TOP TEN TIPS FOR BEING A SUCCESSFUL COLLEGE STUDENTPresented by Kendall College and the Academic Success Center

ASC FALL 09 HoursASC FALL 09 HoursMonday Monday 8 AM – 7 PM8 AM – 7 PMTuesdayTuesday 8 AM – 7 PM8 AM – 7 PM

WednesdayWednesday 8 AM – 7 PM8 AM – 7 PMThursdayThursday 8 AM – 7 PM8 AM – 7 PM

FridayFriday 8 AM – 5 PM8 AM – 5 PMSaturday Saturday 10 AM – 2 PM 10 AM – 2 PM

Additional hours are available by appointmentAdditional hours are available by appointment

▲We can help with academic tutoring. ◊ Math-related subjects including cost control, accounting, basic computation, statistics and developmental math◊ Spanish◊ Written assignments◊ Additional subjects including COL 110 First Year Course◊ PLA writing assistance

▲We can help with study skills, such as reading textbooks, taking tests, memorizing material, and taking notes in class.▲ Kendall College follows the guidelines of the American Disabilities Act and provides reasonable accommodations to individuals who provide appropriate documentation of disabilities.▲Online services are available for all students. Feel free to email the center for more information.

How to reach usHow to reach usPlease feel free to drop in the center (located in the library, 6th floor) during our office

hours,call (312) 752-2226, or email ASC@kendall.edu for an appointment (at no cost).

Take advantage of all the ASC has to offer.We are committed to students’ success.

Erin Shelley, M.A. April Cheverette, M. Ed. Director Academic Support Specialist Phone# (312) 752-2236 Phone# (312) 752-2226Fax# (312) 752-2237 Fax# (312) 752-2227EShelley@Kendall.edu Acheverette@kendall.edu

Back to Top2

TOP TEN TIPS

FOR BEING A SUCCESSFUL COLLEGE STUDENT

Presented by Kendall College and the Academic Success Center

PAGETip #1 Learning to Learn 5

Different Learning StylesTip #2 Managing Your Time 10

Time ManagementScheduling and Setting GoalsAvoiding Procrastination

Tip #3 Taking Responsibility 16Tip #4 Following Classroom Etiquette 17

AttendancePreparation for the ClassroomInfluencing TeachersPaying AttentionActive Listening

Tip #5 Getting Organized 22Tip #6 Successful Studying 23

Effective Study HabitsTips for Terrific Test TakingTest Anxiety

Tip #7 Thinking and Reading Critically 27Standards of English

Tip #8 Writing 29Back to Basics & SWEOutline TemplateAcademic Writing StylePlagiarismAPA Formatting

Tip #9 Using Kendall College ServicesKendall College Library 41Counseling Services 43International Student Services 44Students with Disabilities’ Services 55

Tip #10 Observing Webtruth 54

Back to Top3

Evaluating Website ContentSearch Engine OptimizationNet-etiquette

Back to Top4

Learning to Learn

How do you learn to learn? It starts with thinking about how you learn. What has worked or not worked in the past? Think about your current approach to learning. Do you learn about different topics in different ways? In addition, once you have studied something, critically reflect on it.

Read each one and think about how it relates to you.

BEFORE YOU START A TASK, ask yourself,How have I learned best in the past? What specific experiences stand out in my memory? Was it a specific teacher or subject?What in my prior knowledge will help me with this particular task? What are my study habits?  How did they evolve?  Which worked best?   Worst?How do I communicate what I learned best?  Do I prefer tests or projects?In what direction do I want my thinking to take me? What should I do first? Why am I reading this selection? How much time do I have to complete the task?

WHILE YOU ARE STUDYING A PARTICULAR SUBJECT, ask yourself,How interested am I in this? How much time do I want to spend learning this?What competes for my attention? What can I control, and what is outside my control? Can I change these conditions for success?What affects my dedication to learning this?Do I have a plan?  Does my plan consider my past experience and learning style?

CONSIDER THE PROCESS AND THE SUBJECT MATTERWhat am I studying?How am I doing? Am I on the right track? How should I proceed? What information is important to remember? Should I move in a different direction? Should I adjust the pace depending on the difficulty? What do I need to do if I do not understand?

Back to Top5

What is the heading or title?What are key words that jump out?Do I understand them? As I study, do I ask myself whether I understand? What do I know about this already?Do I know related subjects?What kinds of resources and information will help me?Will I need to look for additional sources?Do I stop and summarize?Do I stop and ask whether it is logical?Do I stop and evaluate (agree/disagree)?Do I just need time to think it over and return later?Do I need to discuss it with other students or a tutor in order to process the information?Do I need to find an authority, such as an instructor, a tutor, or a subject-matter expert?

WHEN YOU FINISH A TASK, CRITICALLY REFLECT AND EVALUATE then ask yourself,

How well did I do? What did I do right?What could I do better?Did my particular course of thinking produce more or less than I had expected? Did my plan coincide with how I work with my strengths and weaknesses? Did I choose the right conditions?Did I follow through; was I disciplined with myself?Did I succeed?Did I celebrate my success?

Back to Top6

Different Learning StylesAnswer these questions:

1. How could knowing your learning style be of benefit to you, personally? 2. How can it be helpful in your interactions with others? 3. How do you think this could help you in your studies? 4. How do you think this could help you in lectures? 5. How do you think this could help you in note taking?

For the following 16 questions, choose the first answer that comes to mind and circle a, b, or c. Do not spend too much time thinking about any one question. Question 1

When you study for a test, would you rathera) read notes, read headings in a book, and look at diagrams and illustrations.b) have someone ask you questions, or repeat facts silently to yourself.c) write things out on index cards and make models or diagrams.

Question 2Which of these do you do when you listen to music?

a) daydream (see things that go with the music) b) hum along c) move with the music, tap your foot, etc.

Question 3When you work at solving a problem do you

a) make a list, organize the steps, and check them off as they are done b) make a few phone calls and talk to friends or experts c) make a model of the problem or walk through all the steps in your mind

Question 4When you read for fun, do you prefer

a) a travel book with a lot of pictures in it b) a mystery book with a lot of conversation in it c) a book where you answer questions and solve problems

Question 5To learn how a computer works, would you rather

a) watch a movie about it b) listen to someone explain it c) take the computer apart and try to figure it out for yourself

Question 6You have just entered a science museum, what will you do first?

a) look around and find a map showing the locations of the various exhibits

b) talk to a museum guide and ask about exhibits c) go into the first exhibit that looks interesting, and read directions later

Question 7What kind of restaurant would you rather not go to?

a) one with the lights too bright b) one with the music too loudc) one with uncomfortable chairs

Question 8Would you rather go to

Back to Top7

a) an art class b) a music classc) an exercise class

Question 9Which are you most likely to do when you are happy?

a) grin b) shout with joy c) jump for joy

Question 10If you were at a party, what would you be most likely to remember the next day?

a) the faces of the people there, but not the names b) the names but not the faces c) the things you did and said while you were there

Question 11When you see the word "d - o - g", what do you do first?

a) think of a picture of a particular dog b) say the word "dog" to yourself silently c) sense the feeling of being with a dog (petting it, running with it, etc.)

