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In Short 4 page

 

Have a mini group discussion. Come up with a question from your study matter that would get a group going, something that people have opinions about or are interested in. A controversial subject is ideal here. Ask a few classmates, perhaps shortly before or after class, the question you came up with. Write in your notebook what you learned about the topic from that little discussion.


chapter



 

There are two main

ways of making

yourself understood in a classroom or training


situation: speaking and writing. Making yourself understood

boils down to focusing on

what's important and

then explaining it so that others can understand how you feel, what you think, and what you know.

Making

Yourself

Understood


 

 

peaking and writing are ways of

expressing yourself. When you express yourself, especially to

people who don't know you, you want to be as clear as possible; this will avoid any confusion about what you think, know, or feel. The casual way you speak and write to friends can be different from the more formal way you often need to speak and write for classmates and teachers.

Speaking and writing help stimulate your thoughts. Even speaking to yourself or writing in a private journal can help you think more clearly. In these cases, it doesn't matter how it comes out; you're the only one who has to understand what you're saying. But in order to be understood by others, you need to speak and write clearly and often more formally. You want to make certain that others know what you mean.

 

Say It in Words

"I can't describe it," said Louie. "Can't I just show you?"

"Try again," said his computer instructor; "describe, in words, how you just did that operation." Louie was stumped. Why was it so hard to explain something he knew so much about?

 

 

TIPS FOR CONSTRUCTING A SPEECH OR PAPER Me, Myself, and I

In order to make yourself understood, say or write what matters most to you about a lecture, book, or article. You get your point across better when you're involved with what you're saying or writing. A good way to focus on what's important to you is to use the magic word "I," (unless, of course, an instructor tells you to avoid this pronoun in formal writing). Here are some examples: "I had a clear picture in my head where the author talked about . . . " or, "I'm confused here," or, "I felt most involved with the part on...." Using your own point of view is an effective way to develop and clarify your ideas on a subject.

 

 

What Do I Say?

Hmmm, you have to come up with a topic and you're stuck. Since you want to talk about something that interests you, make a list of what you found interesting in the class. Carry the list around with you for a while and add to it as ideas come to mind. Narrow the list to three items. Then write next to each item why it interests you. Read the three reasons and choose the strongest. Voila! There's your topic.



"OK," you might say. "Now I have the topic, but I have to develop a specific focus." That's true; you're not going to be speaking all night or writing a ninety-page paper. Use the same approach you used for choosing the topic: Write quickly those things that first come to mind when you think of your topic. Now choose the thing that you like best about what you wrote. There's your focus.

 

Questions—AskingandAnswering

When writing an essay or paper or when preparing a speech, put yourself in the place of your reader or audience. Imagine what questions your audience might ask, and make sure the answers to these questions are covered in your speech or paper.

If it's a paper you're writing, then your reader will most likely be your teacher. What do you know about the kinds of things she wants to see in a paper? Anticipate the questions she'll be expecting you to answer. If it's a speech, the audience will probably be your teacher and your classmates. Because you're also a student, putting yourself in your classmates' place should be easy. What would you like to know about the subject? And what questions would you have about it?

 

What Do I Say About It?

Remember, writing and speaking trigger your thinking. Choose your weapon!

For ideas on what to say in your speech or paper, go back to what you wrote about the topic when you were coming up with your focus. Circle your strongest ideas and cross out those things that don't support your topic. Then ask yourself questions:

• "What other details are needed for my audience to have clear pictures in their minds of what I'm talking about?" or

• "How can I make the order of the information clear to my listeners?"

 

You could also list what the topic makes you think of, then make sub-lists of what the items you've written down bring to mind. Or you could talk into a tape recorder, letting the ideas come as if you were talking to a friend. When you play back your recording, make note of what you liked best and why, as well as what questions came to mind.

