Three Strategies For An Argument

How to Construct a Five Paragraph Essay

Instructions

Things You'll Need:

• Index cards
• Highlighter

1. Step 1

   Analyze your assignment and determine what is to be accomplished in this essay assignment. Every essay has an objective, and when you understand your objective, you will see a clear direction for your essay.

2. Step 2

   Use index cards to jot down quick notes about the topic you are writing on.

3. Step 3

   Highlight any information you are planning to use from class notes.

4. Step 4

   Research your topic and print out all relevant information. Then use the highlighter to indicate possible information that will be used in your essay.

5. Step 5

   Make an outline of the five paragraphs that will include the following: introductory, first supporting paragraph, second supporting paragraph, third supporting paragraph and conclusion.

6. Step 6

   Write the actual essay. Gradually build the essay by keeping in mind the tone you set in your introduction, the supporting evidence you use to back up your idea and a strong ending to bring the essay to a close.

7. Step 7

   Proofread and edit your essay. This can be done by reading the essay out loud to your self and or to someone else. Listening to your words can help you hear any mistakes and check for clarity and cohesiveness of your sentence structure.

8. Step 8

   Do all revisions, then rewrite your essay.

EasyScript Shorthand

Words are divided into five categories. EasyScript/ComputerScript assigns every word to one of these categories.

Word Categories	Examples
A SIMPLE word is a word without a prefix or suffix.	and, have, able, any, should, paragraph
A PREFIX word has a participle before the root.	con as in contest, pro as in propose, and under as in understand
A SUFFIX word has a participle after the root.	ance as in maintenance, able as in available, er as in manufacturer
A PREFIX-SUFFIX word has participles both before and after the root.	de and tion as in detention, un and able as in unavoidable
A COMPOUND word is made up of two words joined together to form another word.

Methods
EasyScript breaks down a word into a root and prefix and/or suffix, reducing the total number of letters written for each part up to 55%. All words are divided up into five categories:

1. A SIMPLE word is a word without a prefix or suffix.
   Rule: 1, 2, 3 character codes depending on word length and frequency of usage.
   Examples: be → b, have → hv
2. A PREFIX word has a participle before the root: as under in understand
   Rule: 1 prefix letter + 2 or 3 root letters.
   Example: understand → usta
3. A SUFFIX word has a participle after the root: as able in available
   Rule: 2 or 3 root letters + 1 suffix letter.
   Example: available → avab
4. A PREFIX-SUFFIX word has a participle before and after the root: as un and able in unavoidable
   Rule: 1 prefix letter + 2 or 3 root letters + 1 suffix letters.
   Example: unavoidable → uavob
5. A COMPOUND word is made up of words joined together to form another word.
   Rule: 1 letter of 1st word + 2 letters of 2nd word separated by slash [/].
   Example: copyright → c/ri.

Example

Longhand Text (287 characters)

We submit the following list of services available for your special filing. Attendance at the Special Permit Hearing and any changes in drawings will be done on an hourly basis. Additionally, this time frame is subject to obtaining data from your Project Administrator or Coordinator. Customer maintenance can be done at an affordable rate.

EasyScript Text (129 characters - 55.05% reduction of characters written)

W smt tf lst o srvs avb fr yr spl flg. Atc at h Spl Pmt Hrg d ny chs n drwgs wl b dn on an hry bas. Ady, ths tm fm s sjt t obg dt fm yr Pjt Adr r Cor. Cstr mnc cn b dn at an afb rt.

http://www.gordy-n-mikie.com/gordy/edu/easyscript_notes.html

http://www.easyscript.com/uses/speedwriting.asp

Alphabetic Shorthand Systems

Few if any new symbols need to be learned. Most systems consist of rules for abbreviating words together with memorized abbreviations. If the rules are consistently applied, they can be reversed to decode your notes.

Rules usually call for dropping of most vowels, some words, and using semi-phonetic spelling. An example of "briefhand" might be:

"The Sierra Club sued the Forest Service to stop clear-cutting on the National Forests of Texas, and judge Robert Parker decided that clear-cutting "took" red-cockaded woodpeckers within the meaning of the Endangered Species Act."

