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Study Strategies Guide to Accompany Cultural Anthropology A Perspective on the

Study Strategies Guide to Accompany Cultural Anthropology A Perspective on the Human Condition Ninth Edition Margaret Rauch St. Cloud State University Robert H. Lavenda St. Cloud State University New York Oxford Oxford University Press 2013 Contents Introduction: To the Student.......................................................................................................iii 1 Previewing, Reading, and Reviewing.......................................................................................1 2 Taking Notes...............................................................................................................................3 3 Studying Effectively...................................................................................................................5 4 Asking Questions.......................................................................................................................7 5 Visualizing Information............................................................................................................8 6 Answering Fact and Application Questions............................................................................9 7 Taking Essay Exams................................................................................................................11 8 Evaluating Your Progress at Midterm..................................................................................15 ii Introduction: To the Student These study strategies are designed to help you learn the information in Cultural Anthropology: A Perspective on the Human Condition, Seventh Edition, and prepare for tests in the course. As you begin to study, ask yourself the following questions: 1. What is the extent of my background knowledge in anthropology? 2. What new information will I have to learn? How difficult is the information? 3. What will I have to do to learn the information? That is, what strategies will help me? 4. What types of tests will I have to take? One of the keys to being a successful student is becoming an independent learner. Thinking about the answers to the questions above is an important step in this process. Another step is to know how and when to use different strategies that will help you learn and remember information. In addition, the affective component is important because you have to be motivated to try different strategies and incorporate personalized strategies into your study method. The purpose of this guide is to help you become more aware of the way you learn and remember information and to encourage you to use the best strategies when studying. The order of the study skills segments works well in preparing you for this course, but it is certainly not the only way to use the segments. If you need help right away on a topic that’s not covered until later in the guide, don’t wait! The principles in the segments, although sometimes illustrated by material from a specific chapter, apply everywhere. Remember, this study guide is designed to benefit you! We encourage you to form study groups if you can. Study groups are one of the most effective ways to learn material of any kind. Remember, no one is born an anthropologist. Your instructor and the authors of your textbook began as you are beginning: sitting in an introductory class. They found the material and the approach really exciting intellectually, and they made the decision to continue in anthropology. Our hope is that you too will find that excitement. Good luck! iii Chapter 1: Previewing, Reading, and Reviewing Getting Started Previewing a textbook is a good way to become familiar with the structure and content. First, read the preface to learn why the book was written. Second, read the table of contents to learn how the book’s content is structured. Do you have problems concentrating on the information and remembering what you read? Is much of the information new to you? Do you think the course will be a real challenge? If so, try the preview-read-review method of studying. Previewing Previewing a chapter will help you understand the focus and purpose. Complete the following three steps when previewing each chapter. 1. Go to the table of contents, note the title of the chapter, and read the outline of main headings. 2. Leaf through the chapter. Notice that key vocabulary terms appear in bold type, are defined in the margin, and are listed at the end of the chapter. 3. Read the summary. It recaps the chapter’s main concepts and terms. Reading Sometimes we find information interesting to read. Other times we dread reading because we think the information is dry and boring, or we’re tired and have trouble concentrating. Try the following reading approach to overcome these problems and to increase your comprehension and retention. Turn headings into questions, and think about what you know. New information can be easier to understand when you use your existing knowledge as a starting point. As you read, continue to ask questions using the new vocabulary you come across. After reading a section, stop and answer your questions. Reviewing Are you usually thrilled and delighted to finish a chapter? Do you usually close the book and begin another project? To ensure that you understand the information and to help yourself remember it, try the following strategies. 1. If you underlined or took notes while you read, review what you underlined or wrote. Recite the ideas. 2. Sometimes a major section of the chapter is divided into parts. Ask yourself how these parts are related to one another and to the main heading. Recognizing relationships among ideas helps you understand information and do better on tests. 1 3. Review the list of key terms. For each one, you could write the page number, definition, and an example from the book. 4. Construct your own list of questions from each point in the chapter summary. Answering your questions will help you determine whether you have a grasp of the main concepts and important details. 5. On notecards, write key terms and page numbers on the front and the meanings plus examples on the back. Although you can download the key terms as flashcards on the companion website, writing the cards yourself can help you remember the terms and the definitions especially well. Review them until you can recite the information without having to look at the answers. Take the cards with you to review during the day. For example, do you ever have to wait in line? Have five minutes before an instructor starts class? Are you waiting for a friend at the library? Use this waiting time to review a few cards. You can also sort the cards by how well you know the words. Study with a friend and quiz each other on the vocabulary. 2 Chapter 2: Taking Notes Notetaking Problems and Solutions The majority of your test questions may come from the textbook; however, other questions will come from your notes. In addition, your instructor may expect you to include information from your notes when you write essay answers. Therefore, let’s discuss taking notes from classroom lectures and discussions. Below are some common notetaking problems and possible solutions. Writing Down Information Quickly while Following the Lecture “My instructor talks too fast. I have a horrible time writing all the information in my notes.” Possible Solutions 1. Read the assignments before class so that you’re familiar with the information. This mental preparation will make notetaking easier. When the majority of the information flying at you is new, it can be difficult to take notes fast enough. When you know some of the information, it is easier to take notes selectively, on the information you don’t know. 2. Abbreviate words; for example, anth = anthropology, gen = generally, and Eng = England. When reviewing your notes after class, think about words that can be abbreviated. 3. Do the best you can with taking notes in class. After class, cross-check your notes with classmates’ notes. 4. Make an appointment to talk with your instructor. Instructors are usually sensitive to students’ comfort levels and will try to make the learning environment as positive as possible. Paying Attention in Class “I daydream or fall asleep because I have a hard time paying attention. What can I do to improve my concentration in class?” Possible Solutions 1. Often, boredom leads to daydreaming and falling asleep. So how can you create an interest in the course? One way is to make the class relevant to your life now or to your life in the future. How can an anthropological perspective help you if you’re going into personnel management? Economics? Accounting? How can the material you are learning in class apply to current international crises or national controversies? 3 2. Ask questions and participate in the class discussions. 3. Plan to take lots of notes even if you don’t need to. It’s difficult to write and sleep at the same time. So write! 4. Every time you catch yourself drifting off, put a check mark on the top of your notes. Make a commitment to decrease the number of check marks you make during succeeding class hours. Deciding What’s Important to Note “I don’t know what to write in my notes because I can’t tell what information is important.” Possible Solutions 1. Reading the assigned information before class may help you recognize the main concepts and relevant details. 2. After class, cross-check your notes with other students’ to get an idea of what others think is important. 3. Make an appointment to talk with your instructor and discuss your notes. Ask the instructor to go over your notes with you to determine whether you are capturing the appropriate information. Getting Information from Class Discussions “Our class is mostly discussion. It’s lots of fun, but I don’t have many notes, and now the instructor says that the test will be on the book and uploads/Litterature/ study-guide 27 .pdf