Making Pictures

Just about everyone uses imagery to some extent in making sense of what
they're listening to or reading. A good way of helping your listeners use
imagery is by telling a story. A small story often used by speakers to make
a point is called an anecdote. If used well, anecdotes can get your audience
involved and interested in your topic. Because anecdotes show by
example or explanation, they're good devices for helping people
understand what you mean. Whether you realize it or not, you're telling
anecdotes all the time! In talking with friends, you easily say something
like, "I remember when I ..." or "The other day Ron said the funniest
thing.......... "

Think of something you have recently read or listened to. What pic­tures came to mind? Was a story being told? Is there a little story of your own—an anecdote—that you can add to what you read or heard? Pay attention to the way authors, radio announcers, or even your best friend capture your attention with anecdotes. Try to adopt their methods.

making a speech

Not all instructors require you to make a speech in class, but some do. Some also might give you a choice between making a speech or writing a paper. Speeches can be written:

• As a paper, which you either read aloud, or (ideally!) use as notes and refer to when you need a reminder of what you want to say

• In outline form, which can help you keep your focus

• As notes on cards, containing key words or phrases, direct quota­tions, and any instructions you want to give to yourself (colored cards can help keep you focused; writing in bold black marker will make the cards easier to read).

 

Some instructors request a specific method of speech preparation. If you're given a choice, do what suits you. You may want to do a combina­tion of the above—say, writing out what you want to say, then making an outline as a reminder to yourself during the speech.

Are you comfortable talking to others? Then talk instead of reading. You might want to work from an outline or cards. If talking in front of a group doesn't come easily to you, read your paper—but make it sound like you're talking. This comes from several practice readings of your paper.

 

How Do I Say It?

When speaking to an audience, you want to be heard, and you want to be listened to. You want to speak clearly and loudly enough for the people in the back row to hear you. You can practice this by opening your hand and putting it over your diaphragm, which is roughly between your navel and chest. Stand straight so you can breathe in deeply; this calms you as it helps you speak loudly. When you are speaking from your diaphragm (feel the vibrations?), the sound carries farther than when you're speak­ing from your throat as most people usually do. Try speaking slowly, so every word is heard. Pause after you say something important.

 

Give Yourself the Time It Takes

Allow plenty of time to prepare your speech—and to practice your deliv­ery. Being unprepared for a speech isn't like being unprepared for a test; it could be a lot more embarrassing. Take days or even weeks to get ready.

 

Listen to Speeches

Check with your library for tapes of speeches. Tell the librarian what your interests are because it's important you listen to something you enjoy! Or listen to a speech on the radio or TV. Listen carefully, and take notes. Where and when does the speaker pause? Where and when does the speaker change her intonation or volume, speaking more loudly or softly? What kind of impact does this have on you as listener?

 

Get started

Begin by having a friend or family member listen to you talk about your topic. Ask him what he liked best, and what he would like to hear more of. You can also practice in front of a mirror, watching how you stand and move, and noting your facial expressions. Or make an audio or videotape of yourself.

Try the speech again, after revising according to your listeners' com­ments and your own ideas about what needs improvement. Have your lis­tener listen to this next version. Ask him the same questions, comparing the two versions. Be prepared to do another version. Try to get more listeners. The more practice you have, the calmer you'll feel and better you'll sound!

It's OK to have some stage fright. Actually, it's helpful. Being a little nervous gets the adrenaline going, so when you're making your speech, you're more apt to remember what you want to say and to deliver it clearly.

 

Get Comfortable

Think of yourself talking to a friend when you deliver your speech. Some people are comfortable looking at one person; some would rather look over the heads of the people in the room. See what works best for you.

 

WRITING: THE LONG AND SHORT OF IT

Some teachers might ask you to write a reflection of what you've learned at the end of class, or to keep a journal. Or you might have to write longer, more formal papers, like an essay exam or research paper.

 

When It's Informal—Writing on the Spot

Writing, especially informal writing in a short reflection or in a journal, is another form of talking. If you're comfortable talking, "talk" on paper. If images come to you more readily than words, describe the pictures in your head. Remember to focus on what you know best and to use the magic "I" word to keep this focus.

When you're finished writing, read your work over carefully. Make certain you said everything you wanted to say—and said it the way you wanted! Try reading it softly or to yourself so you can listen for anything that needs revising.

Louie, who we met at the beginning of the chapter, found that when he focused on describing the pictures in his head, his words made a lot more sense. When Louie used this tactic, the computer instructor under­stood exactly what he was trying to say.

 

When It's Formal—the Essay or Paper

Most teachers ask for some kind of formal writing, usually an essay or research paper. What's expected with this form is that your ideas be explained so that the reader is left with no confusion about the topic.

