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The purpose of this document is to help you get better grades. Some of the ideas and suggestions may be familiar to you, others will be new. ALL of the techniques presented in this booklet are "tried and true"--that is, other students have used these techniques and have found that they work. If you use these ideas you'll find that your grades will steadily improve.

In approaching this document you may want to set a little time aside each day so you can read one section or two a day. We wouldn't recommend reading it in its entirety all at one time...too much information will be lost trying to read it that way.

Few students talk about how they get better grades than other students. Sometimes a student doesn't even know he or she is using a special technique since so few have been trained in knowing what techniques there are for getting better grades.

The information in How to Get Better Grades in College represents the experience of many faculty and hundreds of students from over a dozen college campuses. Throughout this document you'll be reading about the many techniques which can be used to improve your grades. This document was written with many students in mind - each of whom, like you, is very unique. We assume you'll modify the techniques presented so they "fit" better with your way of doing things.

Some of the words used in the booklet may be new to you, or perhaps you've heard them before but you're not sure what they mean. If you already have a dictionary, then keep it with you as you read. If you don't have a dictionary then this is an excellent time for you to get one - you'll find it useful while reading your classroom texts and other assigned readings.

Words give a person the ability to communicate more accurately - to be understood by others. The use of a dictionary will expand your vocabulary and expanding your vocabulary expands your knowledge. Each new word you learn makes you more articulate, more easily understood. This becomes a major issue when taking essay exams, writing term papers or reports and in verbally communicating with your professors and others. It should also enhance your job performance following graduation.

One of the more common problems experienced by college students is an inability to fully comprehend or understand the texts being used in the classroom. If you've already exhausted most of the ways of getting the information clarified, then check for the meaning of certain words and concepts by looking in a dictionary.

Take a good look at yourself. What kind of grades have you been getting so far? How much improvement are you willing to work for? How much time are you willing to dedicate to studying and improving your grades? Are you serious about wanting to improve your grades?

You need to determine what it is you want. You're probably taking more than one class. Do you want the same grades in ALL of your classes? Is that a reasonable expectation? Maybe you'd be happy with an "A" in two courses and "B"s in the others? Think this one out and set realistic goals for yourself.

If you set your goal at an "A" in course X, do you expect to get an "A" on every single exam and assignment? You may, but this is highly unlikely. It is just as important to realize that it may be a matter of getting a "C" in the first exam and steadily improving your grades over the length of the course. For some of your profs this indication of improvement may have a bearing on your grade for the course. Steady improvement is a realistic goal and one which most educators will reward.

The point we are trying to make here is that you need to realistically identify what grades you want and in which courses you want them. In the future, you'll be declaring a major (or perhaps you've already done this). You might consider working for higher grades in your major-related courses--especially since they're related to your future employment or graduate school. Perhaps you can perform well in ALL your classes--time will tell!

Some students set aside a special time each day for studying. Some put off studying until the last minute...and their grades usually reflect this lack of preparation. Others have learned how to manage their time effectively so that they have time to play, time to eat and sleep, and still have sufficient time to study.

If you want better grades you'll probably find that scheduling study time is a necessity. A general rule of thumb is about one (1) hour of study for each academic credit hour. A 16 hour course load would involve about 16 hours of study per week. You might set aside four week days each week and spend four hours studying each of those days (probably in one or two hour sessions spread throughout the day and evening). That would result in 16 hours of study a week. It's a nice schedule.

First, you get four days of uninterrupted time during which you can study (taking a break every 20 or 30 minutes for about 5-10 minutes to keep yourself fresh). Second, you get one week- day off with no necessary studying to do and you get the weekend off. Of course, you'll tuck in the hours where you have them available. To help you determine how much time you have and where it is, let's create a little tool you can use. You'll need a pencil and eraser.

We've created a Time Chart for you to print out and use. You may want to make copies of it so you have a fresh copy each week. Fill in the time blocks with your known time commitments such as classes, religious services, club meetings, eating and sleeping time, sports and other activities in which you know you will be participating and which will be taking time out of your daily schedule.

The time slots remaining are those from which you may choose study periods for yourself. Let's hope there are at least as many hours as needed (1 study hour for each academic credit hour in which you are enrolled).

In determining which hours are best for studying you might keep in mind that you probably perform better at different times of day. Maybe your best period of concentration is in the morning, perhaps just before lunch or late in the evening when everything is quiet. Try to choose hours for studying when you know that you can get some peace and quiet and concentrate on what you are going to do.

We are not suggesting that you must now lock yourself into a rigid and imposing schedule. We mean to do something very different than that. We want you to see that there already is time available for your study needs. If you're like most people, there's a bit of wasted time in every day during which you could be doing something productive.

At least by checking with your new time schedule now and then you'll be paying more attention to how you spend your time. In the last analysis, it's you who has chosen to spend time the way you do. It's you who must determine if there are other ways in which you could spend your time to help you better reach your goals.

The point being made here is that the high-grade students have, generally speaking, learned to use time to their own benefit. They are not the slaves of time as long as they use the time they have wisely. You can do the very same thing.

We have spoken with hundreds of students and one point has become very clear: good students (defined as those getting good grades) usually have one place to study and that is all they do there. Some like to work in their bedroom at a desk, others read in bed, some do their studying at the library and have their own special studying room (called a study carrel in most libraries). The importance here is in having a place where all you do is study.

