The Power of Gratitude

From reduced anxiety and depression to increased happiness and kindness, the benefits of gratitude immensely impact our lives. Unfortunately, the busy-ness of school, work, family, and all our other commitments turn them into obligations. We feel weighed down and even burdened by our obligations. We lose sight of the many opportunities and gifts we experience each day. Practicing gratitude can restore our appreciation for life and all the good things we take for granted. The Thanksgiving season in a an excellent time to begin actively and intentionally giving thanks. Try one fo the activities below and read more about gratitude at http://www.nytimes.com/2011/11/22/science/a-serving-of-gratitude-brings-healthy-dividends.html.

Write. Start a gratitude journal. Make a list of everything and everyone you are thankful for. Nothing is too big or too small for your list. Then, each day, choose two items from your list and take some time to write about what makes you feel thankful for them.

Visit. Set aside time for the people you are thankful for. Tell them you are thankful for them. Share with them the reasons you appreciate them. Expressing your gratitude for them will not only positively impact your feelings and attitudes as well as theirs, but it will also improve your relationship with them. Do you live a great distance from someon you are thankful for? Send them a letter, the good, old-fashioned, hand-written kind.

Remember. Start the practice of daily gratiitude. Whether alone in your car on the way to class or at dinner time with your family, complete the following staement aloud: "Today I am thankful for..." Involve your faimily. This is a great way to get positive conversations started and to learn about each other's day.

Weekly Writing Tips Wrap Up

Writing is a practice of empowerment. It allows your voice to be heard. Opinions, ideas, wisdom, and thought processes can all be communicated to others through writing. Writing can be a meaning-making process as well. You can work through personal issues or face controversial topics. Writing has at its core the assumption that the writer's voice - your voice - is valuable. It is, of utmost value.

My hope is that the weekly writing tips help you to share your voice. All of the posts are linked here. When you feel stuck or confused or need a boost, check here and keep writing.

Before you start your writing class:
Be Prepared

When you first begin your class or assignment:
Find a Brainstorm Partner
Watch This

Choose a Topic that Won't Drive You Mad

When you start writing:
Think Out Loud
Just Write!
Think in Bubbles
Outline to Stay on Track
Walk Away

When you finish your draft:
Revise Globally First
Read Aloud

Throughout the quarter:
Ask Your Instructor
Review Past Assignments

Always:
Understand that Writing Is a Process

Weekly Writing Tip: Watch This

When it comes to writing, the Web is is a wealth of resources. For example, the TED Ed video below is a short, animated lesson about creating strong introductions for literary anlysis essays. Take time to explore TED Ed, Purdue OWL, and other free sites that seek to support you as you work through the writing process.

 

Links to helpful sites:

TED Ed - http://ed.ted.com/

Purdue OWL - http://owl.english.purdue.edu/

Grammar Bytes - http://www.chompchomp.com/exercises.htm



The Importance of Review

The importance of review for retaining and understanding information cannot be stressed enough. Daily review improves test performance, reduces stress, enhances memory, and allows more opportunities for really learning course material. The following suggestions can help you get the most out of your review, so you can get the most out of your classes.

Review your class notes within 24 hours. Many students take notes and then do not look at them again until a day or two before the test on that material. Review within 24 hours has many benefits:

• Information moves from short-term storage in your brain to long-term storage. When it comes time to study for a test, you will refresh information that is already reliably stored as opposed to relearning the material. This cuts back on the stress of trying to cram a whole lot of learning into a short amount of time - that frantic feeling that prevents sleep and can harm your test performance.
• You may still recall information from class that you did not write down in your notes. You will be able to add it. Often, that information is lost when notes are not reviewed until a few days before the test.
• You can identify material you do not understand fully and ask for assistance during the next class session.

Review class material at the end of the week. Take about 30 minutes for each class and look over your notes, textbook chapters, and other class materials. Try to identify the key points. What topic comes up most often? What did the instructor emphasize? What idea holds all of the information together? Write down key formulas, theories, or definitions. Talk with a friend or to yourself and try to explain the material. Note any topics you are still struggling with and ask the instructor about them the next time your class meets or during their office hours.

http://thesuccesschaser.com/developing-good-study-habits/

One way to think of cramming versus daily and weekly review for tests is to compare it to cleaning your home before guests come over. If you put off cleaning and realize you only have a few minutes before they walk through your front door, you may just throw everything in a closet. It's all there; it's just not organized. When your friend asks for the DVD you borrowed, even though you remember having it in your hand and putting it in your closet, you can't find it. It's there, but everything else is on top of it or in front of it or mashed all around it. If instead you took a little time everyday before they came over and put everything away - DVDs with DVDs, clothes hung up, books on the shelf, etc. - you could walk over to the DVDs, more easily find the one you borrowed, and return it.

