ANSWER KEY
PART THREE: SPECIAL SKILLS
17 Taking Essay Exams
Activity (Step 2), 331
First, Mark wrote down the heading and then numbered the sources of stress under it. Also,
in parentheses beside each point he added an explanation (or:supporting material). Then he circled the four key words, and he wrote down the first letter of each word underneath his outline. Mark then used the first letter in each key word to make up a catchphrase that he could easily remember. Finally, he tested himself over and over until he could recall all four of the sources of stress that the first letters stood for. He also made sure that he recalled the supporting material that went with each idea.
Activity (Step 3), 332
1. b 4. c
2. d 5. a
3. e
Activity 1 (Step 5), 336
1. Mark begins with a sentence that clearly states what his paper is about.
2. Notice the corrections that Mark made . . .
3. The four signal words . . . are first, Another, third, and Most common (or:For example).
Activity 2 (Step 5), 336
Answers will vary.
18 Writing a Summary
Activity 1, 339–345
Here is a sample summary of the article “Power Learning”:
“Power Learning” describes three proven techniques for improving study skills: time control, classroom note-taking, and textbook study.
Time control is a matter of carefully scheduling your activities. The first step is to circle important dates on a large calendar. Record your study plan for one week or one day on the same calendar. This study plan should include set times for eating, going to classes, working, commuting, studying, and relaxing. Perhaps the best way to control your time is to make a list of the things you have to do. Mark the most important items on the list so that you will remember to do them first. Cross jobs off your list as you do them, and reschedule any uncompleted tasks.
Class notes can also be improved if you follow a regular procedure. Attending classes regularly helps, as does developing a system of abbreviations to use in your notes. You should also record any information your instructor writes on the board or enumerates (presents in a numbered list). “Emphasis words” such as “important” or “chief” can also help you decide what to take notes on, since they indicate the main ideas. Examples and information on how ideas are related to each other should also be included. Filling in incomplete notes and reviewing them soon after class help ensure that you have the complete record you need to understand and remember what was said.
Finally, following an organized sequence of steps will help you master difficult textbooks. After making sure you understand the title of a textbook chapter, try skimming the first and last paragraphs to see if they introduce or summarize main ideas. Headings, subheadings, words in boldface or italic print, and pictures or diagrams provide further clues to key points. Once you have previewed the chapter, you should read it carefully, marking definitions and examples, enumerations, and emphasis words by highlighting, underlining, or adding symbols in the margins. As you read the material a second time, take notes in simplified outline form. Study these notes one section at a time by asking yourself questions and answering them without looking back at your notes.
Therefore, improved study skills are the result of taking control of your time, improving your in-class note-taking, and studying textbooks in an organized way.
Activities 2 and 3, 346 Activity (Summarizing a Book), 346
Answers will vary. Answers will vary.
19 Writing a Report
Activities 1 and 2, 351
Answers will vary.
20 Writing a Résumé and Job Application Letter
Activity, 357
Answers will vary.
21 Using the Library and the Internet
Activity, 358
Answers will vary.
Activity (Card Catalog), 360–361
A. 1. Answers will vary.
2. subject section
B. 1. Answers will vary. Example: Beloved
2. Answers will vary. Example: Men at Work
3. Edward Gibbon
4. Richard Nelson Belles
5. Answers will vary. Examples: Being Adopted: The Lifelong Search for Self—David M.
Brodzinsky et al; Raising Adopted Children—Lois Ruskai Melina
6. The Lives of a Cell Silent Spring
a. Lewis Thomas a. Rachel Carson
b. Viking b. Fawcett Crest or Houghton Mifflin
c. 1974 c. 1964 (Fawcett) or 1994 (Houghton Mifflin)
d. QH331/T45 d. QH545.P4/C38
e. Biology— e. Pesticides—Environmental aspects
Philosophy Pesticides—Toxicology
Pesticides and wildlife
Insect pests—biological control
7. Answers will vary, depending on the books chosen.
Activity (Book Stacks), 362–363
Option 1: Library of Congress System Option 2: Dewey Decimal System
1. d 1. c
2. a 2. c
3. c 3. b
Activity 1, 365
1. Find books on your topic or Research a topic through the subject section of the book file.
2. Find articles on your topic or Research a topic through the subject section of magazine files.
Activity 2, 365-366
Answers will vary.
Activity, 373–375
Answers will vary.
22 Writing a Research Paper
Activity (Works Cited), 386
1. Zuckerman, Larry. The Potato. Boston: Faber and Faber, 1998.
2. Gibbs, Nancy. “The Age of Ritalin.” Time 30 Nov. 1998: 86-96.
3. Stone, Andrea. “Today’s Military Tougher on Families.” USA Today 27 Nov. 1998:
1A-2A.
4. Papalia, Diane E., and Sally W. Olds. Human Development. 7th ed. New York: McGraw-Hill, 1999.
5. Hitchens, Christopher. “Goodbye to All That.” Harper’s Nov. 1998: 37-47.
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