tool aims to help students focus on thinking critically about their topic rather than spending time on mechanical tasks like citations. It encourages flexible organization and exploration of ideas to support the research and writing process.
This document discusses the importance and benefits of asking questions before, during, and after reading. It explains that proficient readers actively construct knowledge by asking themselves questions to clarify information and ideas in a text. Before reading, questions are based on the topic, title, and text features to activate prior knowledge and make predictions. During and after reading, questions are based on information from the text and require the reader to think more deeply about the author's message since the answers may not be explicitly stated. Asking thick questions that go beyond details stated by the author and require forming an opinion or support is especially important. Overall, asking questions improves attention, comprehension, and critical thinking skills for the reader.
A journal is used to record thoughts, ideas, observations, and reflections in order to gain understanding and further learning. It contains written notes, diagrams, drawings, sketches, and personal insights, observations, questions, and thoughts on the work of others. Content includes raw, unprocessed observations recorded close to the event as well as reflections on connections and unexpected occurrences. Journaling helps answer questions about what happened, why, and how to move forward as a result through regular writing without hesitation. Maintaining a journal can aid memory and be an honest, enjoyable record to evaluate key events and themes in one's practice over time.
This document discusses various prewriting techniques that can be used before drafting a first writing. It explains that prewriting is the first step of the writing process and involves thinking about the writing purpose and audience as well as generating ideas. Some specific prewriting techniques described include listing, free writing, clustering, and cubing. Listing involves jotting down any ideas that come to mind without worrying about structure. Free writing involves continuously writing about the topic for 10-15 minutes without editing. Clustering maps out ideas that are related. Cubing looks at a topic from six different perspectives: describing, comparing, associating, analyzing, applying, and arguing.
The document discusses the writing process of invention. It provides various invention strategies to help generate and organize ideas, including using classical topics, stasis questions, tagmemics, mapping and clustering, freewriting and brainstorming, and keeping a journal of personal explorations and reflections on ideas. These invention strategies are meant to be used without revising or proofreading at the invention stage to freely record and explore relationships between ideas.
This document discusses the benefits of outlining for writing papers, including providing structure, direction, and a checklist. It describes different outlining systems like brainstorming, mind maps, and issue trees. Brainstorming involves randomly listing ideas without criticism, then organizing related ideas into a structured outline. Other outlining methods discussed include free software like FreeMind and MindManager. The document advises developing a formal outline with a clear format, thesis, relevant points, and specific language. It also recommends collaborating by explaining the outline to someone else and getting feedback to improve the argument, clarity, and development. The outline should then be revised and used to guide writing the paper.
Literature Review: Development and Peer ReviewSpelman College
This rather informal document guides writers through the research and writing process for literature reviews. Content also includes a peer review, if instructors have made the literature review a major assignment. Ideal review questions for any summary writing context.
This document provides guidance on effective note taking techniques called "Triage Reading". It recommends reading with urgency but not haste, and taking notes from the outside to the inside of the text in a fastidious manner. When taking notes, the document suggests asking questions to evaluate the author's qualifications, potential biases, opinions versus evidence, and relevance to your topic in order to take focused notes. It concludes by asking how insights from reading will be documented.
NoodleBib is a tool that helps students take organized notes and create bibliographies. It allows students to create projects to store and manage notes, sources, and outlines. Students can take three-part notes by capturing quotes, paraphrasing information, and adding their own ideas and analysis. Notes and sources are linked, and students can organize their notes on a virtual tabletop. The tool prompts students to thoroughly take notes and check their work for quality and balance before writing an essay or other assignment.
This document discusses different text features that can help readers locate and understand information in textbooks. It identifies common text features like the title page, table of contents, headings, graphics, main idea boxes, glossaries, indexes, and reference pages. The document explains that text features are designed to help readers find important information quickly and understand what they are reading.
The document describes the PLUS research cycle model, which is not linear but iterative. It emphasizes that preparation and planning is the most important stage. The stages are:
P) Plan and prepare by defining the topic, questions, and search terms.
L) Locate relevant information from various sources and evaluate sources.
U) Use the information by taking notes, summarizing, and connecting ideas.
S) Self-evaluate the process and results to improve future inquiries.