Start now and begin reviewing material within 24 hours of learning it in class. Make time at the end of the week to spend more time reviewing. How you review is up to you: read the notes, make note cards, rewrite your notes in a way that makes more sense to you, talk with a friend or family member. Review to improve retention and understanding and to reduce stress.

The Benefits of Education

The benefits of higher education are increasingly the topics of research and debate. Better wages and greater opportunities for employment often emerge as the center of the discussion. While these benefits motivate students to attend college and drive the development of workforce programs, the other results of education should not be overlooked. Helen Keller believed, “The highest result of education is tolerance.” Tolerance is the ability to comfortably disagree with others, to understand and appreciate differences, and to examine our own beliefs and develop flexibility of thought. As you return to school this Fall, consider how your educational experience shapes your ability to think critically, to respectfully engage with others, and to use the skills that will open the doors to economic opportunities to also open the doors to opportunities that will positively impact your community and the world.

Weekly Writing Tip: Be Prepared

Summer break is nearly over. As you get ready for Fall quarter to start, take specific steps to prepare for your English classes (and other classes you expect to include writing assignments). Here is a list of supplies and resources that are helpful throughout the writing process:

• Access to a computer with Microsoft Word. Your local or college library is a great place to use Word for free. As a student, you can often get discounts on Microsoft products. If you plan to buy your own computer, check with your college bookstore to see if they offer Microsoft Office at a student price.
• A USB drive. USB drives are also called flash or thumb drives. They contain a certain amount of memory and can be easily moved from one computer to another. They also work well for backing up your assignments. Save your paper or project to two places - your computer and your USB drive - in case an issue arises with one of them.
• Paper and pen/pencil. Physically writing material is essential for many students. If you are a read/write learner or a kinesthetic learner, have good old-fashioned notebook paper and pens or pencils ready to go.
• A voice recorder. Check out this previous post for more information about how recording your thoughts can help with the writing process.
• Purdue OWL. Bookmark Purdue's Online Writing Lab: http://owl.english.purdue.edu/owl/. In addition to MLA and APA Guides (listed on the bottom left of the page under Suggested Resources), Purdue OWL offers tips for developing your thesis, creating an outline, checking your grammar and punctuation, and much more. Take some time to explore the site, so you know where to look for information when you need it.
• Information about your college's writing center. Check you college's website for the hours and location of the writing center, learning lab, drop-in tutoring, or other in-person writing resource available to you. The schedule for the Learning Lab for LWIT students is listed on the right. Review your class schedule and determine which days and times will work for you to visit the writing center.

Lastly, create a space where writing will come more easily to you. Do you need music to focus or silence? Do you prefer to sit at a desk or on your couch or not sit at all and walk around? Being prepared to write lessens anxiety and helps you focus on and hopefully even enjoy the writing process. Happy writing!

Weekly Writing Tip: Think Out Loud

Turn on a voice recorder (most cell phones include one) and start saying your thoughts out loud. Don't worry about order or organization. If you were discussing your topic with someone, what would you tell them? Describe what stands out as you think about the topic. Follow a train of thought as far as you would like to go with it. Then, listen to your recording and write down the information that you think will be most helpful in your paper. Add that to your notes and resources, and begin to shape an outline or concept map.

Weekly Writing Tip: Think in Bubbles

Outlines can be very helpful for organizing ideas prior to writing a paper (learn more about outlines). Sometimes, though, we struggle to see connections between our ideas or to consider all the possible directions a topic can lead us. We may have a lot of details and not understand the big picture. In these cases, concept mapping is a valuable tool for breaking out of the box, finding connections and possibilities, and visually creating the message we hope to communicate to our readers. Here are a few examples of concept maps. Use a Google images search to find more. Then, sit down with your topic and see where a concpet map will lead you.

http://ctl.byu.edu/tech-tips/concept-mapping

http://www.education.tas.gov.au/school/curriculum/resources/lote/cultural/examples/Snugworksample1.jpg

http://library.uvic.ca/instruction/research/devtopic.html

Weekly Writing Tip: Find a Brainstorm Partner

Idea generation can be tough when it is just you and a computer or book sitting in an empty room. Information is available at your fingertips, but how do concepts connect? What do you think about an issue? What led you to draw those conclusions? Often, students find themselves sitting and staring at the assignment, spacing out, or looking for anything else to do.