Which might be abbreviated to:

Srr Clb sued FS to stp cc on NF's in Tx, v jdg R.P. dcd'd cc "took" RCWs undr ESA.

Shorthand systems based on alphabetic characters can always fall back on longhand where clarity is important or when you might forget what an abbreviation stands for, such as "RCWs" standing for "red-cockaded woodpeckers." The example above, unless transcribed soon, would likely become undecipherable.

Memory Strategies

The following techniques and exercises use associations with letters, images, maps, etc to help you remember.

acronym | acrostic | rhymes | loci | keywords | image-naming | chaining

As you proceed through this list of techniques, try to think of strategies that would be useful to you! Some people use letters, some images, even songs. Each depends on how comfortable you are with, or how useful they are to, your way of thinking!

1. Acronyms
   An acronym is an invented combination of letters. Each letter is a cue to, or suggests, an item you need to remember.

   PEMDAS, sequence in solving or evaluating math equations
   Parenthesis | Exponents | Multiplication | Division | Addition | Subtraction

   ROY G. BIV, the colors of the visible spectrum
   Red, Orange, Yellow, Green, Blue, Indigo, Violet

   IPMAT, the stages of cell division
   Interphase, Prophase, Metaphase, Anaphase, Telephase

   Practice your acronym (requires Flash)

2. An acrostic is an invented sentence or poem with a first letter cue:
   The first letter of each word is a cue to an idea you need to remember.

   Please Excuse My Dear Aunt Sally (PEMDAS, above)
   Sequence in solving or evaluating math equations
   Parenthesis | Exponents | Multiplication | Division | Addition | Subtraction

   Every Good Boy Deserves Fun
   An acrostic for remembering a sequence of musical notes (G-clef notes on sheet music)--E, G, B, D, F

   Practice your acrostic! (requires Flash)
   See also: Silva Rhetoricae; Acrostics for Children
   

3. Rhyme-Keys: (for ordered or unordered lists)
   First, memorize key words that can be associated with numbers.

   Example: bun = one; shoe = two, tree = three, door = four, hive = five, etc.
   Create an image of the items you need to remember with key words.

   Four basic food groups-- diary products; meat, fish, and poultry; grains; and fruit and vegetables

   Think of cheese on a bun (one), livestock with shoes on (two),
   a sack of grain suspended in a tree (three), a door to a room stocked with fruits and vegetables (four)

   Practice your rhymes (requires Flash)

4. The Method of Loci: (for approximately twenty items)
   Select any location that you have spent a lot of time in and know well.
   Good for kinesthetic learners!

Imagine yourself walking through the location, selecting clearly defined places--the door, sofa, refrigerator, shelf, etc. Imagine yourself putting objects that you need to remember into each of these places by walking through this location in a direct path.

Again, you need a standard direct path and clearly defined locations for objects to facilitate the retrieval of these objects.

George Washington, Thomas Jefferson, and Richard Nixon, you could imagine walking up to the door of your location and seeing a dollar bill stuck in the door; when you open the door Jefferson is reclining on the sofa and Nixon is eating out of the refrigerator.

Practice your loci (requires Flash)

5. The Keyword Method: (for foreign language vocabulary)

   First, after considering the foreign word you need to remember, select a key word in English that sounds like the foreign word.
   Next, imagine an image which involves the key word with the English meaning of the foreign word.
   For example, consider the Spanish word "cabina" which means "phone booth." For the English keyword, you might think of "cab in a ... ." You could then invent an image of a cab trying to fit in a phone booth. When you see the word "cabina" on the test, you should be able to recall the image of the cab and you should be able to retrieve the definition "phone booth."

   Practice your keywords (requires Flash)

6. The Image-Name Technique: (for remembering names)

   Simply invent any relationship between the name and the physical characteristics of the person. For example, if you had to remember Shirley Temple's name, you might ingrain the name in memory by noticing that she has "curly" (rhymes with Shirley) hair around her temples.

