Help

 

The following links provide additional studying resources.

 

 

Accounting

Links to various online accounting help.

 

ESL Help

The following links are specifically designed for ESL students

 

Glossary

Dictionary & glossary help

 

Math - Adding, Subtracting, Multiplying, Dividing

 

 

Math - Fractions, Decimals, Percentages

 

 

Peer Tutoring

Having a fellow student help you understand the lessons is often very helpful for both you and the tutor. This service is currently available at no cost for those qualified. Talk to your instructor.

 

Pronunciation

The following links may provide help with English sound.

 

Study Skills

The following may provide additional studying skill help.

 

1. Reading your textbook

4. Improving Memory

2. Note taking

    a. The funnel approach 

    a. Pre-class

    b. Meaning and association 

    b. During-class

    c. Deep processing 

        i. Active listening 

    d. Grouping 

        ii. Note taking

    e. Vivid associations 

        iii. Formatting tips

    f. Active learning 

        iv. Abbreviation tips

    g. Visual memory 

        v. Abbreviations

    h. Talk it out 

    c. After-class

    i. Pretend to teach the material 

3. Test taking

    j. Acronyms 

    a. Self-assessment

    k. Sentences/Acrostics 

    b. Before test

    l. Rhymes & songs 

    c. During test

    m. Chunking 

    d. After test

    n. Practice makes perfect  
    o. Flash cards

 

HOW TO READ YOUR TEXTBOOK

PREVIEW 

1. Look quickly over key parts of your textbook to see what it's all about: 

    a. Title 

    b. Front and back cover info. 

    c. Table of Contents 

    d. Introduction or Preface 

    e. Index 

    f. Glossary 

2. Before you read each chapter, look over: 

    a. Title 

    b. Introduction 

    c. Sub-headings 

    d. First sentences of each paragraph 

    e. Any diagrams, charts, etc. 

    f. Conclusions or summaries 

3. Then answer the following questions: 

    a. What is this mainly about? 

    b. How is it organized? 

    c. How difficult is it? 

    d. About how long will it take to read? 

READ ACTIVELY 

1. Set realistic time goals and number of pages to be read. 

2. Divide your chapter into small sections. 

3. While reading, ask and answer the following questions:: 

    a. What is this about? 

    b. How is it done? 

    c. Why is it done this way? 

4. Take breaks when you feel unable to stay with the material. 

RECALL 

Since almost 50% of what you read is forgotten in about 15 minutes, recall methods are critical to retention. At the end of each small section of material, choose at least one of the following recall methods: 

1. Recall mentally or orally the highlights of what you have read. 

2. Ask yourself questions and answer them in your own words. 

3. Underline, only after you read, and make notes of the key concepts. 

4. Make an outline put into your own words.

 

NOTE-TAKING 

STRATEGY STEPS TO TAKING EFFECTIVE NOTES 

1. Pre-class: Preparation techniques to prepare for class. 

2. During-class: Strategies to take notes and listen effectively. 

3. After-class: Strategy after class to retain lecture information. 

PRE-CLASS STRATEGIES 

1. Read the text assignment before class (the best method) to: 

    a. To become familiar with the main ideas that will be presented. 

    b. To more easily to identify main lecture ideas and to organize your notes. 

    c. To help keep up with the lecture and avoid making content errors in your notes. 

2. Make notes of questions that you have as you read. 

    a. Create a few questions in advance. 

    b. During the lecture, listen for the answers to your questions. 

    c. If the lecture does not provide the answers, ask your instructor for the answer. 

3. Become familiar with important terms. 

    a. Will help you understand the subject matter and prepare you to take notes. 

    b. You can decide what lecture abbreviations to use. 

4. Complete reading and written assignments when they are due. 

    a. You will be better able to follow the presentation. 

5. Intend to listen and to take good notes. 

    a. Arrive a little early so you can get materials ready and review previous notes. 

    b. Take a seat near the front and away from students who might distract you. 

    c. Be sure you have a clear view of the instructor to allow you to clearly see screen presentations and 

    d. To stay connected with the instructor (helps keep you alert). 

