[ 11/14/05] FORMATTING OUTLINES I. VERTICAL SPACING A. Title of Outline 1. Two-inch top margin 2. Followed by a quadruple space B. Major Headings 1. First major heading preceded by a quadruple space; all others preceded by a double space 2. All major headings followed by a double space 3. All subheadings single-spaced II. HORIZONTAL SPACING A. Title of Outline Centered over Line of Writing B. Major Headings and Subheadings 1. Identifying lower case roman numerals aligned at left margin or aligned on periods 2. Identifying letters and numbers for each subsequent level of subheading aligned below the first word of the preceding heading III. CAPITALIZATION A. Title of Outline Keyed in ALL CAPS B. Major Headings Keyed in ALL CAPS C. First-order Subheadings Keyed with all Major Words Beginning with Initial Caps D. Second-order Subheadings Keyed with First Word Only Using Initial Cap Note: Roman numerals can be left or right aligned. read 1 or post

[ 10/24/05] Tips for Memory and Studying Honors English 9 Group #1: Alex Bishop, Jackie Fera, Jacob Chockran, Dominic Rodriguez, Kelsey Barnhart, Kayleigh O’Connor It’s a pain, but you’ll gain! Studying  M.U.R.D.E.R. Study System M=Mood- Set a positive mood for yourself to study in. Select the appropriate time, environment, and attitude. U= Understand more- Any information you don’t understand in a particular unit: keep a focus on one unit or a manageable group of exercises. R= Recall- After studying the unit, stop and put what you’ve learned into your own words. D= Digest- Go back to what you did not understand, reconsider the information; contact external expert sources […] if you still cannot understand it [the material]. E= Expand- Ask two kinds of questions concerning the material: 1) How could I apply this material to what I am interested in? 2) How could I make this information interesting and understandable to other students? R= Review- Go over the material you have covered. Review what strategies helped you understand and/or retain information in the past and apply these to your current studies. (Hayes)  Helpful Hints • Before you begin studying, take a few minutes to summarize a few objectives, gather what you will need, and think of a general strategy of accomplishment. (Landsberger) • Read and be sure you understand the title or heading. Try to rephrase it as a question for further clarification of what you will read. (Fry 50) • When you are studying for a test, spend most of your time on things about which you are most unsure. Don’t waste time on things you know. (Abbamont 94)  Time Management • Use daylight hours: an hour of studying during the day is worth 2 at night. Do the work that required the most concentration earliest in the day. (Young) • Take regular scheduled breaks that fit you. Do something different from what you’ve been doing (walk if you have been sitting) and in a different area. (Landsberger) • Start to study a few days before the test or assignment with no distractions. Ex: TV, music, food, etc. (Frender 81) Memory  Mnemonic Devices- strategies for remembering important information. • To memorize things, write down key points in class and try to memorize a section each night, adding an extra section as the days pass. (Wright) • Use familiar tunes to substitute info to be learned- Ex: “ABC Song”, “Mary had a Little Lamb”, “Row Your Boat” (Frender 191) • Students can benefit from assistance in the recording of the assignment in the classroom, maintaining an organized notebook, and monitoring their use of time. (Abbamont 130) • Often a combination of the 2 methods [whole and parts] works best: 1. skim through quickly and get a logical pattern of the whole 2. Go back and do a more detailed study of the individual parts (Guarnaccio- Memory and Encoding) • When memorizing words, Ms. Guarnaccio advises students to be sure that you ‘see’ in your mind’s eye not the word itself but the object or action that the word stands for. Also, be sure that the image or mental picture you ‘see’ is ridiculous. • Link whatever you’re trying to learn with what you already know.(Frender 177) Works Consulted Abbamont, Gary W. and Antoinette Brescher. Study Smart!. San Francisco: John Wiley & Sons, Inc., 1990. Frender, Gloria. Learning to Learn. Nashville, Tennessee: Incentive Publications, Inc., 2004. Fry, Ron. How To Study. Hawthorne, New Jersey: The Career Press, 1991. Hayes, John R. “M.U.R.D.E.R.: A Study System.” 1989. Study Guides and Strategies. 6 October 2005 <http://www.studygs.net>. Landsberger, Joe. “Memorizing.” 1996. Study Guides and Strategies. 6 October 2005 <http://www.studygs.net>. Memory and Encoding. Pittsburgh: Upper St. Clair High School, 2000. Wright, Jim. “Managing Test Anxiety.” 1990. Memory Skills. 6 October 2005 <http://www.interventioncentral.org/memory/students.com>. Young, Ellen L. “Where to Study/How to Study.” 2004. Academic Skills Center. 12 October 2005 <http://www.dartmounth.edu/~acskills/success/study.html>. post