Your mind needs to be kept from wandering off to thinking about other things. Having a special place to go where all you do is study can help towards creating an environment which aids in concentration. Remember, when you concentrate on what you're reading you save time. In this respect, you will accomplish more in less time.

We have found that students can more easily get into the mood for studying, and can study longer and more efficiently, when they have a "special" place to study. Look for your special place. Here are some tips on certain features your place of study might have:

Each person works at a different pace. "Pace" refers to two things. First, there is the amount of work you can complete within a given period of time. Second, there is the amount of time you can study effectively. Pacing, therefore, refers to setting a sort of rhythm to the amount of work to be done and in scheduling (pacing) the time needed to finish that work.

As you incorporate the techniques discussed here you should find your pace changing ... you'll actually MAKE changes in it. As a result of your efforts, you should be able to increase the amount of work you complete in a given period of time.

You need to determine at what pace you work now, then decide at what pace you would like to work in the future. Pacing is a goal in itself. If your goal is to double your study time (for example, you study 8 hours a week now and you want to increase that to 12 hours per week because you're taking 12 academic credit hours of classes) then increase the amount of time you study a little each week until you are satisfied that the time given to study is sufficient for completing your studies on schedule.

If you want to read faster (and who doesn't?) then establish how fast you read now. Get a clock or a watch with a second hand. Choose some new material to read which is similar to the kind of reading you are most often required to do. Read for at least three (3) minutes and then stop. Count the number of words you read in the three minutes and divide that number by three to determine how many words you read per minute. Average readers will read at the rate of about 200-300 words per minute. Nearly anyone--including you--can double their reading speed without losing the ability to remember the material. All it takes is a little direction, time and effort. (Do a search on Google for "how to speed read" for helpful hits on reading faster and retaining more information while you're doing it.)

This is not a course in speed-reading. There are such programs available and they do work for most of the people who stick with it. You can usually find out if there is such a program or clinic in your community by checking with your college or university English department. We can, however, offer some suggestions on what you could do, by yourself, to increase your reading speed.

This isn't guaranteed to work, but if you try it and time yourself again, you'll probably see a surprising increase in the number of words you read each minute within the first few days of reading exercises.

To develop these speed-reading techniques you need to choose one technique to work on at a time. That is, first practice concentrating as you read. Get yourself to a point where you can read for 20-30 minutes without a break and without letting your mind wander. You'll probably be surprised at the amount of material you were able to read in that period of time and how much of it you remember. It's the power of concentration.

Be sure to catch yourself if your thoughts wander. If it's very difficult to keep your mind from wandering then try this simple technique. As a thought comes to you which is completely unassociated with the reading material, write that thought down (something you need to do, someone you need to talk to, whatever it might be). Once you've written that thought down on a separate piece of paper you don't need to think about it anymore until you are finished with your studying. The idea is to get the thought out and on paper so your mind doesn't keep recalling it.

Once you feel you are doing better on the concentrating, then try to practice reading in such a way as to not allow yourself to re-read anything. One of the most common problems leading to slow reading is the tendency to go back over material that was just read--even if it's only going back to read the last word. This is very time consuming, creates diversions in your smooth forward reading and is indicative of the fact that you probably aren't concentrating as well as you could.

Continue adding techniques until you have incorporated all four of those mentioned. By the time you finish adding and mastering the last technique, you should time your reading again just to prove to yourself that there are things that you can do to increase your reading speed. Can you imagine how much easier the academic experience (if not most things in life) would be if you could read 3 or 4 times faster than you do now? For every 3 or 4 hours you read now you could be reading for only an hour and accomplish the same thing!

If you're like most students, studying doesn't come easily. For years we've been discouraged by techniques of modern-day mass education and the result has been that "study" has become a dirty five-letter word. Perhaps it would be better if we substituted "study" with "growth" or "experiencing" or "learning" ... something with a more positive feeling to it.

It's important that you develop a positive attitude concerning the act of studying. Getting better grades will result in visible, tangible rewards. This should help in developing a positive attitude towards studying. If nothing else, your desire to find employment after graduation should motivate you to learn to enjoy studying. More than likely you'll be studying something or other for the rest of your life.

In summary, here are five things to think about and act upon in your pursuit of better grades.

Finally, a basic rule of effective studying is that you are and feel prepared. There's nothing quite like it. Have you ever noticed how some students can be found in hallways or at their desks just before an exam and they're hurriedly going through their notes or the text? Are you one of these people? You can almost see the desperate and panicky look in their eyes! They usually don't do that well on their tests because they were not prepared.

Don't let yourself get in this situation. Read your assignments ahead of time, prepare your outlines or term papers and projects ahead of schedule. You'll walk into exams relaxed and ready to perform well. You'll have enough time to show your professor your written work and still have the time to modify it if there is such a need. No matter how you look at it, you are prepared, relaxed and have increased your odds of performing better.

How do you get prepared? Study regularly and complete assignments early. One of the benefits of being prepared ahead of time is that you have more time to relax and enjoy yourself without worrying about how you're going to finish the assignments on time. That worrying can, as you know, become a heavy burden. Of course, to be prepared you must know what assignments there are and what the deadline is for completing them (when are the tests, when is the term paper due). Keep a good, updated record of due-dates and deadlines.

You may find that some of your profs make adequate preparation a difficult task by being unclear about when exams are scheduled or what the daily work in the class will consist of. They may even change dates for exams and papers without much advance notice. If you are getting confused in the class as to exactly what is due and when, make an appointment with your professor (this is recommended anyway and we'll come back to it later). During the appointment get a clarification of dates. Generally speaking, you'll find your profs cooperative and appreciative of the fact that you care enough about your participation in class to come in and clear this matter up for yourself.