   Practice image-naming (requires Flash)

7. Chaining: (for ordered or unordered lists)

   Create a story where each word or idea you have to remember cues the next idea you need to recall. If you had to remember the words Napoleon, ear, door, and Germany, you could invent a story of Napoleon with his ear to a door listening to people speak in German.

   Practice your chaining (requires Flash)

http://www.studygs.net/memory/

ASSOCIATIONS AND MNEMONICS

Mnemonics are most useful for memorizing terminology and lists of facts, rather than concepts.

1. Use word mnemonics -- such as HOMES to remember the Great Lakes: Huron, Ontario, Michigan, Erie, Superior.
2. Use sentence mnemonics -- such as "Kings play cards on fairly good soft velvet." to remember the biological classification system: kingdom, phylum, class, order, family, genus, species, variety.
3. Use mnemonics for spelling and for keeping terminology straight: A principal is a pal; a principle is a rule. Cyanates, I ate (harmless chemicals); cyanide, I died (poisonous chemicals).
4. To improve memory, add humor and an "off color" element to your memory device.

Goal Setting Chart

Where is my Time Going?

To improve your time management, you first need a clearer picture of how you use your time. The survey below will help you estimate how much time you spend on typical activities. Please estimate the amount of time spent on each item. Once you have this amount, multiply it by seven.

1. Number of hours of sleep each night _______ x 7 = _______
2. Number of grooming hours per day _______ x 7 = _______
3. Number of hours eating & preparing meals _______ x 7 = _______
4. Number of hours on chores & errands _______ x 7 = ______
5. Number of hours per day socializing _______ x 7 = _______
6. Number of hours spent on media (TV, music, video games, surfing the net) _______ x 7 = ________
7. Number of hours spent on communication (Phone, e-mail, text messaging) _______ x 7 = ________
8. Travel time weekdays _______ x 5 = _______ Total travel time weekends ______
9. Number of hours per week for regularly scheduled activities (clubs, church, poker, softball, etc.) ______
10. Number of hours in class per week ______
11. Number of hours of work per week _______
12. Other (please specify __________________________) _______

TOTAL _______

Subtract the above number from 168: 168 - ______ = _______ (potential study hours)
Credit hours you are taking: _______ x 2 = _______ (hours you should study per week)

BE HONEST!!!!

**The very rough rule of thumb is that you should study twice as many hours as the number of credit hours you are taking. If the survey indicates that you don’t have as many potential hours as you need for studying, you will probably want to cut back on some of the activities listed above.

Loci Method

The loci method lets you use knowledge of the spatial arrangement and contents of some familiar place, like your own home or neighborhood. When trying to remember a list of words, take an imagined walk through your location, placing each item in, on, or near some familiar, easily remembered object. To return to the sample words above, your muscles would be seen in the mirror in the bathroom, tissues would be on the nightstand in your bedroom, the cell phone would be on the kitchen table where you left it, and the energy would come from the furnace in the garage.

To retrieve these items you recreate the stroll and retrieve each item as you come to it. To remember these words, you imagine driving into the garage and seeing that the furnace is aglow with energy. You open the door inside the garage and enter the kitchen, where you immediately notice your cell phone on the kitchen table. While picking up the phone, you knock over the pepper shaker and start sneezing. You run to your bedroom, where you pick up tissues from the nightstand so you can blow your nose.

Then you decide to take a shower. While entering the bathroom, you can't help but stop and admire your muscles in the mirror on the bathroom door.

Peg Word Method

With the peg word method, you begin by using the sequence of numbers 1 to 10 to memorize a word that is concrete and rhymes with the number beside it. For each number, you memorize the word that rhymes with it. Here are 10 numbers and words.

bun
shoe
tree
door
hive
stick
heaven
gate
line
hen

These words make up a peg list. You use it to memorize new, unrelated sets of items. Place each item to be remembered in an image with a peg word. For example, if you wanted to memorize a list of words that begins muscle, tissue, cell, energy ..., you could imagine a muscle burger bulging through a bun, Mother Hubbard's shoe house covered with toilet tissue as a result of your high school's big victory, a tree growing through a jail cell, and a door swirling in the sky captured by the energy of a tornado. Try this method with lists that you need to memorize. It could be fun to use the peg word method.

