 |
General Study
Notes
(Questions to Answer about Chapters)
(Same
Web Page for All Chapters) |
You may use these general methods of writing study notes on the chapters of your
choice in this textbook. What good is taking notes? It
dramatically increases your chance of remembering ideas in the chapter. In
addition, you might prefer this method of showing your instructor that you have
read the chapters, instead of taking quizzes or tests. Try to have fun and
be creative in your answers, and you'll enjoy writing your study notes more (and
probably remember more, too)!
It's important for you to know that there are four different ways or
"sets" offered here for writing your study notes. Why is there a
choice? It allows you to find a method more suitable for your own,
personal studying and thinking. In addition, the first two sets are for any
chapter, while the last two are not (they are only for the chapters on one
type of assignment--like a report or a book review--with written student
examples--"samples"--at the ends).
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"Set
A" 6+ Personal Responses--
to Any Type of Chapter |
"Set A" Directions (A Minimum of Six Responses to
Parts Throughout the Chapter):
- Choose 6+ parts, ideas, or activities in the chapter.
These 6 or more parts should be well spread throughout the chapter--so you can
demonstrate you have read the entire chapter. Then respond to each
part. How do you respond? There are some prompts at the end of
these "Set A" Directions; you may use one or more of the prompts,
or others that are similar.
- WORD COUNT: Write a
total of 150 words or more on all the parts combined. (If
you cut and paste part of this page into your own responses, you may count
only your own, actual responses as part of your 150+ w.)
- SEPARATED POINTS: Write them freely, but separate them
clearly (use a bulleted list, add an extra line space, or start each response with a
subtitle such as "Response 1," "Response 2,"
etc.).
- COMPLETE SENTENCES: When you respond to each point, you should do so by writing
at least one complete sentence, in order to maximize your development of
your thoughts about the chapter. You should show sufficient detail
about all of the chapter's parts such that someone reading your comments can tell you have read
all of the chapter (and any samples, if the chapter has samples).
- TONE: Be as honest as you want in responding to the chapter, as
long as you are polite and positive in tone. You are not critiquing the chapter, but rather
sharing your own experiences, thoughts, and feelings.
- TITLE: If someone else (such as an instructor) will read your
study-question answers, you should write "SET A--Personal Responses" at the top of
your page somewhere.
- PROMPTS: (Choose freely--one or more--or use
something similar.)
- What ideas, examples, or methods throughout the chapter did
you especially notice because they make a lot of sense to you? Why
and/or how?
- What is your experience with one or more of them?
- What is your own explanation for or summary of them (in
your own words)?
- What variations, additions, further thoughts, or examples
could you add to them that might help other students?
- What are your personal experiences relating to this
chapter? What have you experienced, how or why, and what have you
not?
- What have your friends or family experienced about the
activities mentioned in the chapter? How or why?
- How do one or more parts of the chapter make you feel,
positively or negatively? How or why?
- What kind of person would you be if you regularly
experienced one or more of the activities mentioned in the chapter? How
or why?
- How might you possibly change yourself in the coming months
or years to make yourself into the kind of person who experiences in a
positive way the activities mentioned in the chapter?
Return to beginning.
|
|
"Set
B" Summary of 6+ Points/Parts
in Any Type of Chapter |
"Set B" Directions (A
Summary of 6 or more main points Throughout the Chapter):
- Choose 6+ main, important points or parts in the chapter.
These 6 or more points/parts should be well spread throughout the
chapter--so you can demonstrate you have read the entire chapter. Then
summarize each point or part. How should you summarize? There
are some prompts at the end of these "Set B" Directions; you may
use one or more of the prompts.
- WORD COUNT: Write a
total of 150 words or more on all the parts combined. (If
you cut and paste part of this page into your own summaries, you may count
only your own, actual summaries as part of your 150+ w.)
- SEPARATED POINTS: Write them freely, but separate them
clearly (use a bulleted list, add an extra line space, or start each response with a
subtitle such as "Point 1," "Point 2,"
etc.).
- COMPLETE SENTENCES: When you summarize each point, you should do so by writing
at least one complete sentence, in order to maximize your development of
your thoughts about the chapter. You should show sufficient detail
about all of the chapter's major points such that someone reading your
summaries can tell you have read
all of the chapter (and any samples, if the chapter has samples).