Question 12When you tell a story, would you rather

a) write it b) tell it out loud c) act it out

Question 13What is most distracting for you when you are trying to concentrate?

a) visual distractionsb) noisesc) other sensations like, hunger, tight shoes, or worry

Question 14What are you most likely to do when you are angry?

a) scowl b) shout or "blow up"c) stomp off and slam doors

Question 15When you aren't sure how to spell a word, which of these are you most likely to do?

a) write it out to see if it looks right b) sound it out c) write it out to see if it feels right

Question 16Which are you most likely to do when standing in a long line at the movies?

a) look at posters advertising other movies b) talk to the person next to you c) tap your foot or move around in some other way

 Total your scores:a’s___________, b’s___________, c’s___________If you scored mostly a's you may have a visual learning style,

Back to Top8

you learn by seeing and looking. Visual Learners take numerous detailed notes tend to sit in the front are usually neat and clean often close their eyes to visualize or remember something find something to watch if they are bored like to see what they are learning benefit from illustrations and presentations that use color are attracted to written or spoken language rich in imagery prefer stimuli to be isolated from auditory and kinesthetic distraction find passive surroundings ideal

If you scored mostly b's, you may have an auditory learning style, you learn by hearing and listening.

Auditory Learners sit where they can hear but needn't pay attention to what is happening in front hum or talk to themselves or others when bored acquire knowledge by reading aloud remember by verbalizing lessons to themselves (if they don't they have difficulty

reading maps or diagrams or handling conceptual assignments like mathematics)If you had mostly c's, you may have a kinesthetic learning style, you learn by touching and doing.

Kinesthetic Learners find reasons to tinker or move when bored rely on what they can directly experience or perform activities such as cooking, construction, engineering and art help them perceive and

learn enjoy field trips and tasks that involve manipulating materials sit near the door or someplace else where they can easily get up and move around are uncomfortable in classrooms where they lack opportunities for hands-on experience communicate by touching and appreciate physically expressed encouragement, such as

a pat on the back Adapted from http://www.usd.edu/trio/tut/ts/styleres.html

Back to Top9

Managing Time

Developing time management skills is a journey that may begin with this guide. However, it is a skill that needs practice and other guidance along the way. One goal is to become aware of how you use your time in organizing, prioritizing, and succeeding in your studies in the context of competing activities of friends, work, family, etc.

Use this Time Management Day Planner to track an average day:

Daily Activities:Hours spent

Sleeping:

Personal care/grooming:

Personal meal preparation/eating/clean-up:

Family commitments:

Socializing/entertainment (with friends):

Relaxing/TV/video games, etc. (alone):

Exercise/sports:

Transportation (school, work, etc):

Work/internship:

Classes:

Studying:

Other:

TOTAL HOURS SPENT:MINUS HOURS IN YOUR DAY:

EQUALS:-24

Back to Top10

Use this Time Management Week Planner to track an average week:

Hours each day: 24 24 24 24 24 24 24

Daily Activities: Mon Tues Wed Thu Fri Sat Sun

Classes:

Studying:

Sleeping:

Exercise/sports:

Work/internship:

Family:

Personal care:

Personal meal preparation/

eating/clean-up:

Transportation:

Relaxation, TV/video games, etc.:

Socializing & friends:

Other:

Total hours:*How close to 24

hours did you come? *You may need to

reprioritize your schedule to succeed.

Back to Top11

Goals/objectives & priorities:List goals or objectives that are most important to you, and indicate whether they are long range, medium range, or immediate:

TODAY

AFTER COLLEGE

THIS YEAR

THIS TERM

THIS WEEK

TODAY

Where do you have the most flexibility:  weekdays or weekends?Can you change one or the other?  Or both?

Can you postpone any personal goals until school breaks?

How will assignments and tests affect your time allocation?What can you change to meet your class responsibilities?

Back to Top12

Make sure you have a system to organize your daily, weekly, monthly, and yearly time. Use your my.kendall.edu outlook calendar or another type of calendar that is user-friendly and accessible.

Use all your class syllabi to fill in class times, due dates, exam dates, etc. If you are employed, record your work schedule. You may need to reprioritize your schedule to succeed.

Back to Top13

Avoiding Procrastination

Procrastination is the avoidance of doing a task that needs to be accomplished. It can lead to feelings of guilt, inadequacy, depression and self-doubt. Procrastination has a high potential for painful consequences. It interferes with academic and personal success. What causes procrastination? Poor time management, difficulty concentrating, fear and anxiety, negative beliefs, personal problems, finding tasks boring, unrealistic expectations, perfectionism, and fear of failure can all lead to procrastination.

To remedy procrastination, begin with one, modest project. Answer these basic questions to help you start the project:

What do you want to do? What is the final objective, the end result?

It may be obvious, or not. What are the major steps to get there?

Don't get too detailed; think big. What have you done so far?

Acknowledge that you are already part of the way, even if it is through thinking!  Remember, the longest journey begins with a first step.

Why do you want to do this? What is your biggest motivation?

Do not concern yourself if your motivation is negative!This is honest and a good beginning.  However, if your motivation is negative, re-phrase and re-work your attitude it until it is positive.

What other positive results will flow from achieving your goal?Identifying these will help you uncover benefits that you may be avoiding:  Dare to dream!

List those attitudes/behaviors/responsibilities that stand in your way. What is in your power to change? What resources outside yourself do you need?

Resources are not all physical (i.e. tools and money); they  include time, people/professionals/elders, even attitude.  

What will happen if you don't progress?Think about the consequences if you don’t finish or fail. It won't hurt to scare yourself a little.

Develop your plan and then list Major, realistic steps

A project is easier when it is built in stages;start small; Add detail and complexity as you achieve and grow.

How much time each will takeA schedule helps you keep a progress chart and reinforces your understanding that there are way-stations on your path.

What time of day, week, etc. you will dedicate yourself to work.  This helps you develop a new habit of working, building a good work

environment, and distancing distractions.

Back to Top14

Rewards you will have at each stageDeny yourself rewards until you arrive at each completed stage.

Time for reviewFind a trusted friend, elder, or expert to help you motivate yourself or monitor progress.

Admit to False starts and mistakes as learning experiences

They can be more important than successes, and give meaning to "experience."

Distractions and escapesDo not deny they exist, but try to lessen their temptation.

EmotionAdmit to frustration when things don't seem to be going right.Admit that you have had a problem, but also that you are doing something about it.

FantasyPicture yourself succeeding.

Finally, if procrastination is a habit of yours, break it. Focus on the tasks and project at hand, and build from there!

Back to Top15

Student Responsibility

You and the Kendall College community share responsibility for your education. Our most successful students recognize the responsibility they must assume for their own progress. At Kendall, you have both the freedom and the responsibility to make sound decisions about your academic career. With this freedom comes the need to be responsible not only about your academics, but also about the administrative duties you need to complete in order to graduate.

