Exercise 4 (page 74)
Forests
1. a. Parks in California too general
(b.) Redwood trees in California
c. The age of redwoods too specific
2. a. The land in Scotland too general
b. How trees hold earth in place too specific
(c.) Forests in Scotland
3.(a.) the importance of forests
b. Taking vacations in forests too specific
c. large forest too general
Exercise 5 (page 75)
Some Facts about Weather
1. topic : The Discover of Lightning
2. topic : Kind of Clouds
Exercise 6 (page 76)
The Use of Water
1. topic : Where drinking water comes from
2. topic : Water problems
3. topic : How to use water carefully
Exercise 7 (page 77)
Galileo Galilei
1. topic : Galileo’s interest in science
2. topic : Galileo’s first experiment about gravitation
3. topic : The disagree of Galileo’s scientific ideas
Exercise 8 (page 78)
Popular Drinks
1. topic : How to make a tea
2. topic : The dissemination of coffee
3. Orange juice is one of the most popular cold drinks
Exercise 9 (page 80)
Some Ideas about Clothes
1. (b.) Clothes can tell a lot about a person
2. (b.) Clothes have to be chosen carefully when you travel
3. (c.) Clothes today are different from clothes of the 1800s
Exercise 10 (page 81)
Chemistry in the Past
1. (b.) Chemistry lived before the 1700s
2. (a.) Robert Boyle helped build the science of alchemy
3. (b.) Antoine Lavoisier studied the size and weight of water
Sabtu, 09 Januari 2010
Elements of Paragraph
1. Topic Sentence
Topic sentence is a sentence which containing a topic or main idea of a paragraph. Topic sentence is consist of Subject and Controlling idea. The subject explain the topic or maybe the topic become a subject. And controlling idea is explain the topic to the next explanation of the topic.
Example : Lion is an animal that called the King of the Jungle.
From the sentence above, Lion become the subject. And is an animal that called the King of the Jungle become controlling idea, because it explain who the Lion is.
2. Supporting Sentences
Supporting sentences is some sentences which support the topic sentence to become a relating explanation in a paragraph. Supporting sentences have five elements :
a. Fact
Fact is the real moment that explained. Fact can consists of place, time, and list of some events.
Example : My dog was hit by a car near the big green apple tree last Tuesday.
b. Reason
Reason is a statement which tell why the explanation the topic of paragraph become happen . The reason consists of the evidence , claim , and thought that justify the movement of data to make the conclusion in a paragraph.
c. Example
Example is some evidences to strength the facts in a paragraph.
d. Statistic
Statistic is analytical data that supporting the paragraph. Statistic can be shown as graphic,diagram,picture, table, or chart.
e. Quotation
Quotation is a statement that take from other sources. Example the opinion of book’s author or opinion from the observer.
3. Concluding Sentence
Concluding sentence is a sentence to close a paragraph. Concluding sentence usually containts critics, suggestions, or messages to the reader.
Example : So coffee not only popular in America, but also popular in Africa, Asia, and Europe.
4. Unity
In a paragraph, all the sentences are relating. The supporting sentence relate with the topic sentence. So, a paragraph only explain a topic, not off the topic. It mean that all the supporting sentences in a paragraph only explain one topic sentence from beginning to the last in one union.
5. Coherence
In a paragraph, all the sentences explain the topic sentence with logically arranged and that flow smoothly. It mean that when we write a paragraph, we must arrange the sentences with good development until become a good paragraph.
There are six ways to develope a paragraph :
- Development from the least important to the most important example
- Development from the most important to the least important example
- Development by time
- Development by space
- Development from a general statement to supporting facts
- Development from supporting facts to a general statement
Topic sentence is a sentence which containing a topic or main idea of a paragraph. Topic sentence is consist of Subject and Controlling idea. The subject explain the topic or maybe the topic become a subject. And controlling idea is explain the topic to the next explanation of the topic.
Example : Lion is an animal that called the King of the Jungle.
From the sentence above, Lion become the subject. And is an animal that called the King of the Jungle become controlling idea, because it explain who the Lion is.
2. Supporting Sentences
Supporting sentences is some sentences which support the topic sentence to become a relating explanation in a paragraph. Supporting sentences have five elements :
a. Fact
Fact is the real moment that explained. Fact can consists of place, time, and list of some events.
Example : My dog was hit by a car near the big green apple tree last Tuesday.
b. Reason
Reason is a statement which tell why the explanation the topic of paragraph become happen . The reason consists of the evidence , claim , and thought that justify the movement of data to make the conclusion in a paragraph.
c. Example
Example is some evidences to strength the facts in a paragraph.
d. Statistic
Statistic is analytical data that supporting the paragraph. Statistic can be shown as graphic,diagram,picture, table, or chart.
e. Quotation
Quotation is a statement that take from other sources. Example the opinion of book’s author or opinion from the observer.
3. Concluding Sentence
Concluding sentence is a sentence to close a paragraph. Concluding sentence usually containts critics, suggestions, or messages to the reader.
Example : So coffee not only popular in America, but also popular in Africa, Asia, and Europe.
4. Unity
In a paragraph, all the sentences are relating. The supporting sentence relate with the topic sentence. So, a paragraph only explain a topic, not off the topic. It mean that all the supporting sentences in a paragraph only explain one topic sentence from beginning to the last in one union.
5. Coherence
In a paragraph, all the sentences explain the topic sentence with logically arranged and that flow smoothly. It mean that when we write a paragraph, we must arrange the sentences with good development until become a good paragraph.
There are six ways to develope a paragraph :
- Development from the least important to the most important example
- Development from the most important to the least important example
- Development by time
- Development by space
- Development from a general statement to supporting facts
- Development from supporting facts to a general statement
MR. DADANG ISKANDAR
I WANT TO TELLING THE MAN WHO BEING MY IDOL. HIS NAME IS MR. DADANG ISKANDAR. HE'S AN ENGLISH LECTURERS IN THE INSTITUTE OF MANAGEMENT TELKOM. THE LECTURERS WHICH FULL OF HUMOR AND SMILE. BEHIND HIS SMILE, HE ALSO HAVE BIG SPIRIT OF LEARNING. MR DADANG HAVE A GRANDCHILD, BUT HE STILL KEEP THE SPIRIT TO GET DOCTORATE.
ALTHOUGH HE BUSY TEACHING AND ACHIEVING ON Ph.D, HE CAN STILL EMPOWERING THE STUDENT ON ENGLISH CLASS. SOMETIMES HE ALSO TELLING ABOUT HIS HOMETOWN. OTHER THAN THAT, MR DADANG TOO OFTEN TALKED ABOUT HIS BEST WIFE EVEN SOME TIMES THEY GET DIFFERENT OPINIONS. MR DADANG PERSISTENCE IN DEMAND FOR MY SCIENCE INSPIRING ME TO EXPLORE MY KNOWLEDGE UNTIL MY last BREATH.
I HOPE YOU THAT WHO READING MY BLOG, IS GET INSPIRED TOO FOR ALWAYS SEEING SCIENCE WITHOUT TIME BOUNDARIES.