6. Assume your responsibilities and recognize your instructor's. 

    a. Student, you are expected to perform certain duties: 

        i. Attend class regularly. 

        ii. Prepare by reading about the lecture topic before class. 

        iii. Take part in class discussion and group work with peers. 

        iv. Give your full attention during lectures. 

        v. Take complete notes that include the main ideas and details. 

        vi. Complete assignments on time and to the best of your ability. 

        vii. Meet periodically with the instructor to discuss your progress. 

    b. Instructors are expected to: 

        i. Attend class regularly. 

        ii. Inform students of the course requirements. 

        iii. Provide instruction and guidance in the course content. 

        iv. Offer a variety of activities to address students' different learning styles. 

        v. Provide grades and feedback. 

7. Summary: 

    a. Read the textbook. 

    b. Write down questions to ask in class. 

    c. Get to know unfamiliar terms. 

    d. Complete assignments. 

    e. Review notes from previous class. 

    f. Coming to class on time and with needed materials. 

    g. Sit near the front and away from distractions. 

    h. Assume your responsibilities as a student

    i.  Recognizing instructor responsibilities.

    j. Attend class regularly and avoid distractions. 

IN-CLASS STRATEGIES 

1. Active Listening - listening to actually retain information requires work and effort to retain. To listen effectively, follow these tips: 

    a. Concentrate

        i.  Focus

        ii. Do not let your thoughts wander and if you do

        iii. Try shadowing 

            o Return your attention to the instructor and mentally

            o repeat the instructor's last couple sentences until you're again focused. 

    b. Focus on what's important

        i.  Listen for main ideas and important details. 

        ii. Listen for answers to questions related to the topic. 

2. Tips to actual note taking 

    a. Include explanations that explain the main points. 

    b. Include definitions, word for word. 

    c. Include lists of things that are discussed. 

    d. Include general examples and how it relates to the topic. 

    e. Include anything written on the whiteboard or transparency. 

    f. Include anything that is repeated or spelled out. 

    g. Include drawings, charts, or problems that are written on the board. 

    h. If unsure, get it in your notes (make note to ask the instructor if the importance). 

3. Have a positive attitude. 

    a. Encourage yourself to learn as much as you can from this lecture. 

4. Look and listen. 

    a. Listen for signals from your instructor 

        i.  To give you clues as to what your instructor thinks is important

        ii. To five clues about what will probably be on the exam. 

    b. If extra time is spent on a point, the instructor is saying: "this point is important."

5. Stay connected if lecture goes too fast 

    a. Don't give up. 

    b. Stay focused. 

    c. Try to reconnect with the lecture. 

    d. Keep track of ideas and details that seem important to you. 

    e. Later, you can get clarification from your instructor.

    f. Understanding only 10% of the lecture is 10% more than if you give up. 

6. Keep your mind focused - don't get stuck on one point 

    a. Even if you strongly disagree, don't stop listening. 

        i. Keep focusing on the lecture. 

        ii. Make a note to discuss the point later with another student or the instructor 

    b. If you miss something, 

        i. Leave a blank space 

        ii. Continue taking notes. 

    c. If you have trouble spelling a word 

        i. Spell it as best you can 

        ii. Revise your notes later. 

7. Formatting Tips 

    a. Use 8-1/2 by 11" paper and a 3-ring loose-leaf notebook for each class. 

        i. Insert handouts in topical and chronological order. 

    b. Take notes on one side of the page. 

    c. Date your notes. 

    d. Draw a line about two inches from the left margin 

        i. To add "recall" words 

        ii. To "phrase-like" questions related to the main ideas. 

    e. Write your notes in phrase form or you may miss other important points. 

        i. Condense words into meaningful phrases that can be noted more quickly. 

    f. Use writing shortcuts. 