Being prepared means that you have everything with you that you will need in order to complete your studies for the day (books, notebooks, pencil, pen, eraser, ruler, graph paper--whatever it is). It would be a shame to break your readiness for study by realizing you have to run out and buy something you need for your assignment before you can even get started.

Keep a pocket-sized or notebook calendar with you in all your classes and when you study. Keep a record of assignments, tests, papers, field trips and anything else that is related directly to your class work. And don't forget your dictionary. Keep it with you when you're reading as well as when you're writing a term paper. More about this when we talk about the "Seven Deadly Sins."

No class would be complete without required reading materials. The most common form of reading material is the college textbook ... another dirty word to many students. Before we talk about how to squeeze information from a textbook we should talk about the books themselves.

Often expensive, much too long and laboriously written, the textbook lives on. Since you'll be reading several of these texts, it's worth our while to spend a little time learning how to use the average text.

If you've read many texts, you've probably found they share some similarities. Important similarities include their tendency towards organization by section, chapter and subheadings. They usually contain a table of contents, a subject index at the back of the book, summaries throughout chapters or at the conclusion of each chapter, a glossary of terms, footnotes and, perhaps, a few discussion questions at the end of each chapter or section. We're going to look at each of these parts of a text in order to determine how each of them can be used to increase your understanding of the material in the text and save you time by finding ways to speed-up the process of reviewing the reading prior to exams.

Nearly all texts have a well organized table of contents. Take out one of your textbooks and open it to the Table of Contents (at the front of the book). It's either broken-down by sections, parts, chapters or articles. There may be other words used to categorize the contents of the book but the point is the same: there is organization to the book and it is organized that way because the author feels it makes sense. If the author has written an introduction to the text you should read it.

In the introduction (abstract or preface--it goes by several names) the author will indicate the reason for the organization of the text. There may be similar introductions throughout the book between sections or chapters or elsewhere. They are an integral part of the reading assignment you are giving yourself. Within these introductions you will probably find additional information which will be of use in your efforts to get better grades. The organization of the book becomes your guide for studying.

As you read the text circle or HIGHLIGHT the major headings and subheadings of each chapter. As you read each portion of the chapter summarize that portion with a few well-chosen words (do this in the margin). At the conclusion of the chapter write a brief summary of the contents in your own words. You will be reviewing these margin notations before each exam. When it comes time to study for a text exam you'll find reading the marginal notes you have written in the text will help. By reading a few well-chosen words you will be able to summarize the chapter in minutes! Your summary at the end of each chapter should be especially helpful when dealing with essay questions. The main concern in writing your chapter conclusions is in identifying the major point(s) raised in the chapter.

If you want to be very thorough, you might generate a list of new words found in the chapter. Find the definition of these words and write the definitions down. Make sure the term isn't already defined in a glossary of terms at the conclusion of the book.

Underline sentences that seem to get a point across to you especially well or which seem important to the theme or topic of the chapter. Clip or fold the corners of pages which contain information about which you still have no clear understanding or which contain tables, graphs or other information you feel is important to know. Make sure to clarify what you don't understand by talking with your professor.

While some students may take a half hour to re-read an entire chapter, you'll review it in minutes and still have time to go back and pick out more difficult information to learn. You'll save time but, more importantly, you'll probably retain more for the test. Needless to say, when you feel you know the material you won't find exams nearly as threatening as you may have in the past.

If the book was well written, you'll find at least three kinds of summaries. The most common is the summary at the conclusion of the chapter. The second type of conclusion is found in an "abstract" of the material to be read. Abstracts are found at the beginning of the material rather than at the end. It is, actually, a review or overview of the contents of the article, chapter or whatever.

The least found form of summary is the one at the end of a paragraph or thought. These are found throughout a chapter. This is an unusual form of summary to find but the principle behind it is worth knowing about. In most paragraphs (and sometimes it takes two or more) there is a point being made--something in particular the author is trying to explain or express.

You can capture the essence of what that paragraph is about. Once you've read the paragraph you can take a few seconds to think of a few words which would represent what the author was trying to say. Write them in the margin of the book next to that paragraph. Before exams, or if you are reviewing just to keep up your participation in class, a quick review of the marginal phrases you have written and it's just as though you had reread the entire chapter word for word!

Some students have found that there is another technique for reviewing the text prior to the exam. Before we talk about this other technique we assume you have already finished reading the assignment. In the final review, read the first or second sentence of a paragraph and then read the last sentence or two in that paragraph. Depending upon the abilities of the author of the material, if he or she was well organized, you would find an introduction to the "idea" or "theme" of the paragraph (or set of paragraphs) in the first sentence or two. Similarly, you would find a summary of what the paragraph said in the last sentence or two. This is nice to know if you are looking for another way to review the material.

In summary (not bad, huh?), your first reading of the material gives you an idea of what the topic and organization of the material is. During this time you also become familiar with the vocabulary of the material and the major points of concern to the author. You have identified this vocabulary and the points of concern by underlining or by putting a checkmark next to important sentences or paragraphs. You have familiarized yourself with the territory, so to speak.

Your second reading is more review oriented. You read each of the headings, the subheadings beneath them, the marginal notes and underlined or highlighted sentences within each of those subheadings and so on. You review the entire chapter in this manner. Your third and final reading is only skimming. You pass through the material rapidly in search of the "overview." Make sure you have a good general and somewhat specific understanding of what the chapter says.