SOCIALIZING, UNIT 1
Page 1
I. Reading
a. He’s 36 years old
b. Advertising Manager
c. A former student of City University
d. Advertising Agency in Chicago
e. Yes, he is.
f. He enjoys sailing and playing golf.
III. Study Points
Simple Present
a. What does your brother do?
b. Where does Mr. Jones work?
c. Where is your husband from?
d. Where do your parents live?
e. Are you married?
f. Does your boss have any children?
g. How old are they?
h. What do you do in your spare time?
IV. Vocabulary
Complete the Table
a. wife
b. grandfather
c. aunt
d. brother-in-law
e. mother-in-law
Do you know this vocabulary?
My uncle, named Alex, is a general manager. He’s 38 years old. He’s single. Actually, he has married before, but after he divorced with her ex-wife, he and his ex-wife now walk on their own separated way.
Page 3
Auxiliary Verbs
1. Present Simple
I like snowboarding.
Do you like snowboarding?
My father likes snowboarding.
My mother likes snowboarding.
Does your father like snowboarding?
2. Present Continues
I’m studying Spanish.
Are you studying Spanish?
My father is studying Spanish.
My mother is studying Spanish.
Is your father studying Spanish?
3. Past Simple
I saw the Statue of Liberty.
Did you see the Statue of Liberty?
My father saw the Statue of Liberty.
My mother saw the Statue of Liberty.
Did your father see the Statue of Liberty?
4. Present Perfect
I’ve met Pele.
Have you met Pele?
My father has met Pele.
My mother has met Pele.
Has your father met Pele?
Page 4
II. Full Verb or Auxiliary Verb?
1. A
2. F
3. A
4. F
5. F
6. A
7. A
8. F
9. A
10. A
11. A
12. F
III. Contracted Forms
1. I don’t know where the post office is.
2. She’s got two brothers and she doesn’t get on with either of them.
3. He has no brothers and sisters - he’s an only child.
4. We weren’t happy with the hotel so we didn’t stay there for long.
5. He didn’t go to the party because he’d a cold.
6. They’re getting married when they’ve saved enough money.
7. John isn’t sure where Jill is.
8. She’s parking the car. It’s always difficult in our street.
9. I don’t want them to know who I am.
10. Don’t you understand what I’m saying?
IV. My Computer’s Gone Wrong
Complete the telephone conversation
1. Have
2. Isn’t
3. Has
4. Don’t
5. Am
6. Was
7. Don’t
8. Did
9. Don’t
10. Do
11. Don’t
12. Does
Put the words in the correct order to make questions, then answer the questions.
1. Why is Phil ringing the Computer Helpline?
Because his computer is not working at all.
2. Which company does Phil work for?
He doesn’t work for a company. He’s self-employed.
3. What was he doing when his computer off?
He was working away happily.
4. Why can’t Phil remember the message?
Because he didn’t understand it.
5. Has he switched his computer off?
No, he hasn’t.
V. Making Questions
1. Where were your parents born?
They were born in Jakarta.
2. What are you wearing at the moment?
I am wearing a black jacket and a blue jeans.
3. Do you play any sport at the weekend?
Yes, I do.
4. What time did you get up this morning?
I got up this morning at 4 am.
5. Have you ever met a famous person?
Yes, I have.
6. Do you like your mother look?
Yes, I do.
7. Where did you go when a child were on a holiday?
We went to the beach.
VI. Replying with Questions
1. Who’s she writing to?
2. What languages does he speak?
3. What are the presents that you got?
4. How much they paid?
5. What’s the color of it kittens?
6. What film is he watching?
7. What items does he shop?
8. What’s point of your wonderful holiday?
9. How could you say so?
10. Who’s Danka talking to?
VII. Negatives and Short Answers
Complete the sentence with the correct auxiliary in the positive and negative.