Index Study System

1. Review your notes and readings frequently, so the material is "fresh"
2. As you're reading your text or reviewing your notes, generate and write down questions
3. about the material. Imagine you're teaching the course. What questions would you ask on the exam?
4. Keep track of any terms you need to know
5. Write each question or term on the back of an index card
6. On the front of each index card, write an answer or an explanation for the question or term on the back. Use your notes and text for a reference, but put the answer or explanation in your own words whenever possible
7. Shuffle the index cards (so you can't figure out any answers based on their location in the deck
   
8. Look at the card on the top of the deck:Try to answer the question or explain the term. If you know it, great! Put it on the bottom of the deck. If you don't know it, look at the answer, and put it a few cards down in the deck (so you'll come back to it soon)
9. Proceed through the deck of cards until you know all of the information

Some Tips:

1. Carry your cards with you everywhere. Take advantage of little pockets of time. Test yourself while you're waiting on line, riding the bus, etc.
2. If you think you know an answer, but can't put it into words, you probably don't know it well enough. Being able to explain the information is the only way to be sure that you know it. It's also the best way to prevent test anxiety
3. Consider testing yourself someplace where nobody can see you and think you're crazy), and reciting the answers out loud. That's the best way to be sure that you can explain them
4. Study with a friend from your class. You can share ideas and help each other out with concepts. Also, you can use each other to make sure that you're explaining your answers adequately

SQ3R: Survey! Question! Read! Recite! Review!

Before students read, have them ask questions about the text they will be reading. These questions should be recorded in the left-hand column of a two-column table on a sheet of paper. Students should arrive at their questions by doing the following:

	Turing the title into a question.
	Turning the headings into questions.
	Turning introductory sentences in paragraphs into questions.
	If the author poses any questions in the sidebars or at the end of the text, writing those questions in their own words.

SQ3R: An Example: Suppose your students were going to be reading a text called, “The Life of an Ant.” The text might include the following subheadings and introductory sentences:

After surveying the text, the student would turn the title, headings, and introductory sentences into questions and write them down in the left-hand column of a table. Then, while reading, the student would look for answers to those questions. Each answer would be written down in the right-hand column next to its question:

The Cornell System

The Cornell system for taking notes is designed to save time but yet be highly efficient. There is no rewriting or retyping of your notes. It is a "DO IT RIGHT IN THE FIRST PLACE" system.

1. First Step - PREPARATION

Use a large, loose-leaf notebook. Use only one side of the paper. (you then can lay your notes out to see the direction of a lecture.) Draw a vertical line 2 1/2 inches from the left side of you paper. This is the recall column. Notes will be taken to the right of this margin. Later key words or phrases can be written in the recall column.

2. Second Step - DURING THE LECTURE

Record notes in paragraph form. Capture general ideas, not illustrative ideas. Skip lines to show end of ideas or thoughts. Using abbreviations will save time. Write legibly.

3. Third Step - AFTER THE LECTURE

Read through your notes and make it more legible if necessary. Now use the column. Jot down ideas or key words which give you the idea of the lecture. (REDUCE) You will have to reread the lecturer's ideas and reflect in your own words. Cover up the right-hand portion of your notes and recite the general ideas and concepts of the lecture. Overlap your notes showing only recall columns and you have your review.

To take notes using the Cornell System, rule each sheet as illustrated, with a 2 1/2 inch margin. As you listen to the lecture, write your notes on the right side of the margin. After class, write key terms, topic headings, and questions in the left column. Once you get used to this system, you may be able to write in both the right and left columns during class. To study, cover the right side and use the headings and questions on the left to quiz yourself. (This creates the same effect as flash cards without the extra work.)

21/2 inches	Aug 29. Sociology
headings, questions	Details, answers, definitions

Hand-writing Flashcards

Flashcards Tips

1. Write comparative questions on +2 concepts (that is, bring together several ideas, rather than ask isolated questions on a single concept). Goal is to think critically by inter-connecting ideas.
   