Often, at the end of a portion of the text you will find a list of possible discussion or essay questions covering the information preceding it. You may or may not ever see those questions on your professors' exams. If you want to increase the likelihood of performing well on the exams, however, we encourage you to at least think the answers through if not write them out. It will take a little more time, but after the first exam you will know whether it is worth doing again or not.

If you have a study group, or are interested in forming one, you could find answering the discussion questions as a good group project. If there are four questions and four people in your group then each member can volunteer to take one question. You meet to hear the answers to the other questions and to share the answer you have written for your question. Everyone learns, it's very efficient, and your grades should be positively affected by the experience.

Every once in a while you'll get a question on an exam, one for which you must have read the footnotes to know the answer. Although some footnotes may be hard to read because they're printed so small, and despite the fact that you've probably learned to pass over the footnotes without a second thought, I would encourage you to read them through just once. Some surprising and useful information may be found in them. Footnotes are, generally, provided to further clarify the reading material. Some of the terms you may not fully understand in the text may be defined in the footnotes.

The Index

Indexes are in the back of the book. It's that section in a book which identifies where specific concepts or terms may be found in the book, or where certain individuals are found quoted in the book. Use the index to help you understand the material more completely.

The glossary, found in some textbooks, is the dictionary for the book. If you find a word or concept you don't understand, look to see if it's in the glossary. You could copy the definition from the glossary onto the page where the word first appeared. It might be easier to learn the new words using that process. You can be assured that if there are exams over your text a good working knowledge of the glossary will assist in answering a number of the exam questions correctly. As you can tell, the constant reading/reviewing is repetition and repetition is one of the best ways of learning.

There are at least two steps in mastering exams. First, you must be certain what the question is. You may read a question and later find that it was asking something other than what you had thought. In other words, your answer is wrong. Make sure you clearly understand the question! If you don't, ask the professor what it means.

A second step in mastering exams is being sure you answered the question completely. For example: if it is an essay question asking you to "identify and describe" something, then you must identify AND describe it or your answer is incomplete.

Tips on Answering Questions

By now, we all know there are several different types of questions. The most common types of questions are:

We'll take a look at each of these kinds of questions and identify ways in which you can increase your odds of answering them correctly.

True and False Choice Questions

Here you have a problem. You could guess these answers but you would likely be correct only half of the time. You want to develop a way in which you can increase your odds of answering this kind of question correctly. Of course, as is true of all the kinds of questions there are, you will best increase your odds of answering the question correctly by reading and understanding the material over which you are being tested.

Assuming that you have read and studied the material, you can do some things to increase the odds of your guessed answer being right. First, if you don't know the answer simply leave some kind of mark behind which will remind you that you have passed over this question.

By the way, if you're using an IBM answer form, or something similar, be sure to make a light mark on it to show that you have not filled in that space with an answer yet. You would do this to make sure you don't "throw off" your answers on the answer sheet because you left an answer space blank.

Short and Long Essay Questions

If brief essay answers are requested (or if only a small amount of space is provided on the answer sheet) then keep your answers brief and to the point. You are not going to get points for trying to hide behind a lot of words, poor handwriting or sloppy organization. You will be scored highest for the most correct and succinct answer you can provide. If you are going to provide a three-part answer in essay form then serially organize your answer (for example, question 1 might be given a three-part answer with each part clearly delineated--i.e., A, B and C). Most professors find this helpful in reading your answer and they will relate positively to your ability to organize the material and think logically.

Make sure you write your answers clearly enough to be read without difficulty. Few things are more frustrating for your professor than having to wade through stacks of papers which are poorly written. And few things are more frustrating for students than being misunderstood and marked down for a lack of clarity in answering the question or for writing legibility.

In summary, you will get higher scores if your essay answers are 1) to the point, 2) well organized, and 3) clearly written

Multiple Choice Questions

Often called the "multiple guess" question, the multiple choice question presents a unique set of problems. Make sure you understand the question. Check the answers provided to determine if the professor thinks there is more than one answer which is correct. You may assume this might be true if the responses look similar to those in the following sample question

By looking at the possible answers you are immediately forewarned that there may be more than one right answer as well as the fact that all of the answers could be wrong. Many students would read that question and instantly answer it with "a". Answer "a" IS correct but so is answer "c". If the student had read the answers first, ALL of them, he or she would not have missed the question.

If you're not sure of the answer, look for the correct one using the process of deduction. Cancel out the answers that you KNOW are wrong, then cross out those that SEEM wrong. Now you must choose from among those answers remaining the one that seems the most appropriate. At least you'll have reduced the margin of error and you may have increased the probability of answering the question correctly.

You might try defining the term (in this case, "socialization") BEFORE reading the alternative answers. If you KNOW the definition, the next step is to simply find the alternative which best fits the definition you know is correct

You may find some multiple choice questions which ask you to identify the one INCORRECT answer among a list of answers. Let's call this the "except" question. For example: "All of the following are true except ...." Follow these suggestions for dealing with the "except" question.

If you're still baffled, leave that question and go on to the next one. Put a mark by any question you skip as a reminder it still needs to be answered. You may find that in the process of answering other questions on the exam, the answer for the question you can't answer is revealed. It's not uncommon to find hints or clues to answers for some questions buried in the answers of other questions.

Matching Answer Questions

The following is an example of the matching-type question.