You are a college level student. It is your responsibility to succeed.

You need to be an independent and motivated learner.

Back to Top16

Classroom Etiquette

Classroom etiquette is very important in college. There are a few important practices to remember when entering a class: attendance, preparation, influencing teachers, paying attention, and active listening. Making a positive effort in these areas will help you become a successful Kendall student.

AttendanceYou must attend every class. If you want to succeed as a student, you must go to all your classes. Some instructors do not put as much emphasis on missing classes. However, just because an instructor does not mark your grade down for your missed class does not mean you will not lose credit in other ways. Missing a class often makes a huge difference in your performance. In addition, you (or your parent(s)/guardian) are spending a huge sum of money for you to be at Kendall. Missing class time is wasting valuable money. On average, a four credit hour class costs $1,800. Divide that by each class period. That is what your missed class time costs. And it may cost double or triple if you have to re-take a failed course.

Back to Top17

Classroom Preparation

Compared to classrooms in some countries, United States’ classrooms tend to be informal. There are, however, some very important basic rules:

Before class: Come prepared

by completing reading assignments; read critically; form your own opinions. Review your notes

from the previous lecture and from the reading assignment for the day. Communicate immediately

with professors, Advising or the Academic Success Center about any study problems.

Focus on the task at hand before classand take a moment of silence to gather your thoughts and mentally prepare yourself.

Write any objectivesthat come to mind at the head of your notepaper:

o preparing for an up-coming testo understanding a particular concept o gaining a good foundation on a topic o understanding or reviewing the readings

In Class: Arrive on time for class

for Professors do not take lateness lightly. Position yourself in the classroom

to focus on the subject matter;  consider the best location for o listening o asking questions o seeing visual materials o discussing--not only with the teacher but also your classmates

Avoid distractions that may interfere with your concentration (daydreaming, looking around the room, talking to a friend, passing notes, dozing).

Evaluate as you listen:o Decide what is important and should be placed in your notes and what can

be left out. o Listen long enough to be sure you understand what was said before

writing. o Ask clarifying questions (but wait for "breaks" in the instructor's stream).

Review your class objective(s) throughout the class periodo Did your objective(s) mesh with the instructor's introductory remarks?

Back to Top18

o Has the class digressed from stated objectives, yours or the instructor's? Write a "to do" list including

o assignments o reviewing difficult concepts o joining study groups o making appointments with a study pal, tutor, or the instructor (one

resource often overlooked is a classmate who seems to have a good grasp of the material. If appropriate, seek the individual out for help).

Influencing Teachers

How you communicate with your instructor affects how well you do in a course. In general, professors are likely to be impressed with students who show a genuine interest in their course material and ask good questions. The best way to get on your professor's good side is to be an interested student.

The following are some strategies to demonstrate your interest and curiosity:

Sit near the front of the class. Do not criticize, condemn, or complain to the teacher about his or her

performance. Rather focus on, and discuss, the material and your understanding of it.

Let the teacher know what you appreciate about the course. Be friendly and smile. Know and use the teacher's name. Listen to what the teacher has to say about himself or herself. Talk in terms of what the teacher is interested. Let the teacher know that you respect him/her. Avoid arguing. If you are wrong, admit it quickly and emphatically. Ask questions rather than give orders. Try honestly to see the teacher's point of view. Let the teacher know that you sincerely want to do well in the course. Hand in all assignments on time throughout the semester.

Back to Top19

Paying attention

If you have difficulty paying attention to what is being said in the classroom,

Try to anticipate the main ideas of the coming lecture, look over your notes of the previous lecture, and read the course material.  

If you have questions about material from the previous class or text, ask the instructor before class about them.

Prepare a few questions you expect to be answered on new material. Resist distractions by sitting in front of the room away from disruptive

classmates and by focusing on the instructor through active listening and note taking.

Put yourself in the "mood" with attentive expression and posture; do not sprawl.

Shift position in your seat every so often and do not sit frozen in one position. Shifting on occasion will help keep the blood circulating, send more oxygen to your brain, and help you remain alert.

When appropriate, ask a question, ask for more clarity, or engage an instructor and the class in dialogue.

Train yourself not to give in to distractions.

Form a tunnel between you and the lecturer Practice letting people move or cough without having to look at them - just

let them "be out there" as you focus on what is being taught. When talking with someone, keep your attention on that person, look at his

face, and note what is being said. Let the rest of the world just be "out there."

Use a "Be here now" technique to help you regain concentration when you do become distracted momentarily. When you notice your thoughts wandering astray, say to yourself "Be here now" and gently bring your attention back to where you want it. When it wanders again, repeat, "Be here now" and gently bring your attention back, and continue this practice repeatedly.  It will work!

Back to Top20

Active Listening

Active, effective listening is a habit, as well as the foundation of effective communication. Active listening intentionally focuses on whom you are listening to, whether in a group or one-on-one, in order to understand what he or she is saying. As the listener, you should then be able to repeat back in your own words what they have said to their satisfaction.  This does not mean you agree with, but rather understand, what they are saying.

Prepare with a positive, engaged attitude Focus your attention on the subject and stop all non-relevant activities

beforehand to orient yourself to the speaker or the topic. Review mentally what you already know about the subject and organize

in advance relevant material in order to develop it further (previous lectures, TV programs, newspaper articles, web sites, prior real life experience, etc.).

Avoid distractions and seat yourself appropriately close to the speaker Avoid distractions (a window, a talkative neighbor, noise, etc.).

Acknowledge any emotional state and suspend emotions until later, or passively participate unless you can control your emotions.

Set aside your prejudices, your opinions and be present to learn what the speaker has to say, not the other way around.

Actively listen Be other-directed by focusing on the person communicating. Follow,

and understand the speaker as if you were walking in their shoes. Listen with your ears but also with your eyes and other senses.

Be aware of non-verbal points in the speech and let the argument or presentation run its course. Do not agree or disagree, but encourage the train of thought.

Be involved by active response to questions and directions. Use your body position (e.g. lean forward) and attention to encourage the speaker and signal your interest.

Back to Top21

Getting Organized

Good organization leads to success. There are different methods. You must find out what works best for you and stay with it. Here are some ideas to help you:

Maintain an assignment notebook or calendar planner.This should follow you to every class. It can be used to record all your assignments, exams and any other schoolwork deadlines. As soon as you get your syllabi, use it to mark all the important dates and deadlines onto your assignment notebook or calendar planner. It can also be used to keep track of personal things such as birthdays and work obligations.

Online calendars are also helpful. For example, your my.Kendall.edu Outlook email account has a built in calendar. This way you can access your calendar anywhere you have internet access. However, you must remember to update your calendar as the term progresses. Maintain folders for each course. Three-ring binders or notebooks with attached folders work best. This allows you to keep all syllabi, returned papers, quizzes, and tests in one place. Expandable folders work very well for filing. Remember to keep important information in the front, such as the course syllabus, classmates’ phone numbers and email addresses.