[ 10/24/05] Tips for Memory and Studying Honors English 9 Group #1: Alex Bishop, Jackie Fera, Jacob Chockran, Dominic Rodriguez, Kelsey Barnhart, Kayleigh O’Connor It’s a pain, but you’ll gain! Studying  M.U.R.D.E.R. Study System M=Mood- Set a positive mood for yourself to study in. Select the appropriate time, environment, and attitude U= Understand more- Any information you don’t understand in a particular unit: keep a focus on one unit or a manageable group of exercises. R= Recall- After studying the unit, stop and put what you’ve learned into your own words. D= Digest- Go back to what you did not understand, reconsider the information; contact external expert sources […] if you still cannot understand it [the material] E= Expand- Ask two kinds of questions concerning the material: 1) How could I apply this material to what I am interested in? 2) How could I make this information interesting and understandable to other students? R= Review- Go over the material you have covered- review what strategies helped you understand and/or retain information in the past and apply these to your current studies. (Hayes)  Helpful Hints • Before you begin studying, take a few minutes to summarize a few objectives, gather what you will need, and think of a general strategy of accomplishment. (Landsberger) • Read and be sure you understand the title or heading. Try to rephrase it as a question for further clarification of what you will read. (Fry 50) • When you are studying for a test, spend most of your time on things about which you are most unsure. Don’t waste time on things you know. (Abbamont 94)  Time Management • Use daylight hours: an hour of studying during the day is worth 2 at night. Do the work that required the most concentration earliest in the day. (Young) • Take regular scheduled breaks that fit you. Do something different from what you’ve been doing (walk if you have been sitting) and in a different area. (Landsberger) • Start to study a few days before the test or assignment with no distractions. Ex: TV, music, food, etc. (Frender 81) Memory  Mnemonic Devices- strategies for remembering important information. • To memorize things, write down key points in class and try to memorize a section each night, adding an extra section as the days pass. (Wright) • Use familiar tunes to substitute info to be learned- Ex: “ABC Song”, “Mary had a Little Lamb”, “Row Your Boat” (Frender 191) • Students can benefit from assistance in the recording of the assignment in the classroom, maintaining an organized notebook and monitoring their use of time. (Abbamont 130) • Often a combination of the 2 methods [whole and parts] works best: 1. skim through quickly and get a logical pattern of the whole 2. Go back and do a more detailed study of the individual parts (Guarnaccio- Memory and Encoding) • When memorizing words, Ms. Guarnaccio advises students to be sure that you ‘see’ in your mind’s eye not the word itself but the object or action that the word stands for. Also, be sure that the image or mental picture you ‘see’ is ridiculous. • Link whatever you’re trying to learn with what you already know.(Frender 177) Works Consulted Abbamont, Gary W. and Antoinette Brescher. Study Smart!. San Francisco: John Wiley & Sons, Inc., 1990. Frender, Gloria. Learning to Learn. Nashville, Tennessee: Incentive Publications, Inc., 2004. Fry, Ron. How To Study. Hawthorne, New Jersey: The Career Press, 1991. Hayes, John R. “M.U.R.D.E.R.: A Study System.” 1989. Study Guides and Strategies. 6 October 2005 <http://www.studygs.net>. Landsberger, Joe. “Memorizing.” 1996. Study Guides and Strategies. 6 October 2005 <http://www.studygs.net>. Memory and Encoding. Pittsburgh: Upper St. Clair High School, 2000. Wright, Jim. “Managing Test Anxiety.” 1990. Memory Skills. 6 October 2005 <http://www.interventioncentral.org/memory/students.com>. Young, Ellen L. “Where to Study/How to Study.” 2004. Academic Skills Center. 12 October 2005 <http://www.dartmounth.edu/~acskills/success/study.html>. post

[ 10/21/05] Tips for Memory and Studying Honors English 9 Group #1 It’s a pain, but you’ll gain! Studying  M.U.R.D.E.R. Study System M=Mood- Set a positive mood for yourself to study in- select the appropriate time, environment, and attitude U= Understand More- Any information you don’t understand in a particular unit: keep a focus on one unit or a manageable group of exercises. R= Recall- After studying the unit, stop and put what you’ve learned into your own words. D= Digest- Go back to what you did not understand, reconsider the information; contact external expert sources […] if you still cannot understand it [the material] E= Expand- Ask two kinds of questions concerning the material: 1) How could I apply this material to what I am interested in? 2) How could I make this information interesting and understandable to other students? R= Review- Go over the material you have covered- review what strategies helped you understand and/or retain information in the past and apply these to your current studies. (Thomas Hobbes)  Helpful Hints • Before studying, take some time to summarize a few objectives, gather the information you will need, and think of a general strategy of accomplishment. (Joe Landsburger) • Go back and look at all the subheadings, illustrations, and graphics- these may help you identify the significant matter of the text. (Ron Fry 50) • When studying, spend most of the time on the things that you don’t know very well rather than the material you may already know. (Garry W. Abbamont)  Time Management • Daylight hours are useful. An hour of studying during the day is worth two hours at night. During the early part of the day, do the work that requires the most concentration. (How to Study) • Study in twenty to fifty minutes at a time followed by a brief five to ten minute break. • Study where there is no distractions; T.V, music, food, etc. Memory  Mnemonic Devices- strategies for remembering important information. • Write down key points to memorize information. As the days pass, add on an extra section. (Jim Write) • Try to make lyrics to tunes of songs that you may already know, for instance, “Mary Had a Little Lamb” or “Row Your Boat.”(Gloria Frender 191) • It is good for students, to keep and organized notebook, and to monitor their use of time. It is also useful to record a classroom assignment. (Gary Abbamont 130) • When reading to remember, it is useful to first, skim through the book to understand the pattern as a whole, and second, to go back and read with more detail. • To remember a word, think of an image that corresponds to that word. Try to make the image a funny one or one that is so goofy that it really sticks out in your head. (Memory and Encoding) • post

[ 10/08/05] read 1 or post

[ 04/16/05] [ mood | PSH ] So yesterday I went over Madeline's house, and she got a package from her friend in florida. So she opens it the wrong way, gets a bloody cut, and wipes it on my FACE! :O. Gosh. People don't go up to others wiping blood on their faces- especially their friends. post

[ 03/12/05] [ mood | Achey ] This journal is for friends only. post

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