1. Doesn’t
2. Does
3. Haven’t been
4. Am
5. Don’t
6. Didn’t
7. Have
8. Do
9. Did
10. Isn’t
VIII. Have / Have Got
1. Excuse me! Do you have the time, please?
2. I’m starving. I didn’t have anything to eat last night.
3. Peter, could you help me? I’ve got a problem, and I don’t know what to do.
4. A. Why’s Ann taking some aspirin?
B. Because she’s had a headache.
5. A. Would you like tea or coffee?
B. I would like to have a cup of tea please.
6. A. Can you lend me two curos?
B. Sorry. I don’t have any money on me at all.
7. Maria has got her baby. It’s a girl. They’re calling her Lily.
8. We would have a party next Saturday. Would you like to come?
9. David! Can I have a word with you for a moment?
10. How was the party last night? Did you have a good time?
11. A. Excuse me! Do you have a light, please?
B. sorry. I don’t smoke.
12. A. What time does she usually have lunch?
B. About 1.00.
Page 8
I. Question Words
1. Where’s the Colosseum? It’s in Rome.
2. How are you? Fine, thanks.
3. How old are you? Twenty-one.
4. What’s your phone number? 01494762890.
5. Who’s your teacher? Isabel flett.
6. How much is a cup of tea? 90p.
II. Making Questions
1. What’s his job?
2. How old is he?
3. Where is he now?
4. What is his address?
5. Where is she now?
6. What’s her job?
7. What’s her phone number?
8. How old are they?
9. Where are they now?
III. Questions About You
1. Lazza Faizah
2. Siti
3. Jakarta
4. Student
5. Kuningan Barat 1, South Jakarta
6. 085715101991
7. 18
8. No
IV. Making Negatives
1. Brazil isn’t in Europe. It’s in South America.
2. The US President isn’t English. He’s American.
3. Snow isn’t hot. It’s cold.
4. Five and six isn’t twelve. They are eleven.
5. You aren’t English. You’re Indonesian.
6. We aren’t in a Russian class. We’re in an English class.
7. Rolls-Royce cars aren’t cheap. They are expensive.
V. Short Answer
1. No, I’m not.
2. Yes, I am.
3. Yes, he is.
4. Yes, it is.
5. No, it isn’t.
6. No, I’m not.
7. Yes, I am.
8. Yes, they are.
VI. Short Forms
1. Italy’s in Europe.
2. It isn’t hot today.
3. I’m not married.
4. Where’s the newspaper?
5. They aren’t from Oxford.
6. We’re at work.
7. You’re a student.
VII. Long Forms
1. They are Italian.
2. You are not old.
3. My flat is small.
4. Her son is not an accountant.
5. His wife is a journalist.
6. They are at work.
7. We are not rich.
VIII. Possesive ‘s Or is?
1. P
2. is
3. is
4. is
5. P
6. is
7. P
8. P
9. is
10. P
IX. A Family Tree
1. Ann is John’s wife.
2. Cathy is Louise’s sister.
3. Stephen is David’s son.
4. Ann is Stephen’s aunt.
5. George is Mary’s husband.
6. Mary is Cahy’s grandmother.
7. David is Cathy’s uncle.
8. David is Ann’s brother.
X. Your Family
1. Irene is Rizky’s grandmother.
2. Ida is Dikta’s aunt
3. Beny is Risky’s uncle.
4. Dikta is Windu’s brother.
5. Sahudi is Irene’s husband.
6. Farida is Men’s sister-in-law.
7. Wati is Beny’s wife.
8. Sahudi is Wati’s father-in-law.
Page 11
I. Past Tense
A. Regular Verbs
1. Cooked
2. Enjoyed
3. Invited
4. Loved
5. Studied
6. Tried
7. Visited
8. Washed
9. Watched
B. Irregular Verbs
1. Buy
2. Give
3. Meet
4. See
5. Sleep
6. Spend
7. Take
8. Go
C. Sentences
1. We went to a rock concert last night.
2. She washed her clothes yesterday.
3. They met me in the restaurant 3 days ao.
II. Use the Cues to Answer These Questions.
1. I went to a party.
2. I met someone very interesting.
3. We got home a little after 1:00.
4. We liked it a lot.
5. I bought the new Madonna CD.
6. They went on vacation to the country.
VIII. Was, wasn‘t, were, weren’t.
A: How was your vacation in Peru, Julia?
B: It was great. I really enjoyed it.
A: How long were you there?
B: We were there for two weeks.
A: Were you in Lima all the time?
B: No, we weren’t. We were in the mountains for a few days.
A: And how was the weather? Was it good?
B: No, it wasn’t good at all. The city was very hot, and the mountains are really cold.
IX. Choose the correct questions to complete this conversation.
1. How was your vacation in Africa?
2. How long were you in South Africa?
3. And how long were you in Namibia?
4. How was the weather?
5. And how did you like it?
X. Choose the correct words or phrases.
1. The neighbors had a noisy party till 3:00 a.m. We complained about it.
2. We didn’t see very much in the mountains. The weather was foggy.
3. We went on a vacation of the ruins.
4. I worked very hard in Switzerland. I was there on business.
XI. My kind of vacation.
A. Rank activities
1. Go to the beach
2. Have good food
3. Go shopping
4. Look at ruins
5. Visit museums
6. Have good food
B. Answer the questions about your vacations.
1. I go on vacation once a week.
2. I spend my vacation for 2 days.
3. I usually go with my family.
4. I usually go to the beach.
5. I usually swimming on my vacation.
QUIZ, 9th December 2009
Carbon Tetrachloride :
1. C. although carbon tetrachloride can legally be used in industry, it is not allowed in home products
2. B. extensively
3. A. forbidden
4. D. not allowed in home cleaning products
5. A. harmful
6. B. breathed in
7. D. took away
8. A. regulate
American Artist :
9. B. a different American artist
10. B. One artist’s life and works are describe
11. A. he was born in America
12. D. high percentage
13. C. working class
14. A. protests
15. D. an art form involving engraving
16. B. uneven
Bernard’s Star :
17. B. Bernard’s Star
18. C. unassisted vision
19. A. barely perceptible
20. A. noticable
21. C. erroneous belief
22. D. a distance seemingly equal to the distance from Earth to the Moon
23. D. travel through the sky considerably more rapidly than the stars
1. C. although carbon tetrachloride can legally be used in industry, it is not allowed in home products
2. B. extensively
3. A. forbidden
4. D. not allowed in home cleaning products
5. A. harmful
6. B. breathed in
7. D. took away
8. A. regulate
American Artist :
9. B. a different American artist
10. B. One artist’s life and works are describe
11. A. he was born in America
12. D. high percentage
13. C. working class
14. A. protests
15. D. an art form involving engraving
16. B. uneven
Bernard’s Star :
17. B. Bernard’s Star
18. C. unassisted vision
19. A. barely perceptible
20. A. noticable
21. C. erroneous belief
22. D. a distance seemingly equal to the distance from Earth to the Moon
23. D. travel through the sky considerably more rapidly than the stars
FINANCIAL - UNIT 5 (General English)
The Role of Finance
B.
1. They must first spend money.
2. Revenues from sales of the firm’s products.
3. The one who keep track of how money is flowing into and out of the firm.
4. They decide how the available funds will be used, how much money is needed, and where to get it.
5. Financial management is the art and science of managing a firm’s money so it can meet the goals.
6. Main function of accountant is to collect and present financial data.
7. The basis of financial decision is cash flow and outflow cash.
8. Their jobs are analyze data prepared by accountants, and prepare and implement financial plans.
9. Their jobs are to coordinate information from such areas as marketing and production to develop and carry out financial’ strategies.
10. In a small firm, finance function may be handled by either the accounting department or one or two people.
11. The key activities of financial managers are financial planning, investment, and financing.
12. Budgets are formal written forecast of revenues and expenses.
13. The function of budgets are to control expenses and compare the actual performance to the forecast.
14. Three types of budgets are cash budgets, capital budgets, and operating budgets.
C.
Exercise 1
1. B. financial manager
2. C. budget
3. A. cash budget
4. C. financial manager
5. B. budget
Exercise 3
1. T
2. T
3. T
4. T
5. T
6. F
7. F
8. F
Exercise 5
1. Capital
2. Last
3. Primary
4. Acquire
5. Consideration
6. Utilizes
7. Repaid
8. Expect
Rules for Subject-verb Agreement
Exercise 1
1. Need
2. Watch.
3. Has
4. Looks
5. Use
6. Were
7. Seem
8. Seem
9. Are
10. Cause
Exercise 2
1. B. come
2. A. is
3. B. want
4. A. are
5. B. needs
6. B. looks
7. A. hopes
8. A. needs
9. B. are
10. A. thinks
B.
1. They must first spend money.
2. Revenues from sales of the firm’s products.
3. The one who keep track of how money is flowing into and out of the firm.
4. They decide how the available funds will be used, how much money is needed, and where to get it.
5. Financial management is the art and science of managing a firm’s money so it can meet the goals.
6. Main function of accountant is to collect and present financial data.
7. The basis of financial decision is cash flow and outflow cash.
8. Their jobs are analyze data prepared by accountants, and prepare and implement financial plans.
9. Their jobs are to coordinate information from such areas as marketing and production to develop and carry out financial’ strategies.
10. In a small firm, finance function may be handled by either the accounting department or one or two people.
11. The key activities of financial managers are financial planning, investment, and financing.
12. Budgets are formal written forecast of revenues and expenses.
13. The function of budgets are to control expenses and compare the actual performance to the forecast.
14. Three types of budgets are cash budgets, capital budgets, and operating budgets.
C.