Save all your computer files on a disk.Throughout your academic life, you will create many computer files. These files must be labeled and stored in an organized fashion. You may need to retrieve your files and you must have easy access. When titling your document, use course numbers and assignment numbers. In addition, use separate disks or a flash drive to store your work (If you need help with your disks or flash drive devices, feel free to ask the ASC for help).

Back to Top22

Studying

You can prepare yourself to succeed in your studies.Try to develop and appreciate the following habits:

Take responsibility for yourself. Responsibility is recognition that in order to succeedyou can make decisions about your priorities, your time, and your resources.

Center yourself around your values and principles.Don't let friends and acquaintances dictate what you consider important.

Put first things first.Follow up on the priorities you have set for yourself, and don't let others, or other interests, distract you from your goals.

Discover your key productivity periods and places.Use the time you are most alert, such as in the morning. Find study spaces where you can be the most focused and productive.  Prioritize these for your most difficult study challenges.

First understand others, and then attempt to be understood.When you have an issue with an instructor, for example a questionable grade put yourself in the instructor's place. Now ask yourself how you can best make your argument given his/her situation.

Look for better solutions to problems.For example, if you don't understand the course material, don't just re-read the material. Try something else! Consult with the professor, a classmate, or the Academic Success Center.

Back to Top23

Tips for terrific test taking

When you take a test, you are demonstrating your ability to understand course material or perform certain tasks.  Successful test taking avoids carelessness and results in achievement.

Prepare Analyze your past test results.

Each test can further prepare you for the next test.Use your tests to review when studying for final exams.

Arrive early for tests.Bring all the materials you will need such as pencils and pens, a calculator, a dictionary, and a watch. This helps you focus on the task at hand.

Be comfortable but alert.Choose a good spot and make sure you have enough room to work, maintain comfortable posture but don't "slouch."

Stay relaxed and confident.Remind yourself that you are well prepared and are going to do well. 

If you are anxious, take slow, deep breaths to relax. Do not talk with others about the test prior to taking it. Anxiety is contagious.

Test Taking Read the directions carefully.

This may be obvious, but it will help you avoid careless errors. If there is time, quickly look through the test for an overview.

Note key terms, and jot down brief notes. Answer questions in a strategic order

1. First easy questions to build confidence, score points, and mentally orient yourself to vocabulary, concepts, and your studies (it may help you make associations with more difficult questions).

2. Then difficult questions or those with the most point value. With objective tests, first eliminate those answers you know to be wrong, or are likely to be wrong, do not seem to fit, or where two options are so similar as to be both incorrect. With essay/subjective questions, broadly outline your answer and sequence the order of your points.  

ReviewResist the urge to leave as soon as you have completed all the items. Review your test to make sure that you have answered all questions, not miss-marked the answer sheet, or made some other simple mistake. Proofread your writing for spelling, grammar, punctuation, decimal points, etc. Change answers to questions if you originally misread them or if you have encountered information elsewhere in the test that indicates that your first choice is incorrect

Decide on and adopt study strategies that worked best for you.Identify those that did not work well and replace them.

Back to Top24

Test Anxiety

Most students experience some level of anxiety during an exam.However, when anxiety affects exam performance it has become a problem.

Use test preparation to reduce anxiety.

Approach the exam with confidence. Use whatever strategies you can to personalize success, such as visualization, logic, talking to yourself, practice, team work, or journaling.

View the exam as an opportunity to show how much you've studied and to receive a reward for the studying you've done.

Be prepared! Learn your material thoroughly and organize what materials you will need for the test. 

Choose a comfortable location for taking the test with good lighting and minimal distractions.

Allow yourself plenty of time, especially to do things you need to do before the test and still get there a little early.

Avoid thinking you need to cram just before. Strive for a relaxed state of concentration. Avoid speaking with any fellow

students who have not prepared, who express negativity, and who will distract your preparation.

Physical exercise may help sharpen the mind. Get a good night's sleep the night before the exam. Do not go to the exam with an empty stomach. Fresh fruits and vegetables are

often recommended to reduce stress. Stressful foods can include processed foods, artificial sweeteners, carbonated soft drinks, chocolate, eggs, fried foods, junk foods, pork, red meat, sugar, white flour products, chips and similar snack foods, foods containing preservatives or heavy spices.

Take a small snack, or some other nourishment to help take your mind off your anxiety.

During the test

Read the directions carefully. Back to Top25

Budget your test taking time. Change positions to help you relax. If you go blank, skip the question and go on. If you are taking an essay test and you go blank on the whole test, pick a

question and start writing. It may trigger the answer in your mind. Outlines are also a very good idea.

Do not panic when other students start handing in their papers. There's no reward for being the first done.

If you find yourself tensing and getting anxious during the test

Relax! You are in control. Take slow, deep breaths. Do not think about the fear. Pause and think about the next step and keep on

task, step by step. Use positive reinforcement for yourself. Acknowledge that you have done, and

are doing, your best. Expect some anxiety. It is a reminder that you want to do your best and can

provide energy. Just keep it manageable. Realize that anxiety can be a habit and that it takes practice to use it as a tool to

succeed.

After the test, review how you did

List what worked, and hold onto these strategies. It does not matter how small the items are for they are building blocks to success.

List what did not work for improvement. Celebrate that you are on the road to overcoming this obstacle!

If you are aware that you have a problem with test anxiety, be sure your teacher or instructor knows before any testing begins (and not the hour before!). In addition, the ASC is always available to help!

Back to Top26

Thinking and Reading Critically

As a Kendall College student, you are expected to read and think critically. This means you will need to evaluate other people’s ideas and develop your own opinions.

Be SMART! Self-Monitoring Approach to Reading and Thinking

Read. Read a selection of the text. Using a pencil (so you can erase), lightly place a check mark () next to each paragraph or section you understand. Please a questions mark (?) next to each paragraph or section that contains something you do not understand. Remember, it is okay if you do not understand something. That is why you are in school…to learn things you don’t know!

Self-Translate. At the end of each section, stop and explain to yourself, in your own words, what you read. Look back at the text as you go over the material.

Troubleshoot. Go back to each (?) and see if you can now make sense of the paragraph.

Re-read the trouble spot to see if it now makes sense. If it does not make sense:

Pinpoint a problem by figuring out why you are having trouble: Is it a difficult word or unfamiliar vocabulary? Is it a difficult sentence or confusing language? Is it a subject about which you know very little?Try a Fix-Up Strategy Use a glossary or some other vocabulary aid. Look over the pictures or other graphics. Examine other parts of the chapter (summary, review section, diagrams, or

other features).

Explain to yourself exactly what you do not understand or what confuses you.

Get Help. Ask the instructor, a classmate, or the Academic Success Center for help.