2. Identify questions by placing an E, M, H (easy, medium, hard)
3. Underline key words on the answer side
   
4. As test time approaches, review all the flash cards, but set aside (or highlight) the ones you don't know. This will save you time to review the concepts you are having difficulty recalling.
   
5. Copy diagrams into your flashcards where you feel they add information.

A Shorthand System

A Shorthand System

An excellent technique for taking better notes is to develop a personalized shorthand notation system. This strategy allows you to quickly record words and ideas without taking the time to write them out in their entirety.

Since your shorthand notation system need only be understood by you, any symbols or abbreviations that make sense are okay.

To get you started, here are some common examples of shorthand notations and their meanings.

Symbol	Meaning
=	equal, same as
¹	not equal, different
w/	with
w/r/t	with respect to
=>	leads to, gives rise to, etc.

You can also abbreviate long words after their first use (e.g., abbr.) and omit simple articles or prepositional phrases to further decrease the amount of writing in your notes. Remember, there are no hard and fast rules for developing a shorthand system, except that it must make sense to you.

• Develop shortcuts for the most commonly used words and make shortcuts for them.

• At the beginning of a term look through the textbooks for each course. Find the common terms that you'll see over and over and develop shortcuts for them.

  For example, words that might appear frequently in a literature class are character (ch), allegory (alg), allusion (allu), figure of speech (fos), and so on.

• Practice your course-specific shorthand at the beginning of the term, while your text is still new and you're curious and excited about the information. Find a few interesting passages and practice writing them in shorthand.

• If possible, find a study partner (or ask a parent) to read the passages to you. This will give you experience.
• 
  
• Time yourself for each passage you practice. Pretty soon you'll start to build up speed.

Sample Shortcuts
@	at, about, around
no.	number, amount
+	bigger, greater, increasing
?	who, what, where, why, where
!	surprise, alarm, shock
bf	before
bc	because
rts	results
resp	response
X	across, between

Time Management

Time Management - create a weekly activity planner.

The first step is to indicate all of your regular academic and social commitments for the entire week ahead. A hypothetical example is shown below. Doing this allows you to see where free time exists in your schedule.
The second step is to assign specific study tasks to the free time slots identified in Step 1. By doing this, you are ensuring that you study in shorter, more productive bouts and that nothing gets lost in the shuffle!

INCREASING READING SPEED

I. CONSIDERATIONS AND LIMITATIONS

• When time demands and purpose permits, you must possess the ability to "switch gears" (absorb the ideas and information in books at more rapid speeds).
• This high-level fast reading however should not be interpreted as applicable to all types of reading situations.

II. CAUSES OF SLOW READING SPEEDS

• Individual variables - intelligence, motivation, physiological and psychological traits.
• Deficiencies in vocabulary and comprehension levels required for the reading.
• Inflexibility - tendency to read everything the same way regardless of what it is.
• Passivity - failure to become involved with the material being read.
• Unnecessary and habitual regression or re-reading because of lack of
• concentration.
• Slow reaction time to reading material.

III. TO BEGIN...

• Determine the purpose of the assignment.
• Preview the selection to determine its difficulty.
• Be flexible. Determine how to read an assignment by its difficulty and purpose.
• Understand that there are many reading speeds, and pace yourself.
• Get ready to read. Sit at a desk or table; you may need to shut down your computer if it is on your desk. This will avoid the distractions of E-mail and Instant Messenger; do not sit on the couch.
• Set a time limit, but be realistic. Look at how many pages you have to read.
• Concentrate. If you push your rate up to capacity, you will not have time to think about other things and allow your mind to wonder.
• Try a self-pacing method:

Use an index card, ruler, or straight edge and move it down the page as you read.

-OR-

Move your finger or pencil point down the margin beside the lines you are reading.

• Relax - it promotes concentration.

http://www.ulc.psu.edu/studyskills/test_taking.html#essay

Taking Notes on Reading

Taking notes on reading requires the same skills that apply to class notes: observation, reading, and review.

When to take notes from reading:

• When you need more extensive notes than you can write in the margin of the text.
• When you are reading from a library book, etc.