Exercise 1
1. B. financial manager
2. C. budget
3. A. cash budget
4. C. financial manager
5. B. budget
Exercise 3
1. T
2. T
3. T
4. T
5. T
6. F
7. F
8. F
Exercise 5
1. Capital
2. Last
3. Primary
4. Acquire
5. Consideration
6. Utilizes
7. Repaid
8. Expect
Rules for Subject-verb Agreement
Exercise 1
1. Need
2. Watch.
3. Has
4. Looks
5. Use
6. Were
7. Seem
8. Seem
9. Are
10. Cause
Exercise 2
1. B. come
2. A. is
3. B. want
4. A. are
5. B. needs
6. B. looks
7. A. hopes
8. A. needs
9. B. are
10. A. thinks
Understanding Paragraph
Exercise 4 (FORESTS)
1. a. Too specific : The age of redwoods
b. Too general : Parks in California
c. Topic : Redwood trees in California
2. a. Too specific : How trees hold earth in place
b. Too general : The land in Scotland
c. Topic : Forests in Scotland
3. a. Too specific : Taking vacations in forest
b. Too general : Large forests
c. Topic : The importance of forests
Exercise 5 (SOME FACTS ABOUT WEATHER)
1. Topic : Strom
2. Topic : Kind of clouds
Exercise 6 (THE USE OF WATER)
1. Topic : Some manner to get a water
2. Topic : Water problems
3. Topic : How to use water carefully
Exercise 7 (GALILEO GALILEI)
1. Topic : Galileo Galilei
2. Topic : Galileo Galileo's experiment
3. Topic : Galileo's life trouble
MAIN IDEAS OF PARAGRAPHS
Exercise 8 (POPULAR DRINKS)
1. Topic : How to make tea
2. Topic : How European likes coffee
3. Topic : Orange juice most popular cold dring in us
1. a. Too specific : The age of redwoods
b. Too general : Parks in California
c. Topic : Redwood trees in California
2. a. Too specific : How trees hold earth in place
b. Too general : The land in Scotland
c. Topic : Forests in Scotland
3. a. Too specific : Taking vacations in forest
b. Too general : Large forests
c. Topic : The importance of forests
Exercise 5 (SOME FACTS ABOUT WEATHER)
1. Topic : Strom
2. Topic : Kind of clouds
Exercise 6 (THE USE OF WATER)
1. Topic : Some manner to get a water
2. Topic : Water problems
3. Topic : How to use water carefully
Exercise 7 (GALILEO GALILEI)
1. Topic : Galileo Galilei
2. Topic : Galileo Galileo's experiment
3. Topic : Galileo's life trouble
MAIN IDEAS OF PARAGRAPHS
Exercise 8 (POPULAR DRINKS)
1. Topic : How to make tea
2. Topic : How European likes coffee
3. Topic : Orange juice most popular cold dring in us
AIDA Concept
The AIDA model is more a model for effective selling rather than purchasing, although selling and purchasing can be considered as just two facet of the same selling process. The Name AIDA has been formed by first letter of four words that represent sequential steps in an effective selling process. These are Attention, Interest, Desire and Action.
The AIDA Inverted Triangle: The best way to envision how the A-I-D-A process can work better into your marketing communications is to picture an inverted triangle like the one you see above.
As you can see, the inverted triagle has four sections. Each section (from top-down) grows smaller in size because each section depicts the percentage of prospects you’re likely to influence to move through the AIDA process.
The first section at the top (Attention) is the largest because getting a prospect’s Attention is easier than eliciting their Interest to continue watching, listening or reading more about your offer.
Moving downward, the second section (Interest) is, of course, larger than the third section (Desire) because it typically is easier to elicit a prospect’s Interest about your offer than to amplify their Desire to buy.
Moving farther down the inverted triangle, you’ll notice how the third section (Desire) is larger than the fourth and final section (Action). This is because it’s easier to amplify a Desire to buy than to influence Action.
The biggest mistake I’ve observed most marketers make is that they expect one promotional communication such as one email message, one teleseminar or one direct mail letter to do all of the heavy-lifting and capture the sale.
It’s much easier to convert even your most skeptical prospects into buying customers, if you split the AIDA Inverted Triangle in two parts.
I want you to imagine that Attention-Interest and Desire-Action are split into two separate parts instead one 4-step formula and let’s turn to Teleseminars as our marketing example.
The aim of your Teleseminar is NOT to move your listeners through all 4 steps of AIDA. Teleseminars work wonders in grabbing Attention and eliciting Interest from prospects to learn more about your offer, but it takes a website to amplify their Desire and influence Action.
quotes from : http://www.alexmandossian.com/2009/02/17/773/
Skimming
Skimming for Point of View
Exercise 1
1. Against
2. Against
3. For
4. Against
5. Against
6. For
7. Against
8. For
Exercise 2
1. Against
2. Against
3. Against
4. For
5. Against
6. For
7. Against
8. For
Skimming for Pattern of Organization
Exercise 1
1. Comparison
2. Listing
3. Time-order
4. Cause-effect
5. Listing
6. Comparison
7. Time-order
8. Comparison
Exercise 2
1. Listing
2. Listing
3. Comparison
4. Cause-effect
5. Listing
6. Listing
7. Cause-effect
Exercise 1
1. Against
2. Against
3. For
4. Against
5. Against
6. For
7. Against
8. For
Exercise 2
1. Against
2. Against
3. Against
4. For
5. Against
6. For
7. Against
8. For
Skimming for Pattern of Organization
Exercise 1
1. Comparison
2. Listing
3. Time-order
4. Cause-effect
5. Listing
6. Comparison
7. Time-order
8. Comparison
Exercise 2
1. Listing
2. Listing
3. Comparison
4. Cause-effect
5. Listing
6. Listing
7. Cause-effect
Coherence from General English page 94
Exercise
(1)The Golden Gate Bridge separates San Francisco Bay from the Pacific Ocean.
(2) She went to Japan Center, where the buildings and restaurants looked familiar.
(3) But San Francisco did not look anything like New York.
(4) It crosses from San Francisco to Oakland.
(5) Many homes have views of the bay and ocean.
(6) Here she was able to talk with people in her native language.
(7) She expected to find the tall skyscrapers she had seen on postcards of New York.
(8) The Bay Bridge is majestic.
(9) Miyoko’s first stop on her flight from Tokyo to the United States was San Francisco.
(10) Miyoko especially liked the two bridges that cross San Francisco Bay.
(11) From them she learned that San Francisco is a most hospitable city for people from the Orient.
(12) After seeing the many hills and bridges, Miyoko was surprised to learn that San Francisco has a very large Japanese population.
(13) Even more beautiful is the Golden Gate Bridge, stretching from San Francisco to Marin Country.
(14) For one thing, it is all built on hill.
Answer
1. (9)
2. (7)
3. (3)
4. (14)
5. (5)
6. (10)
7. (8)
8. (4)
9. (13)
10. (1)
11. (12)
12. (2)
13. (6)
14. (11)
Miyoko’s first stop on her flight from Tokyo to the United States was San Francisco. She expected to find the tall skyscrapers she had seen on postcards of New York. But San Francisco did not look anything like New York. For one thing, it is all built on hill. Many homes have views of the bay and ocean. Miyoko especially liked the two bridges that cross San Francisco Bay. The Bay Bridge is majestic. It crosses from San Francisco to Oakland. Even more beautiful is the Golden Gate Bridge, stretching from San Francisco to Marin Country. The Golden Gate Bridge separates San Francisco Bay from the Pacific Ocean. After seeing the many hills and bridges, Miyoko was surprised to learn that San Francisco has a very large Japanese population. She went to Japan Center, where the buildings and restaurants looked familiar. Here she was able to talk with people in her native language. From them she learned that San Francisco is a most hospitable city for people from the Orient.