Back to Top27

Back to Top28

Standards of English

The ability to communicate, whether you are writing or speaking, is critical to your success. Everyday you are judged by how well you communicate. This communication includes oral presentations, book reports, senior theses, emails, conversations over the telephone, even instant messaging. You must be aware that employers, admissions departments, loan officers, professors, even people you might want to date, make decisions about your life, based upon how well you communicate. Moreover, a person often gets only one opportunity to make a lasting impression on others.

In this overview you are going to focus on standards of English writing. The various rules and procedures that we will present to you are based on methods that are used throughout the United States and will be used everyday at Kendall College. For many, if not most of you this will be a refresher. Whether the information discussed is new or old – it is the measure by which your book reports, compositions, PowerPoint presentations and speeches will be judged. Citizens of and visitors to the United States speak (and write) in many varied dialects. Here we accept and recognize two forms of standard English: formal and informal.

Formal English is the language of serious and solemn occasions. A graduation address, a legal brief, a scholarly book or article, and the kind of formal report that has footnotes and a bibliography are situations in which formal English is to be used.

Informal English is the everyday language of educated people. Informal English has more than one level: books and magazines typically are written in a style that may be very close to formal English; when informal English is used in casual conversation or personal letters/emails, it may contain some slang.

Back to Top29

Writing Basics

Get back to basics. A writing assignment succeeds by addressing a defined audience with content organized into an effective and/or convincing presentation.

PreparationAll types of writing (essays and essay tests, term papers, lab reports, etc.) should follow a process:

Introduction Set your topic.

State your thesis, theme, or objective in a sentence or two at most. Define your audience, and how you will address them.

Is it your instructor who grades you or a teaching assistant? fellow students?  Professionals?Establish the type of writing that will be most effective in communicating. Consider the most effective tone to take considering your purpose.

Develop research strategies and a list of resources.Develop a list of key words that form the foundation of both your research and writing. Build the list from general sources and overviews.

Develop your time lineAllow time for editing, revision and unexpected developments. Outlines are needed. The more time you spend organizing your outline, the better the paper.

Your first paragraph Introduce the topic; entice the reader (remember your  audience). Establish perspective and/or point of view. Focus on three main points to develop.

Establish flow from paragraph to paragraph Topic sentences of each paragraph define their place in the overall

scheme. Transition sentences, clauses, or words at the beginning of paragraph

connect one idea to the next. Avoid one and two sentence paragraphs which may reflect lack of

development of your point. Continually prove your point of view throughout the essay.

Back to Top30

o Don't drift or leave the focus of the essay. o Don't lapse into summary in developing paragraphs--wait until its

time, at the conclusion. Support interpretations with quotes, data, etc.

o Properly introduce, explain, and cite each quote. o Block (indented) quotes should be used sparingly;

they can break up the flow of your argument.

Back to Top31

Conclusion Read your paper, including the introduction and the body paragraphs

development. Summarize, then conclude, your argument. Refer back (once again) to the first paragraph(s) as well as the

development. o Do the last paragraphs briefly restate the introduction and main

ideas? o Reflect on the succession and importance of the arguments. o Does the conclusion logically summarize the development?

Edit/rewrite the first paragraph to better set your development and conclusion.

Finally, writing assignments can be divided into six stages.1. Preparation - Define the topic, prepare how to address your audience, and

gather research. 2. Outlining - Organize your supporting points.3. Drafting/writing - Develop content, message and style.4. Revising - Review for message.5. Proofreading/Editing - Focus on writing mechanics (spelling, grammar, format,

etc.). 6. Ready for publishing - Present your final copy.

Back to Top32

Standard Written English (SWE) Standard Written English refers to the relatively formal use of the language in a written context. It is dialect-free, conventionalized, edited writing expected at the collegiate level. In addition, Kendall College generally adheres to APA guidelines. (Since the APA Manual is directed toward the publication of manuscripts, not all of its rules apply at to college writing. For example, APA does not allow contractions, the use of the first person, or the use of bullets in a manuscript. Such restrictions may seem inappropriate and unnecessary for a college paper.)

However, all collegiate writing, with the possible exception of the recorded speech of a character, should reflect the following elements of Standard Written English. Since not all grammatical issues or mechanical errors are equally serious, they are listed roughly in order of importance. If a question or uncertainty arises, consult . . . .

Sentence Boundarieso No sentence fragments or incomplete sentenceso No run-on or fused sentenceso No comma splices (a run-on sentence punctuated with commas)

Subject-Verb Agreement in Numbero A singular subject takes a singular verb (“All the news that’s fit to print.”

“Preparation is essential.”)o A plural or a compound subject takes a plural verb (“The use and abuse of

drugs are far too common in America.”) Appropriate verb tense and form (i.e. use of –ed, of helping verbs)

In particular, distinguish among various actions in the past.o Simple past (“Yesterday I drank a latte.”)o Present perfect (“I have drunk a latte every morning for the past month.”)o Past perfect (“Before I met you, I had never drunk a latte.” The past

perfect form of the verb will usually accompany the past form of another verb.)

o Present tense may be used to refer to published literature or art regardless of the date of publication or creation. (“Howard Gardner claims that every learner can be successful.”) and to a repeated continuous action (“I drink a latte every day.”)

Noun-Pronoun Agreement o Every pronoun must have a clear noun antecedent. Avoid using a pronoun

(“it” or “this”) to allude to a whole idea. (“America has seen a woman and an African-American male run for the presidential primary election. This has made history.” To correct, insert a noun after “this.” “This unusual opportunity . . . “ )

o Every pronoun must agree with its antecedent in gender and in number. (“The revolutionaries have been asked to surrender their weapons.”)

o Use the relative pronoun “who” to refer to human beings, and “which” or “that” to refer to all else. (“This is the woman who has stood by me.” “The

Back to Top33

dog that followed me home can stay.” “This course, which will begin next week, is ready.”)

Modifiers must be placed near the word they modify (noun, pronoun, adjective, or verb)

o No dangling modifiers (“While writing the memo, the phone rang and interrupted me.” To correct, insert a pronoun for the opening phrase to modify: “While I was writing the memo, the phone rang and interrupted me.”)

o No misplaced modifiers (“The other day I shot an elephant in my pajamas. How he got in my pajamas I’ll never know.” -Groucho Marx. To correct, move the modifier closer to the pronoun it modifies: “The other day while wearing my pajamas, I shot an elephant.”)

Correct case of nouns and pronounso The possessive of the singular noun is formed by adding an apostrophe,

plus “s” to the noun. (“My sister’s decision” = the decision of one sister) The possessive of the plural noun is formed by adding an apostrophe to the plural noun. (“My brothers’ consensus” = the consensus reached by more than one brother)

o Most pronouns retain the subject, object, and possessive case (“I,” “me,” and “my, mine,” “between you and me,” “They brought their luggage with them.”)

Parallelismo Terms in a series should be written in the same part of speech. (“She

likes to swim, to read, and to run marathons.” “The dictionary can be used for the following purposes: to discover denotations, connotations, etymology, and usage.”)

Formal Usage or Dictiono A collegiate level dictionary will identify the usage level of a word or

expression as “jargon,” “substandard,” or “colloquial,” in contrast to the more appropriate “formal” level of usage. (For example, an education student should refer to those in his or her care as “children” rather than “kids.”)