8. Use abbreviations, symbols, and common abbreviations to facilitate quick note taking. 

    a. If the word has one syllable, write it out, it's just as fast. 

    b. When leaving out letters, leave out vowels (bkgd = background) 

    c. Use the first syllable of a long word if it is enough (para = paraprofessional). 

    d. Use an apostrophe to delete a syllable(s) of a word. (work'g = working). 

    e. Use a number instead of writing it out (65 is faster than sixty-five). 

    f. When editing your notes, write out any abbreviated words that are not clear to you..

 

Common Abbreviation 

= for equal to

≠ for not equal to

“ ” = repeating

% = percentage

> = greater than

≤ = less than or equal to

< = less than

≥ = greater than or equal to

# = number

- = less

wd = word

w/o = without

Yr(s) = year(s)

nec = necessary

w = with

Re = regarding

prin = principle

b/w = between

specif = specific(ally)

vs = versus or against

GAAP = generally accepted  accounting principles

AP = accounts payable

Int = interest

intro = introduction

NP = notes payable

AR = accounts receivable

BS = balance sheet

IS = income statement

neg = negative

bec = because

incr = increase

decr = decrease

p = page

pp = pages

concl = conclusion

cont = continue

maj = majority

info = information

cf = compare

min = minimum

thru = through

dept = department

sig = significant

chpt = chapter

1st, 2nd... = first, second...

imp = important

inc = incomplete

amt = amount

sp = spelling

incl = including

subj = subject

eg =for example
exp = expense      

 

9. Summary

    a. Work to be an active listener

    b. Use a thought out plan for note taking

    c. Have a positive attitude to learn as much as you. 

    d. Look and listen for important clues from your instructor

    e. Stay connected regardless of pace - better to learn a little than nothing at all

    f. Stay focused even if you disagree - don't sweat the small stuff

    g. Format your notes for review and exam practice

    h. Use abbreviations you can later understand

AFTER-CLASS STRATEGIES 

1. Without review you will forget most of the lecture 

    a. 47% of what is learned is forgotten in the first 20 minutes. 

    b. 62% of what is learned is forgotten after the first day. 

2. Consolidate and review your lecture notes immediately after class 

    a. Read over and edit your notes. 

    b. Label the main ideas of each section in the recall column (space on left). 

    c. Make notes to highlight important concepts for test help. 

    d. Write questions in the left margin so you can test yourself later. 

    e. Cover the right-hand column (where you have taken notes) and ..

        i.  explain the main ideas 

        ii. and all of the details that relate. 

    g. Check for accuracy and circle any question that you missed.

 

IMPROVING MEMORY 

Learning ways to concentrate and organize information you can improve your ability to remember. 

1. The funnel approach 

2. Meaning and association 

3. Deep processing 

4. Grouping 

5. Vivid associations 

6. Active learning 

7. Visual memory 

8. Talk it out 

9. Pretend to teach the material 

10. Acronyms 

11. Sentences/Acrostics 

12. Rhymes & songs 

13. Chunking 

14. Practice makes perfect 

IMPROVING MEMORY  
 Organizing and ordering information can significantly improve memory 

1. The funnel approach 

    a. Learning general concepts before specific details. 

    b. Outlines and textbook chapters are usually organized in this manner. 

    c. The details make more sense. 

    d. Understanding detail relationships helps you later retrieve information 

2. Meaning and association 

    a. Making "intentional associations" 

    b. Retracing your path when you forgot where you put your keys often helps you remember where you put the keys. 

    c. Thinking of one thing helps you remember something else. 

3. Deep processing--relating the material to yourself. 

    a. Create meaningful associations 

    b. How the new material may relate to your life. 

4. Grouping. 

    a. Arranging (organizing) material into related groups helps your memory. 

    b. For example: memorize the following list by grouping into "types" of sports. 