Finding a brainstorm partner can make a BIG difference. A classmate, tutor, friend, parent, or significant other who is willing to listen and ask questions can help you clarify your thoughts, process difficult concepts, or come up with new ideas.

Ask someone if it is okay for you to bounce ideas off of him or her. Meet for coffee or at a library. Respect his or her time and set a limit for your meeting - time limits are good for you, too; it is easy to spend a lot of time brainstorming. Describe your assignment to your partner. Let him or her know that you only expect a listening ear and someone to affirm ideas or ask clarifying questions.

Special thanks to the Tutor Training students at LWIT who helped generate the ides for this post.

Enjoy Reading this Summer

Via Teach.com and USC Rossier Online

Weekly Writing Tip: Revise Globally First

Before getting too focused on the details of your writing - punctuation, spelling, sentence structure, etc. - read through your paper and make sure you have said what you want to say, that your message is clear.

Identify your thesis. Is it clear and strongly stated?

Find your main points. Does each one support the claim you made in your thesis?

What about the supporting details for your main points? Do they stay on topic? Have you shown the reader how the details connect to your main point and also how they connect your main point to the thesis? Tell the reader directly. Assume he or she will not see the connections unless you spell them out.

Finally, review your conclusion. Does it summarize or tie together your paper without directly repeating or adding supporting information? Find a way to reveal how all of the main points support the thesis. Leave the reader feeling like, "Yes! What you claimed is true!"

SMART Goals

We often hear from teachers, mentors, life coaches, and others about the importance of setting goals. Maybe you have a Bucket List or a certain GPA you hope to earn each quarter. Whatever area of our lives we set goals for, it is helpful to fully consider our goals and how we will achieve them. SMART goal-setting provides a way to do just that.

 

Specific: Describe your goal in detail. Also, consider the steps it will take to achieve a goal. Make each step a goal. For example, your goal might be, "I want to be a nurse." That is a great goal! But, it is not very specific. Instead, consider the goal, "I want to earn my CNA licensure. Then I will work towards my RN." The details of your goal may take some research.

 

Motivational: Set goals you are passionate about, goals you are motivated to achieve. Why is your goal valuable to you? How will it change your life? What will you be excited about getting up in the morning to do? We often have to take steps towards our goals that we are not very excited about, but if our overall goals motivate us, we can make it through. For example, "I want to earn my Associates in Welding, but I really don't like English." Maybe you will develop a love for English, but if not, the goal of being a welder means enough to you to stay committed even during tough classes.

 

Achievable: YOU can actually reach your goal. Your strengths and abilities and the opportunities you have make achieving your goal possible. Remember that nothing great is accomplished alone but that the responsibility for reaching your goal is on you. Set goals, seek out the support and assistance of others, but do not rely on them to achieve your goals for you. For example, your goal might be, "I will earn a 3.5 in math this quarter." In order to achieve your goal, you work with a math tutor. It might be tempting to place a lot of responsibility on the tutor for achieving your goal. In the end, however, your hard work and commitment to learning the material is what will help you reach your goal.

 

Relevant: Set goals that are consistent with your other goals. For example, "I want to complete the automotive program and the engineering graphics program in two years" are both great goals, but together they are not achievable (mostly because the class times conflict). Either prioritize your goals and focus on those that are most important or change the specifics of each goal. 

Time-Bound: Create reasonable deadlines for your goals. Instead of, "I want to get this paper done," set the goal as, "I will brainstorm points related to my topic today, start my rough draft tomorrow, and have the first draft written by the end of the week. Then, I will meet with a writing tutor a few days before the paper is due and make my final revisions."

Weekly Writing Tip: Understand that Writing Is a Process

The following post was written by Angeles E., a Social and Human Services student who was recently accepted to the undergraduate Social Work program at the University of Washington.