Match the following statements with the authors who made them (draw lines between appropriate pairs of answers).

MARX "Simplify, simplify."

THOREAU "Religion is the opiate of the masses."

If you are unsure of the answer, think about the subject of the question (in this case it's the authors). What were they about, what were their concerns, what's their background? If you knew just a little about Marx and Thoreau you would instantly know Marx saw religion as an opiate and Thoreau was about simplifying his life (remember his ideal life at Walden Pond?).

The questions you get may not be about Marx and Thoreau, but isn't there something you can do with a question like this to try and reduce the chance of answering the question incorrectly? Perhaps you can use the technique of association. For the lack of any other strategy, you can use the process of deduction to reduce your margin of error in answering.

Fill-in-the-Blank Questions

Unless you have nearly memorized your textbook, the fill-in-the-blank question is a guess. Sometimes the professor will fill in the blank area with underlines. There may be as many underlines as there are words needed to answer the question correctly. For example:

Socialization is the ______ of transmitting ______ ____ ______ from one generation to the next.

If this question were written true to form, you would know there is only one word missing in the first space and three words needed for the next part of the answer. The correct answer would be:

Socialization is the process of transmitting norms and values from one generation to the next.

If all else fails, mark this question, leave it unanswered and go on to the next question. The most important thing to do is answer all the questions you know the answers to FIRST so that the time you have remaining is sufficient (or more sufficient) for dealing with the questions for which you do not know the answers.

In summary, recognizing that the types of questions we have been discussing will appear on your exams for years to come, these general guidelines are provided

Most professors require students to write a "paper" over the length of the course. The assignment might be referred to as a "term paper" which usually signifies you have the length of the course to complete the work.

The paper might represent a synthesis of several other materials you have read or contain new information. The content of the paper varies as widely as do the disciplines from which the authors emerge. It might be written in prose or in mathematical form. Whether it is referred to as a term project, report or paper, we will refer to them all as "papers."

A "good" term paper is defined as one which:

Begin early

Most instructors will tell you early in the course if there will be a paper due and when it will be due. Make sure you have a clear idea about what is going to be expected of you and that you understand all of the related instructions (length of the finished paper, the subject to write it on, how many bibliographical citations are needed, if any, and how they should be written are just some of the items you want clarified).

Well before the paper is due start organizing your thoughts concerning what the paper will be about. Take a preliminary look at the library resources (if applicable) to determine if there is enough information there for you to work with should you decide to take that topic. You have the time -- why not use it wisely.

Confirm the topic

Once you have determined the general topic of your report, ask the professor if the one you have chosen will be acceptable. Be alert to what the professor says to you. If all he or she says is "That's fine," you're still out in the cold. You want to know if there is anything special you should know about the subject before you go any further. Ask if there's a book the professor knows about that he or she thinks would be good for you to read as related to the topic you've chosen. You might even inquire as to how such a topic could be broken down into smaller topics so that you can focus your paper on a smaller area.

In the process of questioning your professor you will be doing several things. You are involving the professor with you and your work. You are showing you are interested in what he or she thinks and knows and in the subject you have chosen. You are creating in the professor's mind the fact that you are an involved student, concerned about your work and eager to perform well in the class. And you clarifying your topic, which should result in a better paper.

If the topic you have chosen is not satisfactory you may inquire as to how your original idea could be altered to meet the professor's needs as well as your own. The major point to be made here is to not proceed on any paper unless you have the topic approved by your professor.

Narrow your scope

A common problem with most papers is that they attempt to cover too broad an area ... the subject chosen is too general. Because of this it is likely that the grade will suffer. It's a paper that probably says a little about a lot rather than a lot about a little. We can use several examples of possible paper topics and show how you can narrow your scope. It's the PROCESS of narrowing your scope--the thinking that goes on which continually breaks a subject down into smaller parts--which is important. Once you have developed that ability you will be in much better shape for future assignments.

Let's say you're interested in psychology and you want to do a paper on the effects of color on human emotions. Your title at this point might be "The Effects of Color on Human Emotions." Not bad! Just too broad.

To narrow your scope start being SPECIFIC. In this example we are studying the relationship between two things: 1) color and 2) human emotions. We can either be more specific about the first element, the second or both. For example:

Perhaps your paper is "A History of American Political Parties." That's an impossible task! If you think about it, there are two elements here, too. The first is "history" and the second is "political parties." Why not narrow the historical period, say, from 1770 to 1820 or something like that? Or, how about narrowing it to a history of one party or another rather than of ALL political parties? Got the idea?

By narrowing the scope of your paper you allow yourself the opportunity of finding reading materials more easily and in preparing a more in-depth paper. You'll also find it easier to develop a working outline for your paper. A great frustration is having too broad a subject and being unable to handle it. It'll probably show up in your grades.

Gathering resources

Once your topic is known you can begin searching for related reading material upon which you will build the paper. Ask the professor for advice if you have difficulty in finding materials. You'll find the staff at the library more than willing to work with you, too. Don't forget, they have valuable information on where you can find what you need. In some instances librarians know more about information in the library than do faculty. Use the library materials to help you clarify your topic. Perhaps the outline of a book on your topic will reveal how you could break your topic down into more manageable parts or even help you in narrowing the topic of your paper.

As you are reading materials for your paper you are likely to find footnotes leading to other reading material which may be of use. The idea is to let one article, book or chapter lead to another. And remember, each book you read, as well as most articles, will have a bibliography of their own. Perhaps there are more books and articles mentioned in that bibliography which you can use in further reading on your subject.