Mechanicso Spellingo Capitalization o Punctuation

Colon Semicolon Comma Apostrophe Hyphen, Dash Quotation Marks

Back to Top34

o Surface Conventions (margins, font, double spacing, indented paragraphs, pagination)

Back to Top35

Outline Template

Configure this basic template for all your writing needs.

Purpose: ____________________Audience: ____________________

Title: ____________________I. Introduction

A. Introductory/Opening statement B. Specific Thesis statement: ________________ C. List of Supporting Points

II. Body A. Heading 1:______________________

Sub Topic 1: ____________________ I. ____________________ II. ____________________

Sub Topic 2: ____________________ I. ____________________ II. ____________________

B. Heading 2:______________________ Sub Topic 1:____________________

I. ____________________ II. ____________________

Sub Topic 2:____________________ I. ____________________ II. ____________________

C. Heading 3:______________________ Sub Topic 1:____________________ I. ____________________

II. ____________________Sub Topic 2:____________________

I. ____________________ II. ____________________

I. Conclusion A. Closing statement B. Restate thesis: ____________________

Back to Top36

Academic Writing StyleYou need to know that students often fail to achieve success in academic writing because they cannot differentiate among writing styles. For example, here are a few style descriptions:

– Creative writing• Creative abilities are the focal point of the exercise.• The beauty and harmony of the delivery are at least as important as

the message.– Opinionated / editorialized writing (Op/Ed)

• Inappropriate for undergraduates who are not recognized “gurus.” • Involves the judgment, but that judgment is unsupported and of no

academic value.– Descriptive writing

• Inappropriate for most academic writing as it does not add new academic value; may describe theory and then describe practice.

• Does not involve judgment but is rather a restating of facts.– Analytical writing

• Adds academic value – links theory to practice and can be generalized.

• Involves judgment but is supported by evidence or expert witnesses.• Is not simply lifted or copied from a proprietary site.• Views so-called facts or self-stated benefits with skepticism.• Is more difficult to do well than descriptive writing, but adds value.• Shows processing data and is able to reach grounded conclusions.• Almost always requires citations and footnoting.

Academic Business Writing• Appropriate for long internal business reports, business papers for publication

and all business papers written as part of schoolwork.• Uses an analytical writing style with relatively simple sentences, usually in active

voice; avoids too much “fluff.”• Judgments are supported by primary data with adequate sampling, secondary

data or true and representative expert opinion.• Features a one page maximum Executive Summary without references providing

an abstract of the findings of the entire paper.• Usually features a cover page and may feature white pages between sections.• Normally uses a single font (except for the cover page) which is usually an 11-12

point seriph font (e.g., Times New Roman) double-spaced.• Usually involves paragraph indentation.• Begins with an introduction (usually no heading) followed by headed sections

and a headed conclusion.• Is carefully referenced with one citation style throughout and features a

bibliography at the end with all materials that have contributed whether specifically cited or not.

• Usually features graphical representation either within the document or in appendices at the end of the document; graphics are indicated as figures and referred to in the text according to figure.

• Primary research data is usually included in an appendix at the end of the document and summarized in the text.

Back to Top37

• Usually concludes with either a suggestion for action or a suggestion for future research.

• Is page numbered with separate page numbers for appendices.• For longer works, includes a table of contents ranged according to section

headings and appendix numbers with the relevant page numbers and a separate table for figures.

• Specific academic models exist for longer works such as dissertations or theses or works destined for publication in peer-reviewed academic journals.

Tips for Successful Academic Business Writing• Follow a carefully prepared outline.• Write the introduction and the conclusion after you have completed the paper.• Set the work aside before writing the Executive Summary as otherwise, it will

read like the introduction or the conclusion.• Use all of the features of your word-processing program as doing so will allow

you to make easy changes and additions without collapsing your table of contents or footnoting system.

• Choose one referencing style before beginning and stick to the same style throughout (footnotes or endnotes or author names in parentheses).

• Reread your paper at the end to make certain that every statement of fact has been appropriately supported and referenced.

• Have someone else read your paper after you have finished, not to change your material but simply to be sure that someone else can understand your logic flow and believe in your conclusion.

Adapted from Dean Jeffery Catrett’s presentation found at my.kendall.edu titled Plagiarism.ppt

Back to Top38

Common Grammar Mistakes

Exercises Part One1. One of the uniforms were grey.2. Matt don’t get very good grades in English, but he always done real good in math.3. The buildings along the lakefront seems to be unoccupied.4. Macaroni and cheese are my favorite dish.5. In the trunk there’s some nails and a hammer.6. My parents and she arrived on time.7. We and they plan to go to the restaurant together.

Exercises Part Two1. Everyone blames us delinquents.2. Andi lunged at the basketball and grabs it before the Robert Morris player could reach

him.3. The detective lay the file on his desk and examined it closely.4. Our cabin was smaller than any in the camp.5. Today is even more colder than yesterday.6. She is a worser singer than Martha.7. While I was in the dentist’s office.

Exercises Part Three1. Watching the auto races, an accident occurred.2. Stirring the batter well, the spices were put in next.3. After rehearsing for weeks, the play was a success.4. After reading the assignment again, it was still not clear.5. Finishing her performance, the audience applauded the singer.6. Peering over the cliffs, the canyon seemed gigantic.7. While shaving, his lip started to bleed.

Back to Top39

Answers

Exercises Part One1. One of the uniforms were grey. [was]2. Matt don’t get very good grades in English, but he always done real good in math.

[doesn’t, did]3. The buildings along the lakefront seems to be unoccupied. [seem]4. Macaroni and cheese are my favorite dish. [is]5. In the trunk there’s some nails and a hammer. [they’re]6. My parents and she arrived on time. [awkward, reverse she and my parents]7. We and they plan to go to the restaurant together. [drop the redundant they]

Exercises Part Two1. Everyone blames us delinquents. [delete us or delinquents]2. Andi lunged at the basketball and grabs it before the Robert Morris player could

reach him. [tense-grabbed]3. The detective lay the file on his desk and examined it closely. [tense-laid]4. Our cabin was smaller than any in the camp. [than any other in the camp]5. Today is even more colder than yesterday. [eliminate more]6. She is a worser singer than Martha. [worse]7. While I was in the dentist’s office. [incomplete sentence]

Exercises Part Three1. Watching the auto races, an accident occurred. [Who watched the races?]2. Stirring the batter well, the spices were put in next. [who stirred the batter?]3. After rehearsing for weeks, the play was a success. [who rehearsed?]4. After reading the assignment again, it was still not clear. [who read the

assignment?]5. Finishing her performance, the audience applauded the singer. [who finished the

performance?]6. Peering over the cliffs, the canyon seemed gigantic. [who peered over the cliffs?]7. While shaving, his lip started to bleed. [who shave the lip?]