Snow Skiing, Billiards, Basketball, Tennis, Long Jump, Bobsledding, 100-Meter Dash, Hockey, Baseball, Ice Skate, Discus, Golf, High Jump, Volleyball, Javelin, Soccer, Luge, Curling, Ping Pong, Cricket, Decathlon, Hurdles, Ski Jumping, Marathon, Handball, Softball, Mile run

 

 

 

 

    c. Various categories might work for you: 

        i. Sports you like or dislike 

        ii. Winter or summer sports 

        iii. Sports using a ball or not 

        iv. Individual or team sports 

        v. Sports with lot of equipment or not 

        vi. Individual versus team sports 

        vii. Outdoor versus indoor sports 

5. Vivid Associations 

    a. Pairing something new with something you know very well 

    b. Does not have to make logical sense. 

    c. Examples 

        i. Remembering GAAP by picturing how the Enron audit failed 

        ii. Remembering John's name by thing of Big Bad John 

6. Active Learning 

    a. Think hard about what you are hearing and learning. 

7. Visual Memory 

    a. Including visual memory 

    b. For example: diagrams, tables, outlines, pictures, cartoons, charts, graphs. 

8. Talk It Out 

    a. Recite the information aloud verbatim or in your own 

    b. Reciting the information aloud can show how well you know it. 

9. Pretend to Teach the Material

    a. Teach it to an imaginary audience. 

    b. Forces you to organize the material in a way that makes sense. 

10. Acronyms 

    a. Using first letter from a group of words to form a new word. 

    b. Examples:

        i. GAAP (generally accepted accounting principles) 

        ii. SCUBA (Self Contained Underwater Breathing Apparatus) 

        iii. REID (revenue, expenses, income summary, drawing) 

11. Sentences/Acrostics

    a. The first letter of each word you are trying to remember makes a sentence 

    b. Examples 

        i. My Dear Aunt Sally (Multiply and Divide before you Add and Subtract) 

12. Rhymes & Songs 

    a. Use rhythm or melody to help remember 

    b. Example:

        i. Reciting the alphabet to the tune of "Twinkle, Twinkle, Little Star. 

    c. Best used for memorizing not understanding 

13. Chunking 

    a. Generally used to remember numbers 

    b. Common rule: people can only remember between 5 and 9 things at one time. 

    c. 'Example: Try remembering the number 6537177656 

        i. Break into "chunks" of numbers 65 37 17 76 56 

        ii. Give meaning to some (ie. 1776) to help you remember 

14. Practice Makes Perfect 

    a. Repetition 

    b. Example: Remembering 12 things 

        i. Begin with the 1st 3 

        ii. Repeat the 1st three and add the 4th. 

        iii. Repeat 1st 4, etc.

 

TEST TAKING

PREPARING FOR AND TAKING TESTS 

Tests measure your ability to remember facts and your understanding of information. 

If you answer "rarely" or "never" to more than two of the following self-assessment questions on the following table, you might want to review the following suggestions for test preparation and/or test taking. 

1. Before the test strategy

2. During the test strategy

3. After the test strategy

SELF ASSESSMENT - Honestly answer the following assessment questions:

Category

Usually

Rarely

Never

Before tests, how often do you:

Read and take notes or mark the readings

 

 

 

Integrate the reading with the lecture notes

 

 

 

Prepare a test study guide

 

 

 

Predict possible exam questions

 

 

 

Practice answering possible exam questions

 

 

 

Get extra help as needed

 

 

 

During tests, how often do you:

Read through the exam before doing any work

 

 

 

Consider the difficulty level of questions

 

 

 

Underline key words in questions

 

 

 

Outline answers to essay questions

 

 

 

Express a clear ideas in your essay answer

 

 

 

Give adequate time to each question

 

 

 

After tests, how often do you:

Identify the reason you answered incorrectly

 

 

 

Analyze the level of the questions

 

 

 

Create a plan to understand what you missed

 

 

 

TOTAL

 

 

 

 

BEFORE THE TEST STRATEGY 

1. Familiarize yourself with the type of test 

    a. How long is it? 

    b. What kind of questions will be on it? 

    c. What are the important topics to focus on? 

    d. What are the necessary skills? 

    e. Will I have to remember specific facts, terms, and definitions? 

    f. Will I need to interpret meaning? 

    g. Will I need to apply theories to solve problems? 

2. Create a Strategy 

    a. Schedule time. 

    b. Make a list of all the tasks you must complete to prepare for it. 

    c. Assign priorities to your study tasks. 

    d. If you find yourself talking about your work rather than studying 

        i. Relax for a few minutes 

        ii. Rethink your study plan and then start working! 