Methods to use:

• Outlining - works best when material you are reading is organized.
• Cornell method - divide paper: notes on right half, left hand column for key words and questions, summary at bottom of page.
• Paragraph form - summarize what you read in your own words, include important terms.
• Mind maps - diagrams/summaries of overlapping lecture and text material.

Suggestions:

• Style/method of note taking should vary according to the material.
• Short story or poem:

1. Read the entire thing once without taking notes.
2. Write down your immediate impressions.
3. Reread the piece, taking notes on characters, plots, etc.

Scientific/technical material:

1. Copy important formulas, terms, etc.
2. Recreate or note page number of important diagrams or figures.

Tips on Underlining a Textbook

I. Tools

1. Pen and straight edge
2. Highlighter
3. Note paper

II. Purposes

1. Study begins when you decide what you will learn. When you underline, you decide what you will learn.
2. If you underline accurately, you will be able to review and make notes more easily.

III. Guides for underlining

A. Read an entire section first.

B. Do not underline too much.

C. Select information you want to learn to make into notes.

D. Make major points stand out clearly.

1. Use numbers.
2. Use double underlining.
3. Use stars.

E. Make margin notes.

1. Use key words.
2. Use brief summaries.
3. Make questions if you do not understand, so that you can return to that section.

F. Realize that introductions rarely contain material that needs to be underlined.

G. Turn major headings and sub-headings into questions.

1. Underline the condensed answer.
2. Answers may include information in:

1. Topic sentences.
2. Words printed in special type.
3. Numbered lists.
4. Pay attention to and be aware of words of transition, introduction, conclusion, and definition (in other words, accordingly, since, then, of course, but, yet, more important, likewise, besides, for these reasons, subsequently, afterwards, that is, that means, etc.)

3. Should see major facts in an outline form.

H. Use brackets when several lines are important to underline.

I. Use numbers when a series of ideas are important.

J. Mark a question mark beside unclear sections of information.

K. Write down questions in your notebook for class that you have for the Professor.

SQ3R - A STUDY/READING SYSTEM

SURVEY-QUESTION-READ-RECITE-REVIEW. These steps are a study/reading method that promotes an active attitude toward learning. When you clear your mind for the task of studying, you are alert and centered. You make yourself ready to learn and remember. Begin with:

I. SURVEY - gather the information necessary to focus and formulate goals.

• State your purpose for reading the material.
• Read the title - help your mind prepare to receive the subject at hand.
• Read the introduction and/or summary - pick out the chapter's main points.
• Notice each boldface heading and subheadings - organize your mind before you begin to read and build a structure for the thoughts and details to come.
• Skim over graphs, tables, charts, etc. to see how they support and explain the text.

II. QUESTION - help your mind engage and concentrate

Frame questions - perhaps variations of the headings, sub-headings, or topic sentences, which you make into your personal questions.

III. READ - read actively to answer your questions and to fulfill your purpose

• Set realistic time goals and number of pages to be read.
• Divide chapter into small sections, rather than trying to read the whole chapter non-stop.
• Ask yourself a question before each paragraph or section, and then locate the answer in the text.
• Take breaks when you feel unable to stay with the material due to daydreaming, drowsiness, boredom, hunger, etc.
• Use your hand and marking pen to pull your eyes down the page, marking only the essential words and phrases.
• Think, interpret, and analyze the first time you read, to avoid unnecessary re-reading.

IV. RECITE - retain your mind to concentrate and learn as it reads

• After each section - stop, look away from the book, recall your questions, and see if you can answer them from memory.
• If not, look back again, but do not go on to the next section until you can recite the answers.
• Also, try to visualize what you have just read.
• Make separate notes or outlines of what you have read (see page 4).

V. REVIEW - refine your mental organization and begin building memory

• Once you have completed the whole chapter:
• Reread your outline, look away, and recite the outline from memory.
• Go back over all your questions.
• Continue this process until you feel that you understand and know the material.
• Take a short break and reward your success.
• Decide when you are ready to work again, center your thoughts, take a few minutes to review the information you just learned, and go on to the next chapter or another subject.