NoodleBib is an online tool that helps users take organized notes, create bibliographies, and develop ideas for research projects and papers. It allows users to take notes online and link their notes to sources, making it easy to quote and reference sources accurately. Users can organize their notes into piles and outlines to help develop their ideas before writing. The tool prompts users to thoroughly evaluate sources and think critically about how sources fit into their research. Students report that NoodleBib makes the research and note-taking process faster, easier, and more enjoyable.
This document contains instructions and materials for a Latin American history lesson on independence movements. It includes discussion questions, reading assignments on the prelude to revolution and revolts in Mexico and South America, and an individual assignment to create a timeline with years of independence for various Latin American countries and the US, including flags or maps. It also asks how Latin Americans were influenced by Enlightenment ideas.
Whitepaper : Why Third-Party Archiving is Still Necessary in Exchange 2010 EMC
The document discusses why third-party archiving is still necessary in Exchange 2010. While Exchange 2010 includes native archiving capabilities, these will not satisfy all organizations' requirements. Exchange 2010 archiving lacks capabilities like single-instance storage, archiving of non-email data types, sophisticated e-discovery tools, and sufficient compliance features. Most organizations will require additional capabilities that drive adoption of third-party archiving solutions. Legal, regulatory, and functional needs are the main drivers for organizations to implement archiving systems beyond what is available in Exchange 2010.
This document contains snippets of text from various sources discussing economic concepts like market structures, competition, and costs. It includes brief explanations of perfect competition, monopolistic competition, oligopoly, and monopoly market types. Students are asked questions about different markets and perfect competition. Graphs are shown for perfect competition, monopolistic competition, and marginal revenue under monopolistic competition with deadweight loss.
This document lists various types of supporting documents required as part of an application, including qualification documents for principal and dependent applicants, work experience documents for both applicants, documents proving age, character, identity, relationship, English proficiency, and professional certifications. Fund maintenance and passport documents are also listed.
The Grammys had a quantifiable positive impact on artists affiliated with Warner Music Group (WMG). Research Now combined multiple digital data sources around the Grammys to learn how the event generated interest in watching the awards show and engaged viewers on social media. Viewer awareness of WMG artist performances increased interest in the Grammys and drove online/mobile engagement. There were also lifts in awareness, searching, and sales for WMG-affiliated artists after the Grammys. The event was effective at reaching valuable consumer demographics and segments for WMG.
The document provides instructions for students to complete a group reading activity about the end of World War II in Germany. It divides students into groups and assigns each group member a section to read aloud and have the other members summarize and ask questions about. The sections are: New German Offensive, Collapse and Armistice, and Revolutionary Forces. It also includes directions for students to work together to list five events that may not have occurred if Germany had not revolted against the Kaiser, ending World War I, and to evaluate a propaganda picture using the OPTIC analysis technique.
The document discusses the concept of price elasticity of demand. It provides examples to illustrate different types of elasticity:
1) Perfectly inelastic demand has a price elasticity of 0, meaning quantity demanded does not change when price changes.
2) Inelastic demand has a price elasticity below 1, indicating quantity demanded changes by a smaller percentage than the price change.
3) Unit elastic demand has a price elasticity of 1, where quantity demanded changes by the same percentage as the price change.
4) Elastic demand has a price elasticity above 1, so quantity demanded responds more than proportionately to price changes.
5) Perfectly elastic demand has an infinite price elasticity
The document provides instructions for classroom activities, including a verbal discussion on a past exam, completing a graphing experiment on supply and demand with changes to income and price expectations, and reading assignments on market changes from Easy Economist readings to discuss in partners. Students are asked to find and graph exhibits A and B and to try stumping the teacher with questions from their readings.
This document provides an overview of electrophoresis techniques. It defines electrophoresis as a method used to separate macromolecules like proteins based on their charge, size, and shape under the influence of an electric field. There are two main types - moving boundary electrophoresis where components separate in solution, and zone electrophoresis where separation occurs on a supporting medium like a gel or paper. Key factors that affect electrophoretic mobility and separation include the electric field strength, characteristics of the sample, properties of the supporting medium, and buffer composition and pH. Common electrophoresis methods include isoelectric focusing, high-voltage electrophoresis, capillary electrophoresis, and continuous versus discontinuous gel systems.