For some reason, it takes me some time to follow and understand the instructions every week. I know there is no successful writer who does not plan and study carefully his/her work before he/she starts writing, so I am trying to be very careful in my understanding and my writing. Generating the idea is easy for me: an outline, a list of points to cover, a statement of purpose, a mental image of my finished paper. Then, I have to think in a paragraph, a thesis, or a conclusion and feel afraid of making grammatical mistakes, but I am improving. I am very good in research, but I am not very good at making sense of how to express myself. Most of the time I write crappy first drafts, and little by little all are coming together. What I write does not matter, what I rewrite is what matters. When I see my professor’s corrections, I always have a better guide and understanding of what to do in the following paper. I revise my paper at least twice before turning it in. I still have a long way to go, and I know I need to improve my writing with more reading, understanding, and more writing and writing and writing…in English. In Spanish I can write faster, more confidently, and with almost no mistakes, but I am getting there in English.   

Weekly Writing Tip: Review Past Assignments

Before you turn in your last, big paper of the quarter, look over the comments on your previous assignments. What were your most common mistakes? Look for those in your final paper and revise and edit as needed. It may be that you did not make many of the same mistakes. If that is the case, celebrate your progress! Even if you did make some of your common mistakes, celebrate that you have completed an English class and have learned a lot about writing, thinking critically, and yourself.

A Quick Way to Review

The best way to remember information for a test, and for use in your career or interactions with others, is to review information regularly. Start right after you have a class. Try the Minute Paper (adapted from Classroom Assessment Techniques by Angelo and Cross).

Answer the following questions in 5 to 10 minutes.

What was the most important thing you learned during the class today? (This can be more than one idea, concept, fact, etc.)

What important question remains unanswered?

Make sure you ask that question the next time you have class, and add the answer to the Minute Paper.

Save each Minute Paper you write. They will be great resources for weekly review (30 minutes at the end of the week) and for test review.

Weekly Writing Tip: Choose a Topic that Won't Drive You Mad

Choosing the topic for an essay or research paper is often a difficult process. Is it a topic you are interested in? Can you find enough credible information to write an entire paper about it? Does it meet the assignment requirements? Is it too broad or too narrow? Here are some helpful tips for selecting the topic of your paper.

1. Review the assignment.

Make sure you understand your instructor's directions. Review the syllabus or assignment sheet carefully. If you need clarification, ask your instructor for help.

2. Review the course material.

Which topics covered in class are the most interesting to you? What topics do you have the best notes about? Have you done any extra research or reading about a certain topic?

3. Choose a topic you like.

Figure out ways to incorporate your program of study and what you are passionate about. You are going to spend quite a bit of time learning about your topic. Make sure you won't dread that time...maybe you will even be excited about it!

4. Write down all of your ideas.

It is good to have more than one choice as you begin conducting research because one topic may prove too difficult, too limited, or too broad. For example, a student recently stopped by the Learning Lab to work on a paper about violent advertisements and children's attitudes and behavior. His topic was too narrow, so he changed it to violent television shows and children's attitudes and behavior.

So, what happens when your topic is chosen for you? Explore. Learn more, and find an angle or approach to the topic that interests you. If you feel stuck or uninterested or do not understand the topic, talk to your instructor. Find out what she or he hopes you will gain from studying the topic. Focus your paper on achieving that goal. The benefit of an assigned topic is that it should be neither too broad nor too narrow, and plenty of information about it should be readily available. You will not have to worry about changing your topic later in the writing process.

Go Outside

The last post about walking away reminded me how important exercise and the outdoors are for success in school, at work, and in life in general. This weekend, make time to go outside.

Here is a great resource to help you enjoy the outdoors with your family:

http://www.discovertheforest.org/

If you live in Washington, check out the Washington Trails Associaion site and take a few friends hiking with you:

http://www.wta.org/

Time spent actively engaged with others and with the outdoors eases stress, boosts confidence, and strengthens the ability to think clearly.

Weekly Writing Tip: Walk Away

Writer's block is a tough hurdle to get over. A Zero Draft can help; so can walking away from you computer or notebook and doing something where your mind has time to rest or process through your ideas. Try literally walking away - go for a 30-60 minute walk around your neighborhood or at a local park. If you are in the Kirkland area, check out Bridle Trails or St. Edward's Park. If you are worried about forgetting any ideas that come to you during your time away, take your phone, a small notebook, or a voice recorder with you. Make sure the length of your break gives you enough time to write again when you get back.