3. Be Active 

    a. Look over all the materials first. 

    b. Review notes and readings. 

    c. List major concepts that have been covered. 

    d. Think vocabulary. 

        i. Identify words and terms used 

        ii. Make flash cards and test yourself. 

    e. Recite information. 

        i. Review your information by recalling it often. 

            a) Verbalize the recalled information completely and in a detail 

            b) Create outlines and summary sheets for each main idea. 

    f. Practice what you would be doing on the test (and with limited time). 

DURING THE TEST 

1. Be prepared emotionally, physically, and intellectually. 

    a. Focus on what you know - not what you do not know; 

    b. Get plenty of sleep. 

2. Preview (look over) the entire test before trying to answer any questions. 

    a. Read the directions carefully 

    b. Ask the instructor if you are unsure about a question or the instructions.. 

    c. Plan your time. 

    d. Don't spend too much time on any one question 

    e. Leave time at the end to review 

3. Have a strategy 

    a. Carefully read the question "as is". 

    b. Answer the intended question 

    c. Avoid reading into the questions 

    d. Interpret questions literally. 

    e. Work quickly, 

    f. Check your timing regularly 

    g. Adjust your speed when necessary. 

4. The multiple choice question - two parts: 

    a. The Stem - the statement or question. 

        i. Read the stem as if it were an independent, free-standing statement. 

        ii. Anticipate the phrase that would complete the thought 

        iii. Compare each answer choice to your anticipated answer. 

        iv. Read all choices! 

    b. The Choices - sometimes called distracters. 

        i. There are usually 3 to 5 options that will complete the stem question. 

            a) Select the best choice that completes the stem thought. 

        ii. Use hints from questions you know to answer questions you do not. 

        iii. Relate each answer to the stem to evaluate which one logically works. 

5. Unexpected question 

    a. Do not panic! 

    b. Use everything you do know to create a logical answer. 

    c. Go for partial credit even when you know you cannot get all the points. 

6. Going blank - can't think of anything to write 

    a. BE ACTIVE 

    b. Go on to another question or another part. 

    c. Jot down anything you can recall on scratch paper to get your mind working. 

7. Test Anxiety 

    a. Proper nutrition, exercise and rest can help you deal with test-related stresses. 

    b. Excessively worrying about one problem or forgetting information you know? 

        i. Put your test down and take several slow, deep breaths. 

        ii. Concentrate on your breathing. 

AFTER THE TEST 

1. Look for the reason you missed questions. 

    a. Did you fail to read it correctly? 

    b. Did you fail to prepare for it? 

    c. Was the test at a more difficult level than you prepared for? 

    d. Did you run out of time? 

2. Look at the questions you missed. 

    a. Verbalize the reason for the correct answer 

    b. Figure out why the correct answer was better than your answer. 

    c. Were most of the questions over precise details, or were they over main ideas? 

    d. Did most of the questions come from the material covered? 

    e. Were you expected to be able to analyze and/or evaluate the information? 

3. Create a Strategy 

    a. Were you able to finish the test within the time given? 

    b. Practice answering possible exam questions. 

    c. Did you have any problems with anxiety or blocking during the test? 

        i. Proper nutrition, exercise and rest can help. 

    d. Were there any areas for which you failed to prepare? 

        i. Create a plan to address your test preparation strategies. 

    e. Did you know the answer but you failed the question carefully enough? 

        i. Practice reading 

            a) returned tests 

            b) returned quizzes 

            c) homework problems and exercises 

            d) in-class problems 

            e) practice exams 

    f. Consider similar ways in which you might be tested over new material. 

    g. Did you "cram" for the exam the night before? 

        i.   Not the best way to retain information.

        ii   Regular review enhances memory 

        iii. More time studying improves with test scores. 

        iv. Commit to a more active study strategy

 

Writing Labs

The following links may provide additional help for grammar and/or writing. 

 

Games

The following links may provide some fun game to create or use.