A land survey was conducted in India between April and May 2010 to estimate the number of internet users. The survey found 51 million active internet users in India, with growth of only 8% from the previous year. Social media and entertainment activities have gained popularity among internet users. Google has become the most used website for many online activities. While online shopping is growing, only 21% of internet users actually make purchases online. Internet users tend to be male, aged 25-35, educated, and from higher income households.
The document discusses the long term causes of World War I such as militarism, alliances, imperialism and nationalism. It asks questions about why the Treaty of Versailles did not stop these causes and lead to World War II. It provides reading assignments on symbols and alliances of countries in the 1930s, examples of militarism in Germany, Japan and Italy, examples of imperialism in those countries, and the connection between fascism and nationalism. It concludes with an assignment asking how the Treaty of Versailles could have been changed to prevent World War II.
1. The document discusses hybrid RAID solutions that combine SSDs and HDDs to provide both high performance from SSDs and high capacity from HDDs.
2. A hybrid RAID deployment places read operations on faster SSDs and writes data to both SSDs and HDDs for redundancy. This improves IOPS and reduces latency over HDD-only solutions.
3. Examples show how hybrid RAID can maximize storage capacity while improving performance for tasks like booting and database operations in servers and workstations.
The document discusses several topics related to private cloud security including key principles, challenges, reference models, and threats and countermeasures. It addresses concerns that tenants and architects might have regarding access control, monitoring usage, and reconciling perceptions of infinite resources. The document also examines security domains in a reference model, different security functionality, and private cloud security models involving virtualization stacks, hypervisors, and isolating partitions at different privilege rings.
This document provides guidance on effective reading and note-taking strategies for research. It emphasizes beginning any research activity by identifying why you are doing it in order to focus your approach. Some common reasons to read include exploring a topic, identifying research questions, understanding main ideas, and critiquing arguments. The document also lists factors like time available and existing knowledge that affect your reading approach. It then offers tips for active reading, selective note-taking, and critiquing texts. Specific activities are outlined to practice applying the strategies, like asking questions of texts and taking notes on flagged passages.
The document provides tips for improving reading skills in 3 areas: preparation, active reading strategies, and review. It recommends setting aside distraction-free time, previewing materials, taking notes, asking questions, and reviewing what was read. Specific active reading techniques include skimming, identifying main ideas, making connections, and analyzing arguments. The overall goal is to fully engage with the text.
Ch. 10 powerpoint improving college writing and speakingM Mudasir Usman
This document provides guidance on developing effective writing skills for college. It emphasizes that writing is important for success in college courses. It then discusses key aspects of the writing process like preparing, organizing ideas, drafting and revising. It provides tips for conducting research, developing a thesis, understanding audience and purpose. Finally, it discusses developing good writing habits and overcoming challenges like public speaking anxiety.
University students are expected to do a significant amount of reading for various purposes like lectures, tutorials, assignments, tests and exams. Effective academic reading requires a strategic approach where students actively engage with the text by asking questions and taking a critical approach. Some tips for active reading include previewing texts to get an overview, scanning to find specific information, skimming to get a general impression, and intensive reading to understand complex concepts. It is important for students to be selective in their reading by focusing on required readings and identifying essential information related to their purpose and assignment questions. Strategic reading techniques like setting goals, breaking reading into manageable segments, and keeping track of references can help students make the most of their limited time.
This document provides study tips for graduates, including utilizing class resources like attending lectures and asking questions, engaging with core texts by creating learning frames and linking topics, taking effective notes, reading additional materials to analyze and evaluate, revising through creating study schedules and using various techniques, and preparing for and taking exams. The tips emphasize active learning strategies over passive ones like highlighting to help students learn and apply course concepts.
This document provides an overview of reading skills and strategies. It discusses different types of readers and reading abilities. It then outlines various strategies students can use before, during, and after reading, such as previewing text, making predictions, connecting to prior knowledge, and summarizing. Specific techniques like skimming, scanning and deep reading are also covered. The document stresses the importance of reading critically by considering an author's perspective and potential biases.
The document provides advice on academic writing. It discusses developing an argument in an essay by starting writing early and revising extensively. Writers should attend to the whole essay by drafting and redrafting, and putting the essay aside for a few days before revising. When revising, focus on organization and sentence structure from the reader's perspective. The document also discusses developing a thesis, dealing with writer's block, taking notes from research, summarizing information, using the internet for research, and editing for style and mechanics.