Weekly Writing Tip: Outline to Stay on Track

An outline, based on your thesis and the main points from your brainstorming and zero draft, can help you keep your thoughts organized and focused as you begin writing your paper. Here is a sample outline for a paper (special thanks to a Learning Lab student for the topic idea):

Thesis: While both cats and dogs are popular pets, cats are better pets because they are easier to care for, less demanding, and more intelligent.

1. Cats are easier to care for than dogs.
1. Feeding
2. Litter box
3. Bathing
4. (Possible 4th point) Lower cost: vet bills, boarding
2. Cats are less demanding than dogs. 
1. Aloof
2. Can care for themselves
3. Travel more easily
3. Cats are more intelligent than dogs.
1. Observant
2. Problem solvers

The format of an outline, unless assigned by an instructor, is up to you. Some students prefer bullet points or bubble charts instead of numbers . The goal is to find a way to keep yourself on topic, to check your flow of ideas, and to narrow down your sub-points.

Weekly Writing Tip: Ask Your Instructor

Your number one resource is your instructor. Meet with him or her during office hours or before or after class. Meetings with your instructor allow you to learn his or her preferences, and you communicate that you are serious about your class work. You also get the opportunity to develop a stronger connection with your instructor. Discussing your writing with an expert provides insight and understanding and can be fun and interesting!

Are online classes right for me?

The eLearning Office at LWIT recently shared great information about online classes with the advising team.  A special thank you goes to Alissa S. for providing the information for this post. 

Here are some things to consider when deciding if an online course or program is a good choice for you. 

• You are very comfortable using computers and navigating the Web.
• This includes using ANGEL, Microsoft Word, and email, uploading documents, doing online research, etc.
• You have access to a computer with high-speed internet. 
• eLearning facilitators recommend having a personal computer and Internet connection at home. Public library computers are not always compatible with course websites. 
• If you do not have a computer at home, plan on spending extra time on campus every day to use a college computer.
• You can follow written, verbal, and visual instructions.
• You are detail oriented, self-directed, and can multitask.
• You aren't afraid to ask questions.
• Online courses require students to actively work with instructors to clarify course concepts. 
• You are a fast learner and able to understand abstract concepts.
• You are willing to interact online with your classmates and your instructor.
• Discussion forums are a large part of the learning process (and grading process) in online classes.
• You are willing to work very, very hard during the quarter.
• You have 10+ hours a week to spend on this course (lectures plus reading and homework).

Students who do well in online classes are very motivated and willing (and able) to devote extra time to the classes. Online classes are usually more work than in-person classes, not less. Be sure to carefully consider if online classes are right for you before enrolling in them.

Still not sure if online classes are a good fit for you? Take a quiz online to learn more: http://www.waol.org/prospective_students/isonlineforme.aspx

Weekly Writing Tip: Just Write!

When you get a new writing assignment or feel stuck on one you have had for a few days, just start writing. Do not worry about form. Get ideas down on paper or in a Word document. Some English instructors call this a zero draft.

• Include quotes that stood out to you from the story or articles you read (make sure to write down the author and page number so you don't have to look them up later).
• Using Word allows you to cut and paste and highlight when you are done with your writing session and you begin to organize your thoughts into a draft.
• When you are done writing, read through what you have and start looking for themes or main ideas. "Code" themes by highlighting ideas that go with one theme in the same color.

A zero draft can help you overcome the need to be perfect every time you write. Remember that writing is a process - you have many opportunities to make changes before you turn in a final draft. With that said, start your zero draft as soon as you get a new assignment.

Weekly Writing Tip: Read Aloud

Before you turn in a paper, read it out loud to yourself. Hearing what you have written will allow you to catch spelling errors, change wording, and clarify any points that don't quite sound the way you meant. You can also have someone else read your paper to you. Sometimes, when we have read our own work over and over, we can miss something even when reading aloud. It is always good to bring in a second set of eyes, and ears.

Financial Aid: Grants

Very important information regarding grant aid (Pell, FSEOG, and State Need Grant):

Most grant aid can only be awarded a maximum of 3 quarters in an academic year (Summer-Spring). This means students who begin school in Summer quarter and attend Fall and Winter quarter will not receive grant aid in Spring quarter. If you rely on aid from Pell, FSEOG, or the State Need Grant and plan to attend a fourth quarter in an academic year, you will need to plan ahead and figure out other forms of aid, like student loans or scholarships. Or, you will need to save money on your own from your grants each quarter to put towards the fourth quarter.