- TONE: Be factual and logical. You are not critiquing the chapter, but rather
logically and fairly summarizing what it says.
- TITLE: If someone else (such as an instructor) will read your
study-question answers, you should write "SET B--Summary" at the top of
your page somewhere.
- PROMPTS:
- You may write a sentence for every one to three
screens, summarizing that screen or set of screens.
- Instead, you may choose six to twelve points you think
are important or major points, and write a sentence or two summarizing
each one.
- You also may, instead--if the chapter is divided into
several distinct parts--write one or more sentences of summary of each
part.
Return to beginning.
 |
"Set
C" Answers to 6+ Questions--
for Chapters AND Their Sample Papers |
"Set C" Directions (Recommended:
a Minimum of 6+ Answers and a Summary of the Samples):
- This option is only for the type of chapter that has four
main parts clearly showing at the top of the beginning screen:
"Introduction," "Basics," "Advanced," and
"Samples." Read these four parts. (Do not use
"Set C" for general or introductory chapters without these four
main parts.)
- Choose 6+ questions from the list at the end of these
directions. Answer them; then write a summary of the sample papers.
- WORD COUNT: Write a
total of 150 words or more: 100+ w. in answers and 50+ w.
in summarizing the samples. (If you cut and paste the
questions, you may count only your own, actual answers as part of your 150+
w.)
- SUBTITLED POINTS: Write your answers freely, but provide an
underlined subtitle for each one, using the number of the question
(e.g., "Question 2," "Question 5," etc.)
or, at least, an extra line space between each one, with the proper question
number at the beginning of each answer ("3.," "5.,"
"8.," etc.).
- COMPLETE SENTENCES: When you answer to each question, you should do so by writing
at least one complete sentence, in order to maximize your development of
your thoughts about the chapter. You should show sufficient detail
about all of the chapter's parts such that someone reading your answers can tell you have read
all of the chapter.
- SUMMARY OF SAMPLES: Remember to write a brief summary of
all of the sample papers, too: 50+ words of summary.
- TITLE: If someone else (such as an instructor) will read your
study-question answers, you should write "SET C--Answers &
Summary of Samples" at the top of
your page somewhere.
- QUESTIONS:
- Why is this type of paper written, and what kinds of
readers does it have?
-
What is a definition of this type of paper? Answer
this in your own words in one or more sentences each:
(a) describe what this chapter's type of paper is or
does,
(b) suggest one or two similar types of papers or methods
of communicating, and how this
chapter's paper differs from them, and
(c) mention an example or two.
- What is the primary organizational structure (the main body
sections and/or related parts) of this paper? You may choose to answer this
in a sentence, in outline form, or by drawing it and then writing the
various parts into boxes, circles, or other "cluster" or
"tree" diagrams.
- Check the "Table of Contents" ("WSW Home
Page"). In your opinion, what other type of writing in this
textbook (or elsewhere in life) would appear to be similar to this one, and
why or how? (If you are in the early part of the course, try to guess
at some answers to this question.)
- Check the "Table of Contents" again. In
your opinion, what other type of writing in this book or in real life would
appear to be very different from this one, and why or how?
- What is an example of a subject, problem, or issue that you
as an individual might choose for a paper like this? (You may be imaginative
in choosing an example.)
-
Using the example from "6" above, what contents
might you have for the organizational parts (introduction and body sections)
of this paper?
Don't just answer this by saying things like "an
introduction and three sections"; rather, suggest actual contents.
If, for example, you were exemplifying a thesis paper, your answer to this
question might be to write four sentences as follows:
Introduction: Children
should be more respectful of each other."
(main subject sentence)
Section 1: "First, this is true because respect allows for an
atmosphere of trust."
(topic sentence 1)
Section 2: "Second, this is true because respect encourages
emotional growth." (topic
sentence 2)
Section 3: "Third, respect causes more intellectual
interaction." (topic
sentence 3)
Please answer this in outline or list form, as done above,
with the name of each section underlined: e.g., "Introduction,"
"Section 1," etc., and your contents sentences--your main
subject sentence and your topic sentences--afterwards.