In addition to using the faculty and the library personnel and materials as resources, you may want or need additional resources. Is your subject on the Internet? Use a few search engines to find out. Is there someone in town who is known for their expertise on your topic? Search them out, make an appointment to speak with them and learn what you can. They may have more reading materials for you.

In addition to the books and articles available at the library, there may also be a section of materials dealing with government documents, another with maps or historical publications and books. Your library may have a collection of cassettes, films and filmstrip programs, folders and portfolios as well as computer programs and information stored on microfiche or microfilm. Actually, few students realize exactly how much information their libraries contain.

Organize and outline your thoughts

Now that you have narrowed the topic and found some related resource materials, it's time to organize your thoughts and attempt an outline for your paper. More than likely you'll write several outlines ... and with each outline your thoughts will become more clear. It's much easier to work with changing outlines than it is with changing an entire report which was written without an outline. You'll not only save time but your finished paper will be polished, well-ordered and will probably be well received by your professor.

You can buy guides at your local or college bookstore which will assist you in writing your term paper. They typically contain information on outlining as well as a number of other tips for writing a better report.

We have found, after receiving thousands of papers by college students, that there is a general outline which can be applied to nearly any paper. It is VERY general, but all you need to do is alter it to meet your needs for any given report. Here's the general outline to follow. Try it if it seems appropriate. Each of the five items in below are explained further down the page.

As we noted earlier, the first outline for your report may not be your last. Each time you work on it you'll refine it. Show it to your professor to make sure you're headed in the right direction ("right" in terms of staying on a topic he/she will accept and/or "right" in terms of how you should be proceeding on your work).

Finally, be sure to organize your thoughts in EACH SECTION of the paper. Here's an example of how an introduction might be broken down into some meaningful parts.

Documenting your report

You will often find that your professor wants a bibliography (a list of articles, books, magazines and journals you have used in preparing your paper). Footnotes are a common device for citing references you have used.

The problem with footnotes (as well as some other "formal" aspects of your paper) is that a professor might want you to do your footnotes in a certain way. The problem is that you may not know HOW to write them. Here are two of some of the better guides to writing term papers and reports. Check in your school or local bookstore for copies of these. If they're not available, order a copy from the publisher. As long as you don't write in it, and you save the receipt, you can get your money back if the booklet you've chosen to order or buy is not what you need. Of course, don't forget the library on campus where such books and pamphlets may be found.

Remember, ask your professor FIRST ... he/she may even have a little instruction manual which he/she has prepared that you can use in preparing your paper. There may be other books or publications at your bookstore which aren't mentioned above. Browse through the material and choose one. You may be using it for years.

By the way, the publications listed above are not limited to discussing only footnotes. You'll find useful information on how to organize your paper, how it should be typed, and much more.

Preparing drafts of your paper

So, you've finally finished writing your paper, at last. Congratulations! Experience has shown that the first draft (or version) of your paper is probably not the last. You may assume a good paper may go through two, three or more rewrites before you hand it in for grading. If you assume this then the pressure is off in terms of trying to write the best paper you can in one swift brush of the pen or one run through the word processor.

Relax and start writing knowing there will be changes needed, ideas reworded, new material added or old stuff thrown out. If you know this in advance you'll be able to relax. Your paper will probably be the better for it.

Get in and get out

Some students work on their papers for weeks, spending hour upon hour on it. Perhaps it's worth the effort; it usually is. But there is a point of diminishing return where you are spending more time on your papers than your social and academic calendar can accommodate. In other words, simply identify and get your topic approved, narrow its scope and get that approved. Write a few outlines, find the materials you'll need to write your paper, read, think and fill out your outline. "Get in and get out" means get in to your paper and then get out of it. Don't linger longer than necessary. Why drag it out?

The Seven Deadly Sins

The following are seven things it's good to avoid in writing a paper. There are other sins but those listed below stand out in importance.

By following the information in this section you should find your reports getting better and better and taking less time to prepare. Since you have some time to work on your term paper, you can better budget your time in writing it. As a result you should have time to prepare a quality paper. You should even have time to discuss the paper with your professor as it is being developed.

Because so much of your grade in the class probably rests with the term paper, it is imperative that you get a good grade on it. Since the work on the paper is usually done outside the classroom, you have an unusual opportunity to exercise the qualities of responsibility, independence, and endurance.

Because you won't be working directly under anyone's supervision you are responsible for your own work. It might be tempting to put the work aside until the last minute. Try to resist this temptation. It's easier to do the work early. It's certainly less stressful.

Since you have a long period of time over which to prepare this paper, there's no reason you should hand in work which the instructor finds unacceptable. You would have had enough time to clear the topic with the instructor, as well as your list of references in the bibliography (if applicable) and the rough and more refined versions of your outline. You might as well take this seriously since the professor is taking it that way.

One of the most frustrating aspects of the term paper is the fact that the ground rules for writing one are not universal. Each school and each professor, it seems, has their own way in which they would like to see the report prepared. We would suggest you ask your professor what form they would like for you to use in writing your paper. See if the format they want it in can be found in booklet form at your local bookstore. There are guides such as this for writing a term paper, a college thesis or a doctoral dissertation.

Be sure you have the ground rules straight with your professor. If he or she wants you to footnote your paper in a certain way, be sure you understand just how he wants it. Perhaps there's a special way in which the instructor wants you to prepare the bibliography, the title page or the table of contents. It certainly would be a shame to work hard on the content of the paper only to find that you're graded down because you didn't present the work in the form required.