Special thanks to Katie V. of AmeriCorps for providing the information for this post.

FAFSA: Linking to the IRS

Federal financial aid programs have changed their method of verifying student income information. In the past, you may have brought in a copy of your tax return. Now, if you have not already done so, you need to go back to www.fafsa.ed.gov and link your FAFSA Financial Information to the IRS information about your taxes. Follow these steps to do so. If you have any questions, visit the Financial Aid Office on campus.

1) Go to http://www.fafsa.ed.gov/ 

2) Click the orange "Start Here" button.

3) Enter your personal information.

4) Click on the 2012-2013 tab at the top of the page (you may already be on the right page).

5) Click on "Make FAFSA Corrections," a blue link about mid-page.

6) Enter you four-digit PIN and password.
7) Click on the Financial Information tab at the top of the page between Parent Demographics and Sign & Submit.
8) Your Financial Information page should look something like this. Click on the link at the bottom of the checklist, "View option to link to the IRS." This student already linked his/her information, so your form will have a different statement before the link, but the link will be in the same location.

9) Complete the IRS form with the exact information you used on your tax forms. If an error occurs and you very recently filed taxes, your taxes may not yet be processed. You will have to link your information at a later date. Check back in a few days and try again. If the link occurs correctly, you will be taken back to the FAFSA.
10) Click "Save" at the bottom of the page after you see that all of the blanks are filled in and say Transferred from the IRS above them.
11) Click on the Save & Submit tab at the top of the page. Follow the steps to submit your correction/link to the IRS information.

Eye Glide and Other Reading Woes

Reading textbooks can be difficult, and let's be honest, it can seem pretty boring sometimes, too. Consider these suggestions as you read. Turn your passive reading experience (the one where you spend more time spacing out and re-reading than learning) into a treasure hunt for knowledge. Yes, reading can be interesting and even fun!

Try the SQ3R method

• First survey the whole chapter assigned. Give yourself a good picture of what will be covered. What are the headings and bolded words? What tables stand out? 
• Then, develop questions to answer as you read. Use the review questions at the back of the chapter. Type them up and refer to them during your reading sessions. Also, ask yourself, "What is important? Why? What's an example?" Make three columns in a notebook and answer those questions as you go.
• Read in 20 minute chunks or read a section at a time. Take a break after that.
• When you finish a section, close the book and recite what you just read in your own words.
• When you finish the entire chapter, review your answers to the questions. Then, set your notes aside and see if you can answer the questions without them. Re-read any sections you still do not understand.

Highlight after you read

• Our tendency is to highlight far too much when we highlight as we read because everything seems important. Finish a section first and then highlight the main points.

Read the assigned chapter before class - or - Keep your class notes open as you read

• Use your textbook and notes to clarify each other.
• Note any questions you have and ask them in class as soon as you can.

Most of us have experienced eye glide, those times when you realize you have been reading for a while but you have no idea what you have read. Try the approaches above and check back in the future for more textbook reading tips. Leave a comment if you have any other suggestions for students to try.

Who Can Help Me With...?

Many services and departments exist at LWIT to assist students with everything from writing to financial aid to childcare and more. Click here to access a list of the on-campus resources available at LWIT. If you have any questions, you can write them as comments to this post or stop by W207 and talk with an adviser.

The Start of a New Quarter

A new quarter begins again on Monday! Like a new year, many of us think about all the ways we can make this a great quarter, better than the last. One of my resolutions at the start of each new quarter is to manage my time better, in other words, to avoid procrastination. And, every quarter, I feel like deadlines sneak up on me, or I find a lot of more interesting or "important" things to do instead of working on a paper or project. Unfortunately, I have not found a magic formula or study tip that makes my tendency to put things off until the last minute disappear. However, each quarter I am a little better than the last. Here are a few things that have helped me and other students manage time well.

Use A Planner

Stop by TRiO and pick up a free LWIT student planner. The planner has two sections: monthly calendars and weekly calendars with plenty of space for each day. On the monthly calendars, write in all of the major deadlines you have for class. This can keep assignment due dates from sneaking up on you. The weekly/daily calendars are great for making checklists for each day.

You can also use this handy, one-page quarter calendar to keep track of assignment deadlines. Quarter calendars saved me during school a number of times. When everything is on one page, posted somewhere I see it on a regular basis (like the front of my binder), deadlines do not catch me by surprise. Fill out the quarter calendar as soon as you have you syllabi for each class.