Back to Top40

Plagiarism

Kendall expects all students to fulfill assignments and complete tests independently and honestly. The College will penalize any cheating, plagiarism or any other forms of dishonesty at the College.

An instructor who discovers any student cheating, plagiarizing, or being dishonest in other ways may take such action as seems warranted, including giving the student a failing grade for the course or recommending expulsion from the College. The instructor will report such action to the Academic Dean in writing. The report will be entered into the student’s official record for possible disciplinary action, including academic probation and/or suspension. See the Kendall College Student Handbook 2006-2007 for more information.

Kendall College does not tolerate the theft of intellectual property whether it appears in the form of plagiarism, cheating or copying.

Kendall College considers helping another to commit plagiarism, cheating or copying to be of the same order of offense as actually committing the offense.

Kendall College considers helping another to frame the content of individual work to be a form of plagiarism.

Kendall College considers academic integrity and academic rigor to be the basis of legitimate scholarship and protects academic liberty to these ends.

As with any law or rule, failure to understand the rule is no defense: the student is expected to know how to avoid plagiarism, cheating and copying.

What is Intellectual Property?Anything you hear …Anything you see …Anything you observe …Anything you develop or alter …

… which was originally created by anyone else.Back to Top41

Where Can I Get Help?• From textbooks and handouts that you will receive• From Faculty and Administration and especially from English / Communication

Faculty• From the Academic Success Center or Library• From your courses :

– Communication and English courses– CIS courses

Adapted from Jeffery Catrett’s presentation found at my.kendall.edu titled Plagiarism.ppt

Back to Top42

APA Formatting

How Do I Cite References?• Directly in the text after a quotation or paraphrased idea (Catrett, 2006, p. 28). • Or, for graphics and photos, a source citation.• Which, of course, is followed by a reference list!

So What is This Reference List?• A more complete description of the source material.

Catrett, J. B., (2006). Intro to big trouble, a lecture in how to avoid it, Kendall Productions, 1;1, 22-41.

• A listing of everything you have studied that has influenced a document or presentation.

• An indication to the reader of your academic rigor and integrity.What is Academic Rigor and How Do I Apply It?

• Academic rigor implies that you have sufficiently researched existing theories on your topic and that you have supported your statements of fact with primary or secondary research or expert opinion.

• As a student, you are not considered an expert. You must support every statement of fact with a citation indicating your research or study.

And How Do I Quote?• You can credit a phrase within the text.

This is especially useful for very long quotations or for quotations which set the very tone of your chapter for paper and which would become cumbersome if simply enclosed within quotation marks, as is so often the case with short quotations. Therefore, using longer quotes will need to be in this format. (Catrett, 2006, p. 31)

• You can use quotation marks “… as is so often the case …” (Catrett, 2006, p.31).• Or, as Catrett (2006) suggests, “you can include the name in the quote and cite”

(p. 31).• Remember to be equally careful when paraphrasing.

What About Paraphrasing ?• Many experts agree that paraphrasing is useful in order to avoid an endless

string of quotations (Catrett, Eisendrath, et al, 2006, pp. 21-35).• Paraphrasing is especially useful when the original authors’ words are not key or

meaningful or when combining authors’ ideas.• Academic integrity demands that ideas must remain intact, however, and must

be cited.

Adapted from Dean Jeffery Catrett’s presentation found at my.kendall.edu titled Plagiarism.ppt

For additional references, please visit the following websites:

http://wps.ablongman.com/long_fowler_lbh_10/

http://www.apastyle.org/elecref.html

Back to Top43

http://owl.english.purdue.edu/owl/resource/560/01/

Back to Top44

Kendall College Library

To access the resources of the Library, go to: www.kendall.eduand click on My Kendall , then Kendall Library.

About the Kendall College LibraryFrequently Asked QuestionsWhere is the Library located?Room 620, 6th Floor SouthWhat's the telephone number? 312.752.2540How can I reach a librarian? Iva Freeman, Director

312/752.2530ifreeman@kendall.edu

Where can I get a library card?Your Kendall I.D. is your library card. For more information, ask at the Circulation Desk.

What services are offered in the Library? Reference Desk

Librarians can guide you to the best resources in print and online in the Kendall Library.

Individual research consultationsSchedule a consultation with a librarian to learn more about search strategy tips and techniques.

Class workshopsWorkshops are tailored to the goals of class assignments. Students are acquainted with the instructional support services of the Kendall Library.

Photocopy Machine Interlibrary loan

Request books from other libraries in Illinois and the United States Reserve collection

Materials pertinent to class assignments, such as required readings in magazines, journals, book chapters and textbooks, may be placed "on reserve" by instructors.

Wireless Internet connection

Back to Top45

Getting Started with Research Subject Guides & Research Tips

Search subject guides to resources in the Library and on the Internet.See tips for evaluating and citing information. Learn more about research consultations.

Britannica Online Search the complete encyclopedia, as well as Merriam-Webster's Collegiate Dictionary and Thesaurus, Britannica Student Encyclopedia and the Britannica Book of the Year; access Britannica’s Internet directory, which includes links to a variety of websites selected, rated, and reviewed by Britannica editors. Need off-campus access?

Username: kendallcollegePassword: library

Finding Books Kendall College Library

Search for books by author, title or subject in the Library’s online catalog. Try a “guided keyword search”.

Other Academic Libraries Search for books in the catalogs of other academic libraries in Chicago and elsewhere in Illinois. Ask us about interlibrary loan.

Finding Magazines, Journals, and NewspapersLocate information about your subject in thousands of authoritative magazines, journals and newspapers with the following online resources. Many of the articles will contain the full or entire text of the article. Send the results to your e-mail account. Note! If the text of the article is unavailable online, see the Library’s print periodical collection or request what you need through interlibrary loan.

CQ Researcher Access to in-depth, balanced coverage of current political and social issues, with regular reports on topics in health, international affairs, education, the environment, technology and the U.S. economy; see Browse Reports by Topics.Note! The Library also receives CQ Researcher in print. Need off-campus access?

Username: KendallPassword: College

EBSCOhost Access a variety of general and subject-specific databases; see ERIC and the Professional Development Collection for education topics; see the Hospitality & Tourism Index for information on the hospitality industry and culinary-related topics.Need off-campus access?

Username: Kendall Password: College

FirstSearch Access a variety of general and subject-specific databases; see Periodical Abstracts and WilsonSelect Plus to get a “jump-start” on your general research needs; see ABI Inform for business and management topics. Need off-campus access?

Username: 100107157Password: Kendall

Back to Top46

Counseling Services

KENDALL COLLEGE COUNSELING SERVICES

Counseling referrals are available through the Office of Student Life.  Please visit room 236 or call 312.752.2286 for a confidential meeting.

Back to Top47

International Student Services

The mission of the International Student Office is to provide information, services and programs that support international students in achieving their individual educational and personal goals.

The Office will also support the college’s goal of fostering a culturally diverse learning environment in the larger Kendall community.