An essay is more formal than reflections, but less formal than a research paper. In an essay, you're proving what you know. (There's more about essays in Chapter 19, "Preparing for Essay Tests.")

The point of an essay is to communicate how you feel, and why


you feel that way. This means backing up your feelings and opinions with facts including references to readings and lectures. One good way to make sure you include important facts like dates, names, and events is to pretend you're writing your essay for a newspaper.

For a research paper, you are expected to research a topic and write about it clearly and completely enough so that you are, in essence, teach­ing someone else about your topic. If your instructor assigns a research paper, she will also most likely tell you how to go about using your research in your writing. It's important that you not let the research over­whelm the task of writing: communicating with your reader.

 

 

Getting Started

If you're asked to come up with your own topic for an essay or research paper, use the tips for choosing a topic for a speech. Begin as if you were writing informally. Use your learning styles:

 

Write down everything that comes to mind, then narrow down the items until you're left with one that appeals to you most.

 

Talk into a tape recorder, then write what you hear when you play it back.

Draw pictures, then describe your pictures in words. Make an outline or make lists.

 

doing whatever you're most comfortable with, come up with as many ideas as possible and then narrow your interests to a specific topic.

 

Stuck?

Have a friend act as your secretary, writing down what you say and ask­ing you questions to keep you going.

 

Organizing

Even though you're using formal English, you're still, in a sense, telling a story. Stories have a beginning, middle, and end. Organize your thoughts into three groups: the introduction, body, and conclusion. Creating order early on makes for a more coherent final paper.

 

Be Your Own Editor

Look at your draft with your eyes wide open. Circle what you like best, check what makes that stronger, cross out what gets in the way. Rewrite, putting the circled part first. Role-play. Pretend you're the editor of your favorite publication. Pretend somebody else wrote your draft. What ques­tions do you have for the author? Write them down; answer them. Decide where the new information should go. Re-write, including your answers.

Another good way to edit is to turn your draft into a jigsaw puzzle. Make a copy of it to keep whole and refer to. Cut up the other version, paragraph by paragraph. Move the paragraphs around. Which way makes most sense? What do you need to add to make the meaning clearer? If you work on a computer, cutting and pasting your writing back together is easy. Separate the paragraphs with lines or spaces and read each one as a separate unit. Move paragraphs around on the screen until they're the way you want them.

You think faster than you write. When you read your paper, you're likely to remember what you were thinking. Read aloud to slow yourself down and focus more on what you see. Pay close attention to any miss­ing words or word endings. A change of punctuation or spelling can change meaning; make sure your grammar and spelling are correct.

be a copy cat

^ftyf^i A nearly purr-fect way to improve your speaking and writing (and reading, too, actually) is to choose an article you really enjoyed from any newspaper or magazine. Read it aloud. Copy it, and read it again. Copy once more, and read again. The next day, choose another article and repeat. After a couple of weeks, if you do this every day, you should see a difference in the way you speak, write, and read.

In Short

 

When you speak and write, you're communicating to others what you think and feel and what you know. To be understood, create questions about your topic and make sure that you answer those questions. In preparing a speech or writing a paper, focus on creating pictures with words and follow an order that makes sense. Answer any questions that come to mind. Use the magic word "I." Use anecdotes to help your audience understand your point and get involved in what you are saying or writing.

 

 

Practice Tips

If you're more comfortable speaking than writing, try speaking into a tape recorder. As you play it back, write down what you said. This is a good way to hear yourself speak, too.

Draw a picture of something simple. It could be a cup and saucer, a tree, anything. Then write a description of it so clearly that someone else could draw the same picture from what you wrote. Give the writ­ten description to someone; ask them to draw exactly the picture they see in their heads. Compare the new picture with the original. Write in your notebook what helped you write your description.


 


chapter



 


You can work with a buddy whether you are both studying the same thing or not. Your buddy can be a friend, family member, or classmate. By making yourself understood, listening carefully, and working with both your learning style and that of your partner, you'll get more out of studying. And you'll have more fun, too!

 

 

Working with a Study Buddy


 

tudying can be nerve wracking. Maybe

you've heard yourself say things like:


• "I don't remember seeing this problem before!"