Schedule Time for School and for Fun

On your monthly calendars, include family gatherings, dates, or get-togethers with friends. Scheduled time for fun can help you keep up with school deadlines. One way people plan their homework and fun is to get all of their homework done before Sunday, so Sunday is a free day to do whatever they want. Also, plan times to celebrate when you complete a major assignment or after you take a test. Having something to look forward to can help you stay motivated.

Take breaks. Set a timer for the amount of time you plan to study (usually an hour is a good length) and then take a break. Make sure you come back from your breaks, though. Try setting a break timer as well.

Keep Your Goals in Mind

There often comes a point in the quarter when we just want to be done. When everything is overwhelming. At those points, remember your short term and long term goals. Do you hope to get a certain grade in the class? Do you want to finish every assignment on time? What degree do you want to earn and why? I recently learned the importance of having a team of personal advisers, people who know my goals and dreams, who I can go to when I need support. Seek out the people who support your goals, and go to them when you need encouragement.
 

Student Discounts!

Recently, a student asked, "What are these student discounts I have heard about?" Student discounts are available at movie theaters, event venues, restaurants, etc. All you need is your student ID card. Anywhere you see a Student price listed, simply present you student ID to pay the discounted rate.

Student ID cards are free for LWIT students. Stop by the Information Center on the 2nd floor of the West Building, present a photo ID and your student number, and get you photo taken. Your card will be ready in minutes.

Your student ID card is also required to check out materials from the Library.

Stop by the Information Center and get your student ID card today! The Information Center is open from 7:30 a.m. to 4:30 p.m.

Test Taking: Finals (Part 3)

Many of us share an experience: we prepared well for an exam but when it came time to take the test, we went blank or panicked or confused information. Sometimes when we walk out of tests, we suddenly remember what we forgot just minutes before. A lot of these issues have to do with heightened anxiety. Here are a few strategies for reducing anxiety so you can better recall and communicate information on an exam.

• First, try the Data Dump. Click here to learn about the technique that works well for a lot of students. 
• Breathe. And, breathe again.
• Read the directions carefully.
• Read all of the question before answering. If it is a multiple choice question, read all of the options before selecting your response. Remember, you are looking for the best answer.
• Don't spend too much time on one problem or question. Answer everything you know first and come back to the more challenging questions. Figure out about how much time you can spend on each problem and move on if you are getting close and can't think of an answer.
• For essay questions, make a short outline or rough draft first. That way, if you need to change or add something, you won't feel like you have to start over.
• For multiple choice questions, trust your first response. Don't change it unless you are very sure your first answer was wrong.
• Think positively. If you start to feel panicked, write STOP on your scratch paper and tell yourself, "I can come back to this later. I am going to answer questions I know first." Refer to your Data Dump.

Plan to reward yourself when you are done with the exam. Get a cookie or donut from your favorite bakery. Go out with friends from class. Go for a hike. Go home and read a book you want to read. Celebrate your accomplishment - not after you get the grade, but right after you complete the test. You have done something difficult and stressful and quite impressive, something that makes people fear going back to school. Great work!

Test Taking: Finals (Part 2)

This is the second part of a three part series on preparing on for finals. Included are tips for the night before your exam and the morning of. The information in this post was compiled by Counseling Services at Lake Washington Institute of Technology with some additional information added by the post author.

The Night Before

• Be prepared (see Part 1 in this series). Do not cram or do last minute review.
• Get plenty of sleep.
• If you find yourself lying in bed, thinking about the test information over and over, unable to sleep, you can try the STOP technique. Hold your hand in front of your face, focus on it, and say the word stop out loud. You can also write down the things that are on your mind. Set a timer, though, and tell yourself that when it goes off, it is time to stop writing and go to sleep.
• Avoid use of drugs and alcohol.
• Exercise to relieve anxiety.
• Do an activity that helps you relax. Play a board game with your family, work on your car, bake or prepare a nice dinner, etc.
• Check your supplies.
• Be positive!
• Write yourself a note and tape it to your mirror so you also see it in the morning. Simply remind yourself that you know the material and are capable of doing well.

Testing Day

• Shower to wake up.
• Have a moderate, healthy breakfast.
• Wear comfortable clothes.
• Arrive early at the test site.
• Bring all materials you will need to class (bring extra pencils or pens).
• Do not discuss the subject with classmates while waiting.
• Choose a seat that is comfortable.
• If possible, choose the seat you normally sit in. Matching your testing environment to the one you learned the material in can help with memory.
• Turn off the cell phone.
• Use deep breathing to help you relax.
• Use positive affirmations ("I have done this before, I can do this again").