We can not emphasize enough the importance of taking good lecture notes in your classes. By better notes we refer to notes taken every day (thorough), that are well organized, and easy to read. You can tell what needs to be included in your notes using the following clues:

	Be in class when class begins so you don't miss anything. Then check the syllabus for the "Topic" of the day. You might find an outline or some definitions that are intended for use that day. If there is an outline, use it in your notes.
	Write down anything instructors say while pointing their finger (making a point), write on the board, project with an overhead, and things they repeat or say louder than most things they say (or use some other means of making their point).
	Concentrate. I know how easy it is to mentally wander away. If you find yourself doing that, try to bring your attention back to the matter at hand in class.
	Save and study any handouts distributed in the course. In this course, be sure to visit the course web site and use it daily and learn all the Key Terms.
	Take notes on in-class Interviews with area professionals and on videos presented in the classroom unless you are told otherwise.
	Our own experience, and that of many of our students, supports the belief that if you type or rewrite your classroom notes, you will remember what you wrote more completely and for a longer period of time. The impact on test results seems to bear this out.

So, when you get home after class, or at the next most convenient time, rewrite your notes. If you do this soon after the class was held, you may find that you expand upon your notes, adding things you remember from class but didn't have time to write down during the class. The longer you wait to rewrite your notes the more likely you'll start forgetting other things you could have included.

One of the keys to any success we have had in school was getting together with other students and sharing our classroom notes. We would read our notes from one class period and everyone else would make note of whether the items mentioned were included in their notes or not and if they were, if they heard the same thing we did when we wrote our notes.

Then anyone with a correction, addition, or otherwise would comment and we would reach some conclusion as to what the teacher had discussed in class that day. Then the next group member would read his or her notes for the next day and the process would begin again. After an hour or so, we all had a good understanding of what the teacher had been talking about and I think we did better on our tests for the effort.

Introduce yourself to some of the other good people in this class and form a small group, determine a mutually convenient time for a first meeting and take it from there. You might improve your note taking skills, get better grades, and meet some nice people along the way!

About the only contact you will have with your professor, and the only experience he or she will have of you, will be based on your classroom attendance and daily participation. How you act in class plays a critical part in the final determination of a grade for many teachers. It's no secret that what professors think of you or how they feel about you can enter into their grading of your work. Your professors' attention to you usually results in your producing better work and getting better grades.

We have created a list of suggestions as to how you can improve the quality of your classroom performance. Maybe, like the rest of us, you have been violating some of the guidelines identified below. You can change your behavior and get positive results if you . . .

Get to Class on Time

Arrive at class on time, even if the professor is usually late or other students are typically late. The impression you will create is one of interest and punctuality ... two qualities that are very positive and important to most educators.

Attend class regularly

If you have to miss class, be sure to tell your professor why you cannot attend (assuming, of course, you are planning an absence). Regular attendance is usually seen by most teachers as evidence of the fact that you are interested in the courses. You may not realize this but many professors' feeling are hurt if you're not attending. They're people, too. They have feelings.

Think about it. Your professors have spent years learning their subject matter and have, for better or worse, dedicated their lives to teaching what they know. Now, here you are skipping their class and they often feel like what they are doing is of no importance to you. Honestly, perhaps it IS of no importance to you. I can understand that and have felt it myself. Regardless of this feeling, unless you want to alienate your professor from you, attend class regularly.

If you do miss class, and most professors realize you may miss one or two, be sure to get the best student's notes for the day's lecture. After you've copied the notes, spend a little time with the author of those notes and make sure you understand what was discussed the day you missed class.

If you have to leave early, let your professor know you will be leaving and that you will be sitting by the exit door so that when the time comes you can leave without disturbing anyone else in class. If you know that you'll be coming to class late, let your professor know.

Stay awake

There are few positive thoughts running through the mind of your professor as he watches a student fall asleep in class. The professor is up there doing his best, counting on you as his interested audience. It hurts to watch students fall asleep. Likewise, when class starts, and until it is over, don't start reading something totally unrelated to class (like a newspaper or a letter or note). It's distracting for the professor and becomes a source of possible "bad vibes" concerning you. Talking with classmates and cracking your chewing gum are two of the many other irritating things you can do in class to alienate your professor from you.

Look good

Seems like a silly thing to be talking about? It's not. How you look leaves an impression. Looking good leaves a positive impression and creates a "halo" over your other work. For most people, when they see someone who is well-groomed there is the assumption that they are also bright or that they are at least smart (good, happy, successful, etc.).

Get involved

Ask questions and participate in classroom discussions. Many professors give and take points from your grade based upon the amount (or quality) of your participation. If you want to argue a point with a professor, or with another student in class, save the argument until after class. In this way you're not putting the professor "on the spot" and forcing him to defend his position nor are you tying-up class time in an argument with one other student. The extra contact after class is good since your professor will get to know you a little better--or at least recognize you!

Sit in the first two or three rows of class

Sit in or near the front of the class. Most instructors are right handed (most people are) so sit on his right hand side (right of center). He'll probably look that direction more often than any other and you'll be noticed. Things tend to be quieter in the front of the class so you are less distracted and should, therefore, be able to concentrate more on what is being said.

Some winning ways

When listening to your professors, be sure to keep good eye contact. You might look down at your notes, or glance around the room, or out the window, but most of the time you should try to give your professor your undivided attention. You would want your students to do the same thing if you were the professor - wouldn't you? Nod in agreement once in a while to show you are listening and interested in what's being said.