This document provides instructions for previewing materials before reading them in depth. It recommends spending 30 seconds to 2 minutes previewing articles and books by skimming titles, headings, pictures and trigger words. The purpose is to get a general idea of the content and determine if the material is useful for one's goals before deciding whether to read further. Specific preview techniques are outlined, including making word maps and lists of questions to focus one's understanding. Mind maps are suggested as a visual way to summarize previews.
The document provides an overview of reading skills, including different types of readers and their abilities as well as reading strategies to use before, during, and after reading. It also discusses reading techniques like skimming, scanning, and browsing texts as well as tips for critical reading such as questioning biases, methodology, and interpretations. The overall goal is to help students maximize their learning by utilizing effective reading strategies.
NoodleTools is a digital organizer that helps students take notes, organize sources, and create outlines and projects. It allows students to copy quotes and information from sources onto virtual notecards. Students can add their own analysis and ideas to each notecard. Notecards can be organized into piles representing different topics or subtopics. Outlines can be created by dragging the notecards and piles into a structured format. The digital organization tools help students stay organized during research projects and ensure accurate citation of sources.
The document provides guidance on reading for research and effective note-taking. It discusses why reading is important for research, including gaining new ideas, understanding previous work, and broadening perspectives. It recommends reading at different stages of the research process and for different purposes. The document also offers strategies for finding, selecting, and critically assessing what to read. It describes various note-taking methods like the Cornell system, outlining, and mind mapping to help effectively organize information from readings.
The document outlines the 7 steps for writing a successful research paper: 1) Choose an interesting topic with an arguable thesis, 2) Find credible primary and secondary sources, 3) Evaluate and organize sources into a working bibliography, 4) Avoid plagiarism by properly citing ideas, 5) Read research and take notes, 6) Create an outline and rough draft with logical arguments supported by evidence, 7) Revise draft for structure, citations, grammar and spelling. The key aspects are developing an arguable thesis, distinguishing primary and secondary sources, properly citing research, and using evidence to support the argument.
The document provides an overview of reading strategies and techniques for students to utilize in order to maximize learning from texts. It discusses different types of readers and reading abilities. It then outlines various strategies students can use before, during, and after reading, including setting a purpose, previewing texts, predicting, connecting to background knowledge, summarizing, and discussing what was read. The document also describes techniques like skimming, scanning, browsing, and deep study reading. It emphasizes that mastering reading skills is important for personal and academic success.
NoodleTools for Students - how to take notesNoodleTools
NoodleTools is a digital organizer that helps students stay organized while researching and writing papers. It allows students to build a bibliography, take notes on notecards while copying and paraphrasing quotes, analyze ideas by tagging notes, create outlines by dragging notes into piles, and receive feedback directly on notecards. All of a student's work is organized into projects and remains linked and accessible from any device. The tool is designed to help students think critically about their topics in a flexible way while keeping their research organized.
This document provides guidance on selecting a topic for a classroom speech. It suggests choosing a topic you already know well about or want to learn more about. Topics known well about usually make for better speeches. The document also describes brainstorming techniques like making lists of interests and experiences or searching references. It stresses determining a general purpose like to inform or persuade, and a specific purpose statement that is clear and focused. A central idea should then be formulated as a concise one sentence summary of the major speech points.
Heather rivet ca1 strategies to increase reading comprehensionHeather Rivet
This document outlines 15 strategies to improve reading comprehension organized into three stages: before, during, and after reading. The before reading strategies include surveying the text, making predictions, frontloading background knowledge, making personal connections, and using graphic organizers. The during reading strategies are using the graphic organizer, imagination, clarifying unknown words, questioning and predicting, and monitoring comprehension. The after reading strategies involve reviewing predictions, summarizing, generating questions, making comparisons, and evaluating the strategies used. Mastering these techniques helps the reader fully understand and remember what they read.
1. The document provides guidance on reflective writing for university students. It explains that reflective writing involves critically examining one's own thoughts and learning processes, not just summarizing what was learned.
2. Reflective writing can help students make connections between new and prior knowledge, integrate different perspectives, and clarify understanding. It encourages active learning by reflecting on successes and mistakes.
