Study Skills Quiz 3 Review

Samantha didn't understand what a Lien was in her Personal Finance class. Where can she look in her textbook to help her understand?

• The index

• The glossary

• The title pag

Sarah was assigned to complete some questions in chapter 7 of her Geometry textbook. Where can she find the page number she needs to go to?

• The title page

• The glossary

• The table of contents

Garrett needs to find some maps in his textbook to help him on his homework. He looked in the table of contents, but couldn't find where to find maps. Where should Garrett look to find his information?

• The glossary

• The index

• He should flip through the book until he finds the map

Jess felt that a good textbook should be entertaining and thrilling to read, should keep her attention, and read like her favorite novels. She most likely had a difficult time reading her world history textbook because

• textbooks are not just for reading; they are for studying

• she studied too much

• she was so excited by the material that she kept re-reading the "good" parts

Presley felt he had thoroughly read the assignment for chapter seven in his textbook. After the first major heading he found some questions and tried to answer them. He still didn't feel like he had a good understanding of everything in the first section. He should probably

• Skip the questions and move to the next chapter.
• Ask a friend to explain the section to him.
• Submit the assignment without further review.
• go back and try to develop his own questions for each minor heading and try to answer them

When Zach began reading his chapter on blood vessels he read it word for word without taking a break till he was finished with the chapter. When he finally reached the end, half an hour later, he couldn't seem to remember anything that he read. What could he have done to better absorb the information?

• call his friend, Joe, and ask him to explain the assignment

• start over and read it all again but try to concentrate better

• review chapter objectives first, before reading and try to answer questions as he read

As Vanessa studied her history chapter, she made sure she read the objectives, watched for bold or italicized words, and used the review questions at the end of the chapter to check her understanding. She still felt like she didn't know some parts of the material well enough to get a good grade on tomorrow's test. What else could she do to improve her understanding?

• Sleep on it. Maybe she studied too long and too hard and will remember it during the test.

• Take a break and go back to the material, study what she is not sure of, then test herself again.

• Go to a movie and relax. She's learned all she can and will only become confused if she continues to study.

Rima's assignment was to write her own questions for tomorrow's Spanish test. She was unsure what to use for material to devise good questions. A possible strategy might be to use

• class notes, lesson objectives, and review questions from the book

• class notes, review questions, and a friend's questions

• class notes and any information she has memorized from what she's read

As Spencer skimmed chapter 2, he ignored the captions, diagrams, and maps because he felt like they would take up too much time. Later he went back and studied each of them in detail.

• His strategy was faulty because he should have studied them while he was skimming the chapter.

• His strategy could work quite well, because he was only skimming the chapter the first time through and went back to study more detail.

• His strategy was good because he was a fast reader.

It is important to determine what is pertinent information in a text you are required to read. The best strategy to make it easier in deciding what is important while you are reading is by

• relying on memory to get the important information

• looking for objectives, bold or italicized print, and reviewing section questions

• asking the teacher before you read