(1)The Golden Gate Bridge separates San Francisco Bay from the Pacific Ocean.
(2) She went to Japan Center, where the buildings and restaurants looked familiar.
(3) But San Francisco did not look anything like New York.
(4) It crosses from San Francisco to Oakland.
(5) Many homes have views of the bay and ocean.
(6) Here she was able to talk with people in her native language.
(7) She expected to find the tall skyscrapers she had seen on postcards of New York.
(8) The Bay Bridge is majestic.
(9) Miyoko’s first stop on her flight from Tokyo to the United States was San Francisco.
(10) Miyoko especially liked the two bridges that cross San Francisco Bay.
(11) From them she learned that San Francisco is a most hospitable city for people from the Orient.
(12) After seeing the many hills and bridges, Miyoko was surprised to learn that San Francisco has a very large Japanese population.
(13) Even more beautiful is the Golden Gate Bridge, stretching from San Francisco to Marin Country.
(14) For one thing, it is all built on hill.
Answer
1. (9)
2. (7)
3. (3)
4. (14)
5. (5)
6. (10)
7. (8)
8. (4)
9. (13)
10. (1)
11. (12)
12. (2)
13. (6)
14. (11)
Miyoko’s first stop on her flight from Tokyo to the United States was San Francisco. She expected to find the tall skyscrapers she had seen on postcards of New York. But San Francisco did not look anything like New York. For one thing, it is all built on hill. Many homes have views of the bay and ocean. Miyoko especially liked the two bridges that cross San Francisco Bay. The Bay Bridge is majestic. It crosses from San Francisco to Oakland. Even more beautiful is the Golden Gate Bridge, stretching from San Francisco to Marin Country. The Golden Gate Bridge separates San Francisco Bay from the Pacific Ocean. After seeing the many hills and bridges, Miyoko was surprised to learn that San Francisco has a very large Japanese population. She went to Japan Center, where the buildings and restaurants looked familiar. Here she was able to talk with people in her native language. From them she learned that San Francisco is a most hospitable city for people from the Orient.
Jumat, 08 Januari 2010
Grammar page 69
Exercise
1. So many people (is/are) waiting outside.
2. The office next door (was/were) closed all day yesterday.
3. The print on the labels (is/are) so small.
4. The Carpet has/have so many stains on it that it (needs/need) to be replaced.
5. The Trade Union members meeting (is/are) downstairs in the Conference Room.
6. Mr. and Mrs. Taylor (has/have) moved in next door to us
7. Two cars and coach (was/were) involved in the motorway accident
8. His Application form for the new job, which (was/wer) posted yesterday, has/have gone missing
9. My neighbour (play/plays) his music so loud that the walls almost vibrate/vibrates.
10. Ricardo do/does not care whether Unnited or City (is/are) winning.
11. The bouquet of flowers (has/have) just arrived.
12. He (makes/make) use of the computer now, and even writes/write reports for the manager with it.
Answer
1. Are
2. Was
3. Are
4. Have, need
5. Are
6. Have
7. Was
8. Was, has
9. Play, vibrates
10. Does, is
11. Has
12. Makes, writes
1. So many people (is/are) waiting outside.
2. The office next door (was/were) closed all day yesterday.
3. The print on the labels (is/are) so small.
4. The Carpet has/have so many stains on it that it (needs/need) to be replaced.
5. The Trade Union members meeting (is/are) downstairs in the Conference Room.
6. Mr. and Mrs. Taylor (has/have) moved in next door to us
7. Two cars and coach (was/were) involved in the motorway accident
8. His Application form for the new job, which (was/wer) posted yesterday, has/have gone missing
9. My neighbour (play/plays) his music so loud that the walls almost vibrate/vibrates.
10. Ricardo do/does not care whether Unnited or City (is/are) winning.
11. The bouquet of flowers (has/have) just arrived.
12. He (makes/make) use of the computer now, and even writes/write reports for the manager with it.
Answer
1. Are
2. Was
3. Are
4. Have, need
5. Are
6. Have
7. Was
8. Was, has
9. Play, vibrates
10. Does, is
11. Has
12. Makes, writes
Specific to General page 116
Exercise
Put number 1 above the most specific word. Put number 2 the less specific word. And put number 3 above the most general word.
1. Music, rock music, twentieth-century music
2. Japanese mountain, mount fuji, mountain
3. Problems, water pollution problems, pollution problems
4. Pine tree, evergreen tree, tree
5. Musicians, Michael Jackson, popular musician
6. Nicaragua, country, central American country
7. Man, Dr. Diamond, dentist
8. Place, boston, city
9. The New York Times, newspaper, reading material
10. Group, diamond family, people
11. Storm, tornado, wind storm
12. President, person, political leader
13. Shirt, white shirt, clothing
14. Flute, musical instrument, wind instrument 1
15. Company, IBM corporation, Organization
Answer
1. 1.Rock music, 2. twentieth-century music, 3. music
2. 1. Mount Fuji, 2. Japanese mountain, 3. Mountain
3. 1. Water pollution, 2. Pollution problems, 3. Problems
4. 1.pine tree, 2. Evergreen tree, 3. Tree
5. 1. Michael Jackson, 2. Popular musician, 3. Musician
6. 1. Nicaragua, 2. Central American country, 3. Country
7. 1. Dr. Diamond, 2. Dentist, 3. Man
8. 1. Boston, 2. city, 3. Place
9. 1. The New York Times, 2. Reading material, 3. Newspaper
10. 1. Diamond family, 2. Group, 3. People
11. 1. Tornado, 2. Wind storm, 3. Storm
12. 1. President, 2. Political leader, 3. Person
13. 1. White shirt, 2. Shirt, 3. Clothing
14. . Flute, 2. Wind instrument, 3. Musical instrument
15. 1. IBM corporationration, 2. Organization, 3. Company
Put number 1 above the most specific word. Put number 2 the less specific word. And put number 3 above the most general word.