• "I don't know what this means!"

• "I don't know if I'm right or not!"

• "I'm having a lot of trouble focusing."

 

You'll probably feel a lot less pressured if you've got someone else to work with. When you work with a partner, you have someone to bounce ideas off of, discuss things with, and ask questions. Here's how a study buddy can help:

 

• If you're working on the same problem, one of you might know the answer and can help the other; if neither of you knows it, you can figure it out together.

• If you're not working on the same thing, your partner can ask you questions to help you focus your studying. He can also quiz you on the material and help you pinpoint your weak areas. And of course, you can do the same for him!

 

 

Two Heads Are Better Than One

Jack: "What a waste of time. I don't know why the sociology instructor showed us that movie. Nothing much happened in it." Jill: "I disagree. I was really impressed by the way the people of the village stuck together and the way they treated their children." Jack: "That's true. I was surprised. You'd think those kids would be spoiled by all that affection, but it was just the opposite. They really cared about each other. I guess that's why the instructor showed it. But it was still too long."

Jill: "I didn't understand the part about the government workers coming to the village. Why couldn't they just leave the villagers alone?"

Jack: "I kind of liked that part; there was more action, with the trucks coming in and the villagers protesting. I guess it had some­thing to do with the government trying to change the economy, trying to help the villagers get regular jobs instead of digging for roots."

Jill: "I hadn't thought about that. That makes sense."

What happened here? Both Jack and Jill saw the film a little differently after reflecting and discussing. Jack began to make more sense of the human issues in the film and Jill began to make more sense of the political ones. By working together, they made sense of something that was puzzling at first. They figured out much more than they would have working separately.

GETTING STARTED

You may not be aware of it, but you already know how to work with a study buddy. Whenever you discuss a film, newspaper or magazine article, or event with a friend, you're "working" with a buddy. If you saw the film or read the article, your friend might ask, "What did you think about it?" maybe adding, "I heard it was ..." or, "I've been meaning to see it myself." Your friend is helping you remember what you saw, heard, or read by asking you that general question.

As you think back on the film or event to tell your friend, you might think about it a little differently than you did when you saw it. Since your subconscious has had some time to pull it together, you're more apt to have a clearer opinion of it now. Your modified thoughts were triggered by your friend's questions.

If the two of you had experienced the same thing, you would be prompting each other, even if you had very different reactions. The idea of working with a buddy isn't to change someone's mind, but to help that person be more aware of what they're really feeling and thinking.

 

Finding a Study Buddy

You probably know at least one person in your class. And most likely you have some classmates' phone numbers in case you miss a class and need to borrow notes or be filled in on what happened. You could ask one of these people to study with you.

But maybe you're not in a class. Maybe you're preparing for a test you have to take on your own, like a civil service or certification exam. Or maybe your schedule doesn't match any of your classmates'. In that case, look to a friend, coworker, or family member who you think would be willing to work with you.

 

Finding the Right Study Buddy

Whomever you choose, you want to work with someone who:

• You're comfortable with

• Is responsible: who will keep study appointments, who takes learning seriously—and takes you seriously

Friend or Not?

You may think that your best friend or closest family member will be your best study buddy, and that can be true some of the time. For instance, if you're terribly intimidated by the material you're studying and your best friend or younger sister is the kind of person who gives you the con­fidence you need to do well, this person may indeed be the best study buddy you could possibly have.

But there are drawbacks to working with someone you know well. You might be tempted to spend your study sessions talking about things other than the topic at hand; you might not get much studying done! If you study with someone you barely know, you have less to talk about and are more likely to stay focused on the study material. Whoever you decide to work with, make sure you use study sessions for their purpose: to learn the material, prepare for a test, or complete an assignment.

 

Using Learning Styles

When you're working on a project, which is easier for you? Starting it, developing it after it's started, or bringing it to a close and finishing it up? What's more comfortable for you may be connected with your learning style. Those who learn best by doing often find starting comes easily to them. People who like to use images are often adept at "keeping the ball rolling"—developing ideas after a project's begun. Sequential learners are often naturals for developing and completing a project on time.