3. The document offers tips on how to structure reflective writing, including using descriptive and analytical writing styles, addressing prompts, and relating reflections back to course content and experiences. Sample reflective assignments from different disciplines are also provided.
Melissa roberts critical assignment 1 red4348mroberts20
This document outlines reading strategies that can be used before, during, and after reading a text. Some key strategies discussed are setting a purpose for reading, previewing texts, activating background knowledge, making predictions, monitoring comprehension, visualizing content, asking questions, making connections, and reflecting on new information learned from a text. The goal of these strategies is to improve reading comprehension and retention of important details.
This document discusses various reading strategies and techniques. It covers the purpose of reading, which is to link new ideas to existing knowledge. It also discusses speed reading tips like utilizing graphics and taking notes. Specific strategies covered include establishing a purpose, previewing the text, making predictions, and connecting the text to one's own experiences. Techniques like skimming, scanning, and the SQ3R method are explained. Finally, tips are provided for improving understanding like paying attention to cues, reviewing summaries, enhancing vocabulary, and using systematic reading approaches.
Critical reading involves analyzing a text beyond just understanding it at a surface level. It requires asking questions about the strengths and weaknesses of arguments presented in the text. Some key aspects of critical reading include determining an author's purpose and viewpoint, separating facts from opinions, evaluating logic and evidence, and deciding whether to accept or reject the information. To be a critical reader, one should reflect carefully on what a text says, describes, and means by asking questions about the author's qualifications, potential biases, and missing information. Taking notes, marking up the text, and reading slowly and openly are important practices for developing critical reading abilities.
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2. If there’s just one question you ask
yourself before opening a book, listening
to a podcast, reading a journal article, (or
looking at any other resources for your
research)…
…make sure
it’s…
…why am I
doing
this?
3. Why am I doing this?
• Asking this question is not meant to provoke
profound philosophical reflection on the
ultimate purpose of your actions!
• But you should aim to be conscious of a
number of factors that can guide you in your
research. This awareness will help you to
gain the most from the time and energy you
put into your research
4. Some possible responses…
Explore topic; collect
ideas/ inspiration
Identify research
questions
Understand main ideas
and arguments
Critique key ideas
and arguments
Reread for writing up
5. Factors that will affect your
approach to reading & note-taking
Your
aims
Level of
detail
require Your focus
d
Factors to
conside
r
What you
Time
already availa
know
ble
What you need to
find out
6. Why ask why?
Your response might influence:
• the level of detail you look for in the text
• whether you decide to skip certain sections
• the quantity and type of notes you take
• the depth or level of detail of notes you take
• whether you decide to follow up references
used by the writer (pointers to further
resources could, in fact, be the main thing you
are looking for)
• …?
7. Bring a book!
What you need
• A book that relates to your project – such as a
textbook or academic book with several
distinct chapters or sections
8. Bring a Book Activity 1:
Quick question
• With the book closed on the desk,
ask yourself Why am I looking at
this book?
• Tell the person next to you what you
thought
9. Bring a Book Activity 2: Flick!
• Have a quick flick through every page
of the book, including the contents and
index (you may want to do both of
these before flicking through the body
text)
Your aim is to gain a structural overview
of the book and what it’s about
10. Activity 3: Bookmark
• Go back through your text, mark pages
or sections that you’d like to revisit with
post-it notes or small pieces of paper
11. Reading & Note-taking
• Active reading will often go hand in hand with
taking notes
• Appropriate note-taking can help you to
understand and retain information
• But it isn’t a matter of writing down
everything… be…
> selective
> relevant
> organised
• Think: easy to make & easy to use
12. Note taking
Keep your title
Abbreviate and question or sub-
paraphrase question in mind
Consider Note down
reference &
using a page number
mind-map details
13. Find your inner critic
Criticism can be positive as well as negative!
•Do you agree with the writer?
•Do you feel that certain points merit more
research on your part?
•Do you want to ask questions of the text (e.g.
you want more evidence, other points of view)
•Are there other problems with the text?