- Does this type of paper, according to the chapter, probably
require a lot or a little revision for you? Why and/or how? What
kinds of things especially may need revising in this type of paper,
according to the chapter?
- How do you feel about this kind of paper, and why or in
what way?
- Consider one or more of the special "critical
thinking" points, if this chapter has them. What do you like or
dislike about one or more of them? Why?
- Have you done any type of writing in the past like the
writing described in this chapter? Why and how? Describe both
similarities and differences between that experience and what is described
in this chapter.
- If you were a teacher, what are some questions that you
could ask about the contents of this chapter for discussion by your
students? What kinds qustions might lead the students to more deeply
connect the chapter's contents with their own work?
- What are some key words in this chapter, what do the words
mean, and why or how are they used in the chapter?
Return to beginning.
|
"Set
D" Answers to Six Questions--
about Just the Sample Papers |
"Set D" Directions (Recommended:
a Minimum of 6+ Answers about All the Sample Papers):
- This option is only for the type of chapter that has four
main parts clearly showing at the top of the beginning screen:
"Introduction," "Basics," "Advanced," and
"Samples." Read these four parts. (Do not use
"Set C" for general or introductory chapters without these four
main parts.)
- Then choose 6+ questions from the list at the end of these
directions. The questions are only about the sample papers, and you
only need to answer them by talking about the sample papers. You must
talk about each sample paper so that you show familiarity with all of them
(if there are more than two).
- WORD COUNT: Write a
total of 150 words or more: 150+ w. in answers. (If you
cut and paste the questions, you may count only your own, actual answers as
part of your 150+ w.)
- SUBTITLED POINTS: Write your answers freely, but provide an
underlined subtitle for each one, using the number of the question
(e.g., "Question 2," "Question 5," etc.)
or, at least, an extra line space between each one, with the proper question
number at the beginning of each answer ("3.," "5.,"
"8.," etc.).
- COMPLETE SENTENCES: When you answer to each question, you should do so by writing
at least one complete sentence, in order to maximize your development of
your thoughts about the samples.
- TITLE: If someone else (such as an instructor) will read your
study-question answers, you should write "SET D--Answers about
Samples" at the top of
your page somewhere.
- QUESTIONS:
- What is the key/primary/central thesis or
problem-and-solution of each sample paper?
- What central/primary groupings or overall structures of
ideas, facts, examples, sub-arguments, research, etc. are used in each
sample paper to support the central thesis or problem and solution?
- Who or what is the natural--the normally expected or
assumed--audience for each sample (other than "the
teacher")?
- What would appear to be the normal position, jobs,
levels, and/or types of writers of the samples?
- What is the primary tension in each sample? That is,
what is the problem that the paper seems to be fighting against, disagreeing
about, or trying to resolve? (The tensions can be intellectual
problems or real job- or life-related ones, depending on the types of
samples.)
- What would appear to be the writers' normal main purposes
in writing these sample papers (other than "to get a grade,"
etc.)--what do they hope to accomplish?
- What kinds of goals, results, or outcomes do the writers
seem to have in their samples?
- What styles or tones do the writers use in their samples:
give an example or two of each and explain what kind of style/tone it is.
(E.g., an academic paper might have a strict factual tone, a strongly
argumentative one, a friendly or neutral one; what tones are there, what
examples can you give, and how/why are the writers using these tones to
accomplish their goals or purposes in writing the sample papers?)
- How do the writers use the mechanics of word choice in each
sample: what types, lengths, and simplicities/difficulties of words are
used, and why/how?
- How do the writers use the mechanics of sentences in each
sample: what types, lengths, and simplicities/difficulties of sentences are
used, how are typical sentences developed from first sentence to last, and
why/how?
- How do the writers use the mechanics of paragraphing in
each sample: what types, lengths, and simplicities/difficulties of
paragraphing are used, how are typical paragraphs developed from first
sentence to last, and why/how?
Return
to beginning.
Most recent update: 1-19-05.
With
thanks to an oral conversation with Michael Berndt, Normandale Community College, for B-12; and to Leslie
Caferelli's "Writing to assist processing" (private handout) for C-13.
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