1. Music, rock music, twentieth-century music
2. Japanese mountain, mount fuji, mountain
3. Problems, water pollution problems, pollution problems
4. Pine tree, evergreen tree, tree
5. Musicians, Michael Jackson, popular musician
6. Nicaragua, country, central American country
7. Man, Dr. Diamond, dentist
8. Place, boston, city
9. The New York Times, newspaper, reading material
10. Group, diamond family, people
11. Storm, tornado, wind storm
12. President, person, political leader
13. Shirt, white shirt, clothing
14. Flute, musical instrument, wind instrument 1
15. Company, IBM corporation, Organization
Answer
1. 1.Rock music, 2. twentieth-century music, 3. music
2. 1. Mount Fuji, 2. Japanese mountain, 3. Mountain
3. 1. Water pollution, 2. Pollution problems, 3. Problems
4. 1.pine tree, 2. Evergreen tree, 3. Tree
5. 1. Michael Jackson, 2. Popular musician, 3. Musician
6. 1. Nicaragua, 2. Central American country, 3. Country
7. 1. Dr. Diamond, 2. Dentist, 3. Man
8. 1. Boston, 2. city, 3. Place
9. 1. The New York Times, 2. Reading material, 3. Newspaper
10. 1. Diamond family, 2. Group, 3. People
11. 1. Tornado, 2. Wind storm, 3. Storm
12. 1. President, 2. Political leader, 3. Person
13. 1. White shirt, 2. Shirt, 3. Clothing
14. . Flute, 2. Wind instrument, 3. Musical instrument
15. 1. IBM corporationration, 2. Organization, 3. Company
Resume
SITI LAZZA FAIZAH
To obtain a position as an Finance Manager in PT Bakrie Telecom
Work Experience
2013 Involved in Finance Manager of PT ASTRA HONDA MOTOR (2 years)
Education Background
1995 – 1997 : TK Islam Bakti Ibu
1997 – 2003 : SD Islam Bakti Ibu
2003 – 2006 : SMP Negeri 13 Jakarta
2006 – 2009 : SMA Negeri 82 Jakarta
2009 – 2012 : Institut Manajemen Telkom Bandung, Bachelor of Business Administration
Jakarta, 09th January 2015
Siti Lazza Faizah
Curriculum Vitae (Indonesia Version)
DAFTAR RIWAYAT HIDUP
Data Pribadi
Nama : Siti Lazza Faizah S.An
Tempat Tanggal Lahir : Jakarta, 15 Oktober 1991
Agama : Islam
Status Pernikahan : Belum Menikah
KTP : 0953035510917001
Alamat : Jalan Kuningan Barat 1/28
Tinggi, Berat : 165 cm, 55 kg
Telepon Rumah : 021-5265742
Telepon Genggam : 022-9151091 ; 085715101991
Email : chacambee@yahoo.com
Riwayat Pendidikan
2009 – 2012 Sarjana Administrasi Bisnis, Institut Manajemen Telkom
2006 – 2009 Sekolah Menengah Atas (SMA) 82 Jakarta
2003 – 2006 Sekolah Menengah Pertama (SMP) 13 Jakarta
1997 – 2003 Sekolah Dasar (SD) Islam Bakti Ibu
1996 – 1997 Taman Kanak-kanak (TK) Islam Bakti Ibu
Pengalaman Kerja
November 2013 - 2015 : Manajemen Keuangan PT. ASTRA HONDA MOTOR
Pengalaman Organisasi
Juni 2009–Agustus 2013 : Unit Kegiatan Mahasiswa Bengkel Seni Embun, Institut Manajemen Telkom Bandung
Desember 2009-Agustus 2013 : Anggota HIPMI PT Institut Manajemen Telkom Bandung
Desember 2008 : Ketua Seksi Konsumsi DAHA CUP III SMA Negeri 82 Jakarta
Jakarta, 09 Januari 2014
Siti Lazza Faizah
Tempat Tanggal Lahir : Jakarta, 15 Oktober 1991
Agama : Islam
Status Pernikahan : Belum Menikah
KTP : 0953035510917001
Alamat : Jalan Kuningan Barat 1/28
Tinggi, Berat : 165 cm, 55 kg
Telepon Rumah : 021-5265742
Telepon Genggam : 022-9151091 ; 085715101991
Email : chacambee@yahoo.com
Riwayat Pendidikan
2009 – 2012 Sarjana Administrasi Bisnis, Institut Manajemen Telkom
2006 – 2009 Sekolah Menengah Atas (SMA) 82 Jakarta
2003 – 2006 Sekolah Menengah Pertama (SMP) 13 Jakarta
1997 – 2003 Sekolah Dasar (SD) Islam Bakti Ibu
1996 – 1997 Taman Kanak-kanak (TK) Islam Bakti Ibu
Pengalaman Kerja
November 2013 - 2015 : Manajemen Keuangan PT. ASTRA HONDA MOTOR
Pengalaman Organisasi
Juni 2009–Agustus 2013 : Unit Kegiatan Mahasiswa Bengkel Seni Embun, Institut Manajemen Telkom Bandung
Desember 2009-Agustus 2013 : Anggota HIPMI PT Institut Manajemen Telkom Bandung
Desember 2008 : Ketua Seksi Konsumsi DAHA CUP III SMA Negeri 82 Jakarta
Jakarta, 09 Januari 2014
Siti Lazza Faizah
Job Application Letter
Jalan Kuningan Barat 1/28
Jakarta Selatan
12710
09 Januari 2014
Jakarta Selatan
12710
09 Januari 2014
Mr.Jeffry Budiman
Finanace Manager
PT Bakrie Telecom
Jalan H.R. Rasuna Said Kav. B1
Jakarta Pusat
12920
Dear Mr. Budiman,
Having known about vacancy advertised in Kompas today, I am interested in the position of Finance Manager.
I am a 25 year old female, graduated from Institut Manajemen Telkom, having skill in English, both written and oral and also operating computer. I am a hard worker, able to work in individual and in team.
I am presently working as Vice Finance Manager in Electricity Company and have a wide range of responsibilities. These include providing and interpreting financial information, monitoring and interpreting cash flows and predicting future trends, formulating strategic and long-term business plans, and also managing a company's financial accounting, monitoring and reporting systems.
I have attached a copy of my curriculum vitae, resume, and testimony. I will be happy to meet with you at your interview and discuss how my education and experience match your needs. You can contact me by phone at (021) 5265642, or by email at chacambee@yahoo.com. I hope my skills can be one of your company’s assets. Thank you for your attention and consideration.
Having known about vacancy advertised in Kompas today, I am interested in the position of Finance Manager.
I am a 25 year old female, graduated from Institut Manajemen Telkom, having skill in English, both written and oral and also operating computer. I am a hard worker, able to work in individual and in team.
I am presently working as Vice Finance Manager in Electricity Company and have a wide range of responsibilities. These include providing and interpreting financial information, monitoring and interpreting cash flows and predicting future trends, formulating strategic and long-term business plans, and also managing a company's financial accounting, monitoring and reporting systems.
I have attached a copy of my curriculum vitae, resume, and testimony. I will be happy to meet with you at your interview and discuss how my education and experience match your needs. You can contact me by phone at (021) 5265642, or by email at chacambee@yahoo.com. I hope my skills can be one of your company’s assets. Thank you for your attention and consideration.
Sincerely Yours,
Siti Lazza Faizah
Testimony
Mrs. Siti Lazza Faizah was a Manager of Finance in PT. Bakrie Telecom. After she left Institution of Management Telkom in 2012. Herresponsibilities included the usual of finance.
She always used her best effort in work with conscientiously and seriously. Shee is a hard worker, a accurate officer and she can work under pressure to meet deadline with satisfied result. She always have a good presentation and interpersonal skill
Shee was talented , creative and able to team work. She was very friendly, energic , and have a great sense of humor. It was a great loss to both my self and the company when she decided to resign from our company to continue her study.