Take good notes

When taking notes in class you should be especially sensitive to certain cues your professor will give as to the relative importance of the many things that he or she is saying on any given day. First, he probably tends to write on the blackboard the things he considers important. Those items should certainly be in your notes.

A second cue is when a professor points a finger when he or she is talking, or perhaps has a certain facial expression which you have come to know means that he or she is saying something important. Get it in your notes!

While your professors are talking, assuming that you have already read the required reading for the day, you could have your textbook open to that material. As they talk you can circle the things they are talking about as found in your text so that when test time comes you know which parts of the text may be important to restudy. And, as mentioned for textbook studying, draw circles, underline, and clip corners of your notes as you study for a lecture exam.

In many classes you are likely to receive various "handouts"--a sheet or sheets of information which are probably going to be used in the classroom. Keep these and review them when exam time comes. If you review them once a week, you'll know them well by test time and you'll be able to use the information contained in them during the regularly scheduled class meeting prior to the exam.

As you've certainly gathered from what we have said so far, it's the impression you make on the professor that is the subject of this chapter. They need to know you are interested in them and their subject. Your interest and approval will be returned to you many times over.

The other students in class are a valuable resource. There are a number of ways you can work together with some of them to enhance your learning and your grades. Find a small group of people with whom you may be interested in studying. One way to qualify good students for your group is by reviewing their notes. If the notes are good, you want that student in your group. Or perhaps you can identify the good students by their participation in class. All you need are three or four people in your study group.

Arrange for the group to meet on a regular basis. No one need necessarily have assignments to do in the group, but regular contact will develop a stronger group and aid in learning course material. When you meet, you may all draw from your notes what seems to be the most important information presented by the professor. Make a special note of this material.

Second, share your notes so that each of you has a complete set. For instance: eleven points might have been made by the professor but you only heard eight of them. Someone else in the group might have those other three items. Compare class notes and then expand them. Remember, you can also discuss the required reading material and the discussion questions (if any) as well as past exams in review for future tests.

Working in the group should give you confidence ... confidence you will generate because you know the material. Your grades will reflect this. Finally, use the group in studying for exams. If you have take-home exams, BE SURE to work with one another (unless this is clearly forbidden by the professor).

A NOTE OF CAUTION: Watch out for any group member who seems only to be taking things out of the group rather than also putting something into the group. You can ask that they start producing or, as tactfully as you or the group can, tell them they are no longer needed in the group.

Although most of your contact with the professors will be in their classrooms, there will be times when you want to visit them in their offices. Make an appointment (unless it's "open" office hours) and be there on time. A little small talk can never hurt as the information you share with one another will help you to know one another better. DON'T BE AFRAID TO VISIT YOUR PROFESSORS ... most of them enjoy the attention. What will the two of you talk about? You could approach any of these topics, or whatever you wish:

	What the last lecture was about and what you need some help in understanding.
	Something in the text you read and still don't completely understand or about which you would like to comment.
	Your performance on the last exam. If it was poor, you might want to clarify what it is you should be doing to make sure your performance on the next exam will be better.
	Ask your professor to look over a paper you have written or one for which you have an outline in order to get some assistance and direction.
	A personal experience which you have had that can be brought up within the context of the course the professor is teaching you.
	What the other courses in the professor's department are like and whether there are some which, if you aren't a major or minor in the department, might be of interest to you or of use in your career.

Nearly everything is open for conversation. Common sense and discretion should be your guides for choosing appropriate areas of conversation.

We can't emphasize enough that you should make AT LEAST one office visit to each of your professors while you are taking classes from them. And if you know you'll have a professor for class in the future, drop in more often and keep your presence known. Re-introduce yourself each and every time you visit a professor. Don't leave the professor out in the cold, having to ask your name. That is embarrassing for both you and the professor. Besides, one of the purposes of visiting is in order to give the professor the opportunity to get to know who you are.

We also suggest that you visit your professors because there may come a time when you need a letter of reference from one or more of them. Reference letters are useful in applying for work, graduate study and scholarships. The better a professor knows you, and what your vocational or educational plans are, the more powerful the letter he or she can write on your behalf.

If you're going to ask a professor to write a letter of reference, provide a resume and a picture of yourself. Write your resume for the specific position for which you are applying (work or graduate school). Don't use a generic resume. By specific you are aiming the content of your resume to the description of the job or graduate program for which you are applying. In return, your professor should be able to write a more effective letter on your behalf.

We suggest that you submit a good close-up of your face in a picture so that, should your professor forget who you are by name, the picture will jog his or her memory. If, several years after you graduate, you are seeking employment in a new job and would like a letter of reference from one of your past professors, your picture will likely remind them who you are.

Every campus has resources upon which you can draw for improving your grades. Missouri State's Meyer Library and several local bookstore have materials on how to get better grades. If they don't have what you want on the shelves, one of the salespeople can help you find what you want in a catalog and order it for you.

The academic department in which you are taking a course may offer tutorial helper may be able to provide assistance through the faculty or staff in the department.

The admissions office or counseling program/department of your school may have some idea of where you can get help on campus. Also available through most campus counseling programs are opportunities for personal growth and change. The counseling they can provide may include testing for learning disabilities of which you may be unaware or counseling to help relieve you of a burden which you have been carrying around. Perhaps it's time to let go of it and the lessening of the stress associated with it may help improve your studies.

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