It's not a bad idea, then, to try to find a study buddy whose learning style is different from your own. If you're good at starting projects but lose steam once things are underway, wouldn't it be nice to have a study buddy who will help you keep it going and get it done by the deadline?

 

Setting Upa Time and Place

It's important for you and your study buddy to meet fairly regularly. Try an hour a week to start. Decide together what days of the week and times are best for you both.

Decide where you'd like to meet. You could take turns going to each other's home. Some libraries have meeting rooms that you can reserve ahead of time; such neutral territory might be the ideal place to keep you focused. Does your place of work permit after-hours meetings? Is there a quiet coffee shop nearby? You want a place that's free of distraction and convenient for both of you.

 

GETTING THE MOST FROM YOUR STUDY BUDDY

Here are some tips for how you and your study buddy can work together.

 

Set an Agenda

The first thing you and your study buddy have to decide is how long your session will be and what you want to cover in that time. Be realistic when you do this; don't try to cover fifty pages of your textbook in an hour. You may also want to set aside specific portions of your time for special purposes, such as:

• At the start: Five minutes at the beginning for sharing news of the day or airing complaints. If you set aside a specific time period for talking about how yesterday's math test was or what a lousy day you had, you won't be tempted to spend any more time on it dur­ing the rest of your session.

• At the end: Five to ten minutes at the end for reviewing what you've just learned. Spending time reviewing will help you solid­ify what you learned and clarify what you still need to work on.

 

Use Your Time Together Well

Here are some things you and your study buddy can do to help each other understand the material:

• Explain to each other what you already know.

• Help each other find out what you don't know.

• Ask each other questions.

• Help each other find the answers.

• Make connections between what you've just learned and what you already know.

• Give feedback in preparation for an essay or in-class speech.

• Test each other on what one knows and the other doesn't. (There's more on this to come in Chapters 18 and 19 on test preparation.)


Using Your Learning Styles

Here's how you can work awith a study buddy, depending on whether your eyes or your ears are your strong suit.

 

If you learn best by seeing: As a visual learner, you might have trouble learning when you have to use your ears. Keep notes dili­gently. When your study buddy makes an interesting point, write it down. Keeping a log of study sessions will help refresh your mem­ory before a test.

If you learn best by hearing: Maybe you think more clearly when speaking. Ask your study buddy to act as your secretary. Dictate to her what you want to say in the written assignment you have to complete. It's important that she write down exactly what you say.

 

When You're Both Studying the Same Thing

There's a lot of comfort in working with someone who's going through the same thing you are! Jack, who we met in the beginning of the chap­ter, resented watching the film, yet, after discussing it with his study buddy, Jill, he came to a deeper understanding of it.

When you try to understand someone else's point of view, you become more open to new ideas. And when you explain your own point of view to someone else, you clarify it in your mind.

 

When You're Not Studying the Same Thing

There's a big advantage to you if your partner is not reading the same thing you are, because he or she is then in a better position to ask pointed questions about your study material. You're also compelled to give more complete answers because you can't assume your partner knows anything about the reading. This in turn gets you to better understand what you've read, and it helps you write more clearly about the reading.

If Jill had not seen the sociology film, she could have asked, "What was it about? What was useful about it?" and so on. Then Jack would have had to think carefully and explain it to her in detail.

GROUND RULES FOR STUDYING TOGETHER

Keep your heads clear and cool by showing respect for each other. You can do this when you:

• Appreciate each other's learning styles.

• Start with a positive point before criticizing.

• Use sensitive talk; be aware of each other's needs and perspec­tives; keep open minds.

• Listen attentively.

 

Appreciate Each Other's Learning Styles

To make the most of studying together, you both need to know what works for the other. Tell your buddy about your learning style. Tell her what you need and encourage your buddy to do the same with you. After all, you've both got the same goal: to learn what you're studying. You both want to get the most out of these sessions, so be clear from the start. You'll both appreciate the other's honesty.

There's a good chance that your partner will be a different kind of learner from you, so be prepared to work with his or her style as well as yours. The most pronounced differences in learning styles are between seeing or hearing, so focus on those. Also, since you and your buddy will be working on communicating with each other, what matters most is being able to understand what your buddy says, and to make yourself understood. The following guidelines should help.


Date: 2015-01-02; view: 670


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