Overall she has a good character, dedication and approach to be suitable for the position of Assistant Finance Manager. I can recommended her highly and ready to be contacted for further information.
Zainus Syakur
Finance Manger
PT ASTRA HONDA MOTOR
She always used her best effort in work with conscientiously and seriously. Shee is a hard worker, a accurate officer and she can work under pressure to meet deadline with satisfied result. She always have a good presentation and interpersonal skill
Shee was talented , creative and able to team work. She was very friendly, energic , and have a great sense of humor. It was a great loss to both my self and the company when she decided to resign from our company to continue her study.
Overall she has a good character, dedication and approach to be suitable for the position of Assistant Finance Manager. I can recommended her highly and ready to be contacted for further information.
Zainus Syakur
Finance Manger
PT ASTRA HONDA MOTOR
SQ4R
The SQ4R Method will help you keep studying organized and efficient. The steps to SQ4R ( Survey, Question, Read, Recite, Record, Review) are explained in the steps below.
SURVEY
Glance over the material to get a feel for what you will be reading.
Survey the entire text
When you first receive the text, spend about 20 minutes skimming the entire textbook to acquire an overall understanding of how the book is organized.
Read at the title page.
Read at the copyright page.
Read at the table of contents.
Read the preface.
Read at the ancillary material (appendix, glossary, bibliography, and index)
Read at any illustrations (including charts, graphs, and tables)
Survey each chapter
Survey a chapter assignment before you actually read it. Survey should tell the scope of the content, how different topics are organized, and what the author's purpose and point of view are. The chapter survey will also give you sufficient background information for class notes.
Read the chapter title.
Read the chapter objectives.
Read the chapter summary or review.
Read the major headings and subheadings.
Read the visual aids.
Read the italicized and/or underlined words and terms.
Survey the illustrations
Our society is visually oriented; authors and publishers are well aware that effective use of illustrations in textbooks is more necessary than ever. Illustrations can literally replace hundreds of words and convey a message more dramatically and quickly than a comparable section of text. Formats range from equations, theorems, and formulas to tables and graphic illustrations.
QUESTION
Ask questions before, during, and after reading the material
As you survey the material, ask the questions about what you will be reading and what you will try to answer. Turn the headings and subheadings into questions. These questions give you a real reason for reading and will help you concentrate on the subject you are reading.
Imagine, as you read the textbook, that the author is speaking directly to you. Question the author statements. Challenge the ideas presented. Textbooks are not the A final word, but are a means of actively involving you, the reader, in the learning process. Do not passively accept the author is presentation of material; look at it critically and read with a questioning and searching attitude. Ask the standard questions: what, why, and how.
Read
Read for the main ideas and organization
Now you should read actively with these certain questions in mind and attempt to answer the questions and organize the material. These answers will be the important facts and details. Read everything in a chapter including any of the visual aids such as picture captions, graphs, charts, etc. Note any words or phrases that are italicized, underlined, or in bold print (there=s a reason this material is highlighted!) The tendency in reading is to keep going, but you should stop at the end of each section to see if you can answer the questions you asked at the start of the section.
Find the main ideas in each chapter or section. Textbook authors write as you have been taught to write: they develop a topic sentence and/or paragraph, substantiate it, and draw conclusions.
Concentrate on what you are reading. Try to feel the rhythm of the author's prose (short, snappy sentences or long, labored explanations) and then "go with the flow." Note particularly the headings and subheadings; they indicate the relative importance of each topic.
Study the illustrations. These serve as "pegs" to help you remember the major points being discussed in the text.
RECITE
Summarize aloud what you read
Recite the main ideas, in other words, aloud or to yourself, after finishing a page. Check the comprehension and make sure you have the correct information. Do the same for the major points after reading each section or chapter.
By reciting what you've read, you are able to see how much information you absorbed, areas you didn't understand and need to review, and answers to the questions you generated for yourself. If you cannot answer the questions, go back to the material and reread.
RECORD
Marking the textbook increases understanding of the material for the present and for future reference. The process of selecting and marking requires you to find the main ideas. Later, when you review the text for exam purposes, you will find that the textbook markings and highlights enable you to grasp the essential points without having to read entire paragraphs and chapters again.
Write down the central points for the chapter or section in the notebook. Do each assignment before class. This will prepare you to participate in class discussions which will, in turn, help you remember the material you have read and to put it into perspective.
Underline and make marginal notes
Underlining key words and sentences will make those items stand out in the mind.
Marginal notes give you the opportunity to question a statement or position taken by the author as well as making you select the key words or items you want to remember from the paragraph.
Summaries enable you to write a brief summation of a section in other words.
Develop your own system of reading
Use whatever facilitates your retention of the material and works best for you. You might use the following: a double underline for main ideas and a single underline for supporting points; a bracket to enclose several consecutive lines that are important, rather than underlining all of them; or a box or circle around key terms.
Read before you mark
Read a few paragraphs or sections and then go back over the material and underline those topics and/or words that you feel are important.
Be selective
Underline only those points that are clearly essential. You will then have a visible outline of the major points on a page.
Use other words
Marginal notations and summaries should be in other language so you can readily recall the original material as you review. Using the text in this manner enables you to extract all that the book has to offer you in a learning situation, now and in the future. You will be able to use the texts for review in later softwares in the same field or in an allied field, thus reducing the need to re-read the material. You will reap the most benefit from reviewing the notes in the text, rather than being distracted by notes you may find written by some other person in a used text.
Coordinate class notes and textbook notes
Read the textbook material on time and prior to the corresponding class or lecture if at all possible. You can then follow the instructor's thought more easily, separate important points from lesser details, and have class notes become more meaningful to you.
Develop your own note-taking technique for each class. Many students use only one side of the paper for class notes, leaving a 2- or 3-inch margin on the left side of the page for writing key words and labeling.
Combine the text notes and class notes. Do this by writing class notes on the right hand page of the notebook and transferring text notes to the appropriate left hand facing page. You can then easily review all the information gained from class and text reading.
REVIEW
Review constantly
Reviewing is an essential part of retention. Review the textbook notes shortly after you have written them and continue to review them periodically.
Spend a few minutes going over the earlier notes before beginning a new reading assignment. This will help you keep the overall picture of the author's development in mind and will let you place the new material properly within that arrangement.
Review any and all supplements to the text. These usually contain quizzes and self tests on material in the text which will prepare you better for examinations. Constantly review throughout the software will greatly reduce the time you will need to spend preparing for exams and will make that time less stressful ("cramming") and more relaxing ("reviewing").
SURVEY
Glance over the material to get a feel for what you will be reading.
Survey the entire text
When you first receive the text, spend about 20 minutes skimming the entire textbook to acquire an overall understanding of how the book is organized.
Read at the title page.
Read at the copyright page.
Read at the table of contents.
Read the preface.