14. Activity 4: Practice note taking
• Turn to one of the sections or passages you
have just bookmarked
• Read it through once
• Now read it again, pausing to take notes as
appropriate – use your worksheet for
suggestions as to what it might be good to
write down
• You probably won’t want to cover all the
points suggested
• Remember that the note-taking process is
really valuable as it helps you to reflect on
what you read
15. What the book says Your thoughts
•Main points •Why you (don’t) agree with
•Key arguments the author
•Interesting / new / unusual •Points you don’t
/ controversial ideas understand
•Themes or major concepts •Points you want to find out
discussed more about
•Questions asked or left •References you want to
unanswered follow up
•Other people referred to •Questions or ideas the
text provokes for you
•Anything that is wrong or
missing
16. A final reminder
• Never open a book, or indeed engage with any
resource for your research, without first asking
yourself...
…why am I doing
this?
Editor's Notes
This session provides some basic pointers that will help you to identify a suitable topic and question for your EP. Even if you already have a topic in mind, the session will offer you tools to use to refine and focus your theme and the questions you ask – it may also lead you to develop ideas you hadn ’t considered yet. It ’s crucial to put some time and energy into this choice in order that you can make the most of project, and hopefully avoid regretting your choice when it’s too late and you’re most of the way through. You may need to revisit some of the activities after the session, or take more time away to reflect or discuss your ideas with friends or teachers – so don ’t feel that you need to have reached any final decisions over the next 40 or so minutes
If there ’s just one question you ask yourself before opening a book, listening to a podcast, reading a journal article, (or looking at any other resources for your research)… …make sure it’s… …why am I doing this?
Why am I doing this? Asking this question isn ’t meant to provoke profound philosophical reflection on the ultimate purpose of your actions! The key here is making the most of the considerable time and energy it takes to properly and actively engage with any source, But you should aim to be conscious of a number of factors that can guide you in your research. This awareness will help you to gain the most from the time and energy you put into your research
Why am I doing this? Some possible responses... You should be aware of what your overall aim is in looking at the resource, in relation to what you need to achieve at whatever stage you ’re at in your EP. There lots of different reasons why you might be exploring a resource. The key is to consider what you’re hoping to achieve at that particular point in time, and then how your aims should impact on your approach to the resource. If you are just thinking, “Well, I’m reading because I want to answer my title question”, then it’s probably worth trying to be a bit more specific! Your title question is like to cover quite a range of elements – and it will probably be too broad in itself to constructively guide research. In this instance, you could try breaking it down into a series of sub-questions that you need to answer to draw any bigger conclusions, then focus on one of these. Here I ’ve identified a few of the responses you might have when you ask yourself why you’re looking at the resource Explore topic; collect ideas/ inspiration If you ’re in the very early stage of your project, you may still be looking around your topic and trying to get a feel for what grips you about it. In this case, it’s likely that – at least initially – your involvement with the resource might be quite cursory. Your focus ay be more on looking to a range of resources, and then narrowing down and looking at the ones you find most engaging. Identify research questions If you ’ve identified the topic your EP will examine, you may be wanting a bit of inspiration in terms of identifying a provocative, interesting research question. You’ll need to make careful judgements about the depth and breadth of this question, and likewise about how much you focus on different sources. You’re likely to want to do some in-depth research in order to understand controversial issues, however you shouldn’t be meticulously examining every source you encounter. You are still at the ‘overview ‘stage. One thing to bear in mind is that if your research goes well you will probably revise your question as you learn and think more – so don’t worry about being too precious. Your initial question should be well formed and focussed, but it really provides you with steer to get started rather than absolutely defining your entire project. Understand key ideas and arguments Once you are clearer about where your project will focus, you will need to survey the scholarly territory, looking for influential and important ideas in that area. It may not be immediately clear what these are or where to find them, so a certain amount surveying work is still to be done before you engage really deeply with any source. If you are doing a ‘literature review’ for your project, this is one key stage of that process. So is my next suggestion – which involves critique of the ideas and arguments you have identified. Critique key ideas and arguments Only once you have done the initial stage of research will you be in a position to decide which sources to focus on in more depth. Once you have decided on this, you need to be thinking about really understanding them, analysing them and considering possible critical response – positive or negative – to their approach and claims. At this stage you are likely to find yourself going over a text ‘with a fine tooth comb’, possibly re-reading sections, or using other sources to help you understand them better. It is also very helpful to discuss the ideas you’re encountering with someone else who is interested in order to develop your own critical response to them. Reread for writing up One final possible response to our ‘why are you doing this?’ question is that you are writing up and want to go back and double check what somebody said. In all likelihood you will just be looking at a very brief section of your resource at this stage, but doing so very carefully to ensure that you have properly understood it ad not missed anything, These suggested responses offer one way of thinking about the stage you at in your research, and how it will affect your reasons for engaging with a source.