(Mr.) Clare R. LakeInternational Student Services #312-752-2468 clake@kendall.edu

Back to Top48

Students with Disabilities’ Services

Kendall College follows the guidelines of the American Disabilities Act and provides reasonable accommodations to individuals who provide appropriate documentation of disabilities.

For more information, please contact the Academic Success Center’s Director, Erin Shelley.

Please feel free to drop in the center room 622/624 (6th floor) during my office hours, call (312) 752-2236 or email ASC@kendall.edu for an appointment.

Back to Top49

Evaluating Website Content

The Internet is a relatively new and untested information and communication medium.  As such, we need to evaluate, expand, and adapt existing criteria for evaluating content, as well as develop new techniques. The Internet is a ubiquitous medium:  aside from questions of affordability, it is very pervasive in both authorship and audience.  A web address is now an international information and persuasion medium.

The Internet can very well be an unregulated and un-regulatable medium. As such, the visitor to a website must have both tools and responsibility to discern quality websites.

International conventions of copyright govern the use and reproduction of all material:  all information should be properly cited.

Back to Top50

Search engine optimizationHow do I search the Internet?

Narrow your topic and its description. Pull out key words and categories.

Use a search engine. Get assistance from your local librarian. Refer to known, recommended, expert, or reviewed web sites. Refer to professional portals that may have directories or collections by

topic. Review the number of options returned. If there are too many web sites,

add more keywords.  If there are too few options, narrow/delete some keywords, or substitute other key words.

Review the first pages returned. If these are not helpful, review your key words for a better description.

Use advanced search options in search engines: Search options include

o Key word combinations o Locations where key words are found o Languages to search in o Sites containing media files o Dates web sites were created or updated

Research using several search engines. Each search engine has a different database of websites it searchesSome "Meta-Search" engines actually search other search engines! If one search engine returns few web sites, another may return many!

Evaluate the content of the websites you have found. Take a critical look at websites. Anyone with a computer and internet access can create one. Make sure you are using credible sites.

Track your search. List resources you checked; the date your checked them. Identify the resource, especially its location and the date you found it.

When printing, set your options to print theTitle of the page | the Web address | the date printed.

What are some resources? Search engines

Search Engine Colossus has links to search engines from 148 countries (www.searchenginecolossus.com) Google (www.google.com ) Yahoo (www.yahoo.com)www.ask.com

Directories that organize information and linksOpen Directory Project (www.dmoz.org)Librarians Index to the Internet (http://lii.org)Infomine (http://infomine.ucr.edu)

Government documents, forms, laws, policies, etc.U.S. Government Printing Office disseminates official information from all three branches of the United States Federal Government (www.gpoaccess.gov/index.html)

Services and information bynon-profit organizations and by for-profit businesses

Back to Top51

Resources at your local (public) libraryThese may require membership or registration.

Kendall College Library is also a MAJOR RESOURCE.

Back to Top52

Net-etiquette

Communicating clearly on the Internet without creating misunderstandings is a challenge. One problem is that you have no facial expressions, body language, or environment to help you express yourself. Another is that there is little "give and take" for developing meaning.

These guidelines will help you

Be clear and make sure the subject line or title reflects your content. Use appropriate language. If you have a question on whether or not you are

too emotional, don't send the message, save it, and review it "later." Remember:  no one can guess your mood, see your facial expressions, etc. All they have are your words, and your words can express the opposite of what you feel.

Be brief. If your message is short, people will be more likely to read it. Make a good impression. Your words and content represent you. Review/edit

your words and images before sending. Be selective on what information you put in an e-mail or on a web site.

Information on the Internet is very public, and can be seen by anyone in the world including current instructors, school administrators, future employers, government agencies and criminals. Myspace.com and Facebook.com are popular websites. It is okay to use such website, just be sure to censor your content. You don’t want to suffer any major consequences.

Remember you are not anonymous. What you write in an email and web site can be traced back to you.

Consider others if you are upset by what you read or see on the Internet. Forgive bad spelling or stupidity.

Obey copyright laws. Don't use others' images, content, etc. without permission. Don't forward email, or use website content without permission. Visit the Library of Congress' Guide on Copyright Basics, if you have further concerns www.copyright.gov/

Cite others' work you use. Refer to the APA Formatting. Use distribution lists appropriately and with permission. Do not send SPAM. SPAM is posting or e-mailing unsolicited e-mail, often

advertising messages, to a wide audience (another way of thinking of it is electronic junk mail).

Don't respond to "flames" or personal attacks. Contact your web master for action and referral

Back to Top53

References

APA formatting and style guide. (2006). Retrieved July 30, 2006, from

http://owl.english.purdue.edu/owl/resource/560/01/

Buehl, D. (2001) Classroom strategies for interactive learning.

International Reading Association: Madison, WI.

Collins, J.L. (1998). Strategies for struggling writers. The Guilford

Press: New York, NY.

Handouts, college of liberal arts. (2006). Retrieved July 30, 2006, from

http://www.cla.purdue.edu/asc/studentsupport/handouts/

Harris, T.L., & Hodges, R.E. (Eds). (1995). The literacy dictionary:

the vocabulary of reading and writing. International Reading Association:

Newark, DE.

Nadell, J., Langan, J., & Comodromos, E. A. (2006). The Longman Writer:

Rhetoric, Reader, and Handbook, 10th Edition. New York: Pearson Education, Inc.

Shaughnessy, M.P. (1997). Errors & expectations. Oxford University

Press: New York, NY.

Study guides and strategies. (2006, June 02). Retrieved July 30, 2006,

from http://www.studygs.net/index.htm

Three different learning styles. (2006). Retrieved July 30, 2006, from

http://www.usd.edu/trio/tut/ts/styleres.html

Back to Top54

Quick Links:Study Skills Review

http://www.studygs.net/http://www.quizlet.com

Common Conversion Chartshttp://www.onlineconversion.com/http://www.candylandcrafts.com/measurementscooking.htm

A Baker’s Percentagehttp://www.wildyeastblog.com/2008/03/22/bakers-percentage-1/http://www.wildyeastblog.com/bp-exercises-1/

Culinary Mathhttp://www.ciakids.com/CulinaryMath1/index.htmlhttps://secure.ciachef.edu/Culinary%20Math/CulinaryMath1/index.htmThis book is fantastic (also available in the ASC):http://www.ciaprochef.com/fbi/books/CulinaryMath.html

Knife Skills and Cutshttp://www.fns.usda.gov/tn/Resources/worldtastes02Seg1.pdf

The Classical Brigade Flashcards (Quizlet):http://quizlet.com/870117/the-classical-brigade-flash-cards/

Fundamental Math Topics (including basic algebra)http://www.purplemath.com/modules/index.htm

Rules of Signed Numbershttp://www.themathpage.com/alg/add-subtract-signed-numbers.htm

Fractions Reviewhttp://www.purplemath.com/modules/fraction4.htm

Writing Resourceshttp://owl.english.purdue.edu/owl/resource/749/01/

APA Formattinghttp://owl.english.purdue.edu/owl/resource/560/01/

Back to Top55