Read at the ancillary material (appendix, glossary, bibliography, and index)
Read at any illustrations (including charts, graphs, and tables)
Survey each chapter
Survey a chapter assignment before you actually read it. Survey should tell the scope of the content, how different topics are organized, and what the author's purpose and point of view are. The chapter survey will also give you sufficient background information for class notes.
Read the chapter title.
Read the chapter objectives.
Read the chapter summary or review.
Read the major headings and subheadings.
Read the visual aids.
Read the italicized and/or underlined words and terms.
Survey the illustrations
Our society is visually oriented; authors and publishers are well aware that effective use of illustrations in textbooks is more necessary than ever. Illustrations can literally replace hundreds of words and convey a message more dramatically and quickly than a comparable section of text. Formats range from equations, theorems, and formulas to tables and graphic illustrations.
QUESTION
Ask questions before, during, and after reading the material
As you survey the material, ask the questions about what you will be reading and what you will try to answer. Turn the headings and subheadings into questions. These questions give you a real reason for reading and will help you concentrate on the subject you are reading.
Imagine, as you read the textbook, that the author is speaking directly to you. Question the author statements. Challenge the ideas presented. Textbooks are not the A final word, but are a means of actively involving you, the reader, in the learning process. Do not passively accept the author is presentation of material; look at it critically and read with a questioning and searching attitude. Ask the standard questions: what, why, and how.
Read
Read for the main ideas and organization
Now you should read actively with these certain questions in mind and attempt to answer the questions and organize the material. These answers will be the important facts and details. Read everything in a chapter including any of the visual aids such as picture captions, graphs, charts, etc. Note any words or phrases that are italicized, underlined, or in bold print (there=s a reason this material is highlighted!) The tendency in reading is to keep going, but you should stop at the end of each section to see if you can answer the questions you asked at the start of the section.
Find the main ideas in each chapter or section. Textbook authors write as you have been taught to write: they develop a topic sentence and/or paragraph, substantiate it, and draw conclusions.
Concentrate on what you are reading. Try to feel the rhythm of the author's prose (short, snappy sentences or long, labored explanations) and then "go with the flow." Note particularly the headings and subheadings; they indicate the relative importance of each topic.
Study the illustrations. These serve as "pegs" to help you remember the major points being discussed in the text.
RECITE
Summarize aloud what you read
Recite the main ideas, in other words, aloud or to yourself, after finishing a page. Check the comprehension and make sure you have the correct information. Do the same for the major points after reading each section or chapter.
By reciting what you've read, you are able to see how much information you absorbed, areas you didn't understand and need to review, and answers to the questions you generated for yourself. If you cannot answer the questions, go back to the material and reread.
RECORD
Marking the textbook increases understanding of the material for the present and for future reference. The process of selecting and marking requires you to find the main ideas. Later, when you review the text for exam purposes, you will find that the textbook markings and highlights enable you to grasp the essential points without having to read entire paragraphs and chapters again.
Write down the central points for the chapter or section in the notebook. Do each assignment before class. This will prepare you to participate in class discussions which will, in turn, help you remember the material you have read and to put it into perspective.
Underline and make marginal notes
Underlining key words and sentences will make those items stand out in the mind.
Marginal notes give you the opportunity to question a statement or position taken by the author as well as making you select the key words or items you want to remember from the paragraph.
Summaries enable you to write a brief summation of a section in other words.
Develop your own system of reading
Use whatever facilitates your retention of the material and works best for you. You might use the following: a double underline for main ideas and a single underline for supporting points; a bracket to enclose several consecutive lines that are important, rather than underlining all of them; or a box or circle around key terms.
Read before you mark
Read a few paragraphs or sections and then go back over the material and underline those topics and/or words that you feel are important.
Be selective
Underline only those points that are clearly essential. You will then have a visible outline of the major points on a page.
Use other words
Marginal notations and summaries should be in other language so you can readily recall the original material as you review. Using the text in this manner enables you to extract all that the book has to offer you in a learning situation, now and in the future. You will be able to use the texts for review in later softwares in the same field or in an allied field, thus reducing the need to re-read the material. You will reap the most benefit from reviewing the notes in the text, rather than being distracted by notes you may find written by some other person in a used text.
Coordinate class notes and textbook notes
Read the textbook material on time and prior to the corresponding class or lecture if at all possible. You can then follow the instructor's thought more easily, separate important points from lesser details, and have class notes become more meaningful to you.
Develop your own note-taking technique for each class. Many students use only one side of the paper for class notes, leaving a 2- or 3-inch margin on the left side of the page for writing key words and labeling.
Combine the text notes and class notes. Do this by writing class notes on the right hand page of the notebook and transferring text notes to the appropriate left hand facing page. You can then easily review all the information gained from class and text reading.
REVIEW
Review constantly
Reviewing is an essential part of retention. Review the textbook notes shortly after you have written them and continue to review them periodically.
Spend a few minutes going over the earlier notes before beginning a new reading assignment. This will help you keep the overall picture of the author's development in mind and will let you place the new material properly within that arrangement.
Review any and all supplements to the text. These usually contain quizzes and self tests on material in the text which will prepare you better for examinations. Constantly review throughout the software will greatly reduce the time you will need to spend preparing for exams and will make that time less stressful ("cramming") and more relaxing ("reviewing").
SQ3R
SQ3R is a useful technique for fully absorbing written information. It helps you to create a good mental framework of a subject, into which you can fit facts correctly. It helps you to set study goals. It also prompts you to use the review techniques that will help to fix information in your mind.
By using SQ3R to actively read a document, you can get the maximum benefit from your reading time.
Survey (2 minute) :
Before beginning reading look through the whole chapter. See what the headings are—the major ones and the subheadings; hierarchical structures seem to be particularly easy for our brains to latch onto—check for introductory and summary paragraphs, references, etc. Resist reading at this point, but see if you can identify 3 to 6 major ideas in the chapter.
Question (usually less than 30 seconds) :
Ask yourself what this chapter is about: What is the question that this chapter is trying to answer? Or—along the curiosity lines—What question do I have that this chapter might help answer? Repeat this process with each subsection of the chapter, as well, turning each heading into a question. (As a variation of this technique, you can write the important question down; this is called SQW3R)
Read (at your own pace):
Read one section at a time looking for the answer to the question proposed by the heading. This is active reading and requires concentration so find yourself a place and time where you can concentrate.
Recite/write (about a minute) :
Say to yourself out loud or write down a key phrase that sums up the major point of the section and answers the question. It is important to use your own words, not just copy a phrase from the book. Research shows that we remember our own (active) connections better than ones given to us (passive), indeed that our own hierarchies are generally better than the best prefab hierarchies.
Review (less than 5 minutes) :
After repeating steps 2–4 for each section you have a list of key phrases that provides a sort of outline for the chapter. Test yourself by covering up the key phrases and seeing if you can recall them. Do this right after you finish reading the chapter. If you can't recall one of your major points, that's a section you need to reread.
KEY POINT
SQ3R is a useful technique for extracting the maximum amount of benefit from your reading time. It helps you to organize the structure of a subject in your mind. It also helps you to set study goals and to separate important information from irrelevant data.
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