So, before launching into your reading, it ’s well worth taking a moment or two to consider your stance in relation to this particular text at this moment in time and stage in your research. Remember that you may revisit the same text with a different approach at a later date – what matters is why you’re reading this text now. Whatever stage you at in the EP process, you may find it helpful to think in detail about a number of practical factors that will affect the time and energy you put into your resource. Here are some considerations that you may find it helpful to draw on What do you aim to achieve with your reading? We covered many possible aims in discussion of stages on the previous slide. You may be able to think of others – for instance you might be looking explicitly for a counterargument to a particular view. What ’s your focus? You could be looking to develop your understanding of one particular thinker or idea; this might mean looking very differently at an article that mentions them in only one page, than if you were wanting to understand that article purely for its own sake. The key here is to try not to get distracted – at least not too often. What time do you have available? You may be on a 4 hour train journey, or you might have half an hour between lessons – so try to set yourself a task that you can complete in this time, so you don ’t leave it unfinished (and possibly not return to complete it). Is there something specific you don ’t know that you need to find out? If so, you might decide to ‘scan’ the text and only read relevant sections How closely should you read the text (what level of detail do you need)? You may be wanting to judge whether a particular argument is sound – in which case you will really need to look closely at the detail of the passage concerned. On the other hand, you might want to pick up a sense of the key words and themes relating to your topic, in which case you are likley to read more quickly with less attention to the nitty-gritty
In summary – here are some reasons why you should ask ‘why’? Your response might influence: the level of detail you look for in the text whether you decide to skip certain sections the quantity and type of notes you take the depth or level of detail of notes you take whether you decide to follow up references used by the writer (pointers to further resources could, in fact, be the main thing you are looking for)
We ’re now going to spend some time looking at a text you’re not familiar with. This activity is intended to help you to navigate through it effectively – perhaps surprisingly, the last thing you should be doing is actually sitting and reading it from start to finish. What you need - A book that relates to your project – such as a textbook or academic book with several distinct chapters or sections. (If you don ’t have one with you, use another book relating to any topic, this will still be useful practice). It will be best if you are not already familiar with the test
Bring a Book Activity 1: Quick question (Pause for 5-10 mins) Take 2-3 minutes: With the book closed on the desk, ask yourself Why am I looking at this book? Think about the factors we ’ve covered that you should consider – and try to provide an honest answer that reflects the stage you at in your project. Also think back to the factors we’ve discussed during the session already – for instance if you’re trying to plug a particular gap in your knowledge, or identify counterarguments to a view that you think is plausible. Take 2-3 minutes , tell the person next to you what you thought
[Hand out ‘bring a book’ grids if you’ve not done so already] The aim at this stage is to familiarise yourself with the book – with the layout, chapter structure, headings, where there are summary passages. Don ’t get caught out be noticing something interesting and stopping to read it fully – you have to be disciplined and not be distracted! Bring a Book Activity 2: Flick! (up to 10 mins) Have a quick flick through every page of the book, including the contents and index (you may want to do both of these before flicking through the body text) Your aim is to gain a structural overview of the book and what it ’s about, and to – subconsciously or otherwise – familiarise yourself with the text. You may find at this stage that you conclude that in fact the resource isn ’t what you’d originally thought, and isn’t going to be worth reading. This is a positive conclusion – you’ve probably saved yourself a whole afternoon’s reading by thinking carefully before you launch into it. What is probably more likely is that you’ll begin to get a sense that you want to look closely at one particular chapter or section, or to review certain elements – such as summary sections that occur throughtout the book – first.
Activity 3: Bookmark (5 mins) Go back through your text more slowly, mark pages or sections that you’d like to revisit with post-it notes or small pieces of paper – bearing in mind your responses to the first question you asked yourself – why am I looking at this text? Try not get diverted or distracted in the process. Look for subheadings or sub sections that you think really relate to what you what you are working on. You may also want to use the index, for instance if you are looking for information on a particular theory or thinker that you are hoping will be mentioned in the book.
Once you ’ve considered why you’re reading – and whether the resource is going to be useful at all - don’t start delving deeper into the text until you’ve also thought about whether you want to take notes, and if so what form those notes should take. Taking notes in some form or another can be a great way to maintain your attention. It can also aid understanding and retention. For instance you could jot down the main points that the author is making, trying to put them into your own words. However, notes must be fit for purpose. They should be selective (don ’t write down everything!). They should be relevant to your aims and focus. They’re not going to be any use to you in future if they’re not organised in such a way that they make sense. Organisation shouldn’t be elaborate though- notes should be easy to make, and easy to refer back to and use. You should now have a feel for the book or resource that you ’re looking at today. From the previous exercises, you’ll have a sense of it’s structure, and you’ll have absorbed a fair bit already about it’s overall content. Now you need to think about whether you want to read it more closely – and that means also thinking about note-taking.
When it comes to note-taking, organisation is the name of the game! Do not copy out large sections – words, paraphrased sentences, short phrases are easier to remember and take less time to write, and then to read when you revisit your notes later. Notes should make it easier to access ideas. Keep your title, question or sub-question in mind in order to direct your note-taking. You must resist the urge to just write down everything that is interest: your note-taking should be reasonably purposeful. As you go along, you should always note down the details you will need for your reference list: Author Title (Book) Date Publisher Website Remember to note down page numbers for quotations (or if your source is audio, such as a radio programme, note down the time into the recording that the point was mentioned). It ’s sensible to do this throughout your notes, in case you want to revisit a passage or idea. You don’t want to waste time later trawling through books or a recording trying to find an idea or quotation that you remember noticing but want to find more detail about – and can’t find. You should also think about the way that you take notes. You may find it easier and more intuitive to use a web or mind-map, possibly using images and figures as well as words. Other people will be more comfortable with a linear, list like notes. Whatever you do, leave yourself room to annotate your own notes – to go back over them and add in comments or further thoughts – so that you can keep these comments in the same place as you progress with your research.
Find your inner critic Note taking is also an excellent way to begin what you can think of as a ‘critical conversation’ with your text. Criticism can be positive as well as negative! It may even be non-judgmental, but simply involve open-minded questioning. As you are making notes, you should be recording not just what is said, but what you think. For instance, you may Do you agree with the writer? If you do, this might provoke you to go and find somebody who doesn ’t. On the other hand you may find you strongly disagree. The crucial thing to consider is why you have this response (try to be honest!) – is their argument or evidence very strong or compelling, or do you just like the conclusions drawn? Do you feel that certain points merit more research on your part? Maybe this will suggest where you should look next – for instance you may want to look at a text that the writer references Do you want to ask questions of the text (e.g. you want more evidence, other points of view)? Are there other problems with the text? For instance, you may think it just ignores an obviously relevant issue, or misrepresents the facts
FINISH THIS Activity 4: Practice note taking (extension activity if session is longer than 45 minutes: take c. 10 minutes) Turn to one of the sections or passages you have just bookmarked Read it through once Now read it again, pausing to take notes as appropriate – use your worksheet for suggestions as to what it might be good to write down You probably won ’t want to cover all the points suggested – only choose the ones that will help given your reasons for looking at this particular text Note-taking may sometimes seem laborious – you must try to judge what amount of notes is appropriate. And remember, the process of taking notes involves you doing important reflecting and thinking: this is absolutely fundamental to production of your project. The crucial thing to bear in mind whilst you ’re making your notes is that you’re not trying to transcribe (write a complete account) of everything that the passage says. You want to be making sure you grasp the general gist, and focus on particular details that seem important or interesting if you want to understand the subject matter. It will help you if you consider that you may be revisiting the notes in a few months’ time, for instance when writing your project report. So, not only do you need to get the content right but the notes need to be really clear and well laid out – it must be obvious which notes record what the author said, and which notes refer to your own ideas, comments and questions.
On your worksheet there are two sets of suggestions regarding what you might record in your notes. You could consider using two different colour pens – one for recording what the author says, another for recording your own questions and responses.
Remember – your time and energy is valuable and not unlimited, so use it wisely! Never open a book, or indeed engage with any resource for your research, without first asking yourself... … why am I doing this?