Many of us save our studying for the night before and morning of the test. This increases anxiety, uses less reliable memory, and leads us to "store" information in a disorganized way, making it harder to retrieve later. Study in the days leading up to the exam, and save the night before and morning of to do things that will help you relax.

Test Taking: Finals (Part 1)

Start reviewing now!

All right, that said, here are a few tips for preparing for finals. This is the first post in a three part series. The next two parts will cover what to do the night before and the day of the test and what to do during the test in order to test at your best.

Preparing for Finals:

• Start today! Plan to review for twenty minutes everyday for each class.
• Review and organize your class notes. Highlight key terms. Add any information you have learned since you took the notes.
• Review the textbook material. Make flashcards or a list of terms and definitions. If there are review questions at the end of each chapter, see if you can answer those, look up the right answers, and add those to your study notes.
• Ask your classmates if they would like to be in a study group. Plan to meet at least twice before the final - once to compare notes and the review you have done already and a second or third time to quiz one another.
• Try not to study for more than two hours straight. Our minds get exhausted just like our bodies. Take breaks. Set a timer for your study time and also set one for your breaks; sometimes it is hard to come back to studying.
• Find someone you can teach the material to. Ask a family member or friend to set aside time to be your student. You are also welcome to come by the Learning Lab and teach the material to one of the facilitators (see Learning Lab hours to the right).
• Get plenty of sleep in the days leading up to finals and exercise when you can. Both sleep and exercise help reduce anxiety and keep your mind clear as you study.

Preparing for finals will not only help you do well on your tests, but it will also give you more confidence and reduce your anxiety on test day.

English: Reviewing and Improving Your Papers

Click on the images here to see a tool you can use to review and improve your writing. Be sure to use the resources listed below as well and feel free to come by the Learning Lab (hours to the right).

Your Instructor!

Your number one resource is your instructor. Meeting with your instructor during office hours will allow for the opportunity to learn the instructor’s preferences. It also communicates that your are serious about your class work and creates a stronger connection with the instructor.

Writing Center in the ASC

Mr. Lake works with students in the Academic Skills Center during scheduled times. He is full-time English faculty and cares immensely about student success. He understands the writing process and does an excellent job of determining how to best help you progress as a writer.

Purdue OWL

The Purdue Online Writing Lab (OWL) is available 24/7 at http://owl.english.purdue.edu/owl/.

A Writer’s Reference

If you had to purchase A Writer’s Reference for class, use it! It is a great resource when you have grammar and formatting questions.

Peer Editors

Seek out classmates who understand the assignment and ask to exchange papers for revising and editing. Peer editors tend to focus on the issues that have been addressed in class and reinforce prior learning. In addition, peer editing gives you an opportunity to edit someone else’s work, which enhances self-editing skills as well.

Test Taking: Data Dump

Do you get anxious for tests? Go blank? Feel like there is too much to remember and mix things up? Leave a test and suddenly recall something you knew you knew?

Data Dump is a technique that can help you relax, overcome going blank, and remember key ideas.

When you first get a test, before looking at any of the questions, turn the test over and write down the main ideas you remember from studying. These could include definitions, formulas, memory aids, whatever you recall.

Data Dump does a lot to help you relax and remember:

• It gives you information to refer to when you can't quite remember how to do a problem, what the main formula is, what a key definition is, etc.
• It reminds your brain, "Hey, you know stuff! Look at all that," when you go blank.
• It can trigger other information. Our brains create mental cues when we learn and group information that goes together. Seeing one formula or definition can lead to another and another and so on.

On your next test, give Data Dump a try. Check back here for more test taking tips. Also, you can stop by the Learning Lab in W204F to learn other study skills.

Learning Lab Hours: Monday and Tuesday 1:00-4:00 p.m., Wednesday 10:00 a.m.-12:00 p.m. and 1:00-3:00 p.m., and Friday 10:00 a.m.-12:00 p.m.

Financial Aid: FAFSA

The Free Application for Federal Student Aid (FAFSA) is used to calculate the Estimated Family Contribution (EFC), what you and/or your family could contribute to your education. The school uses this number to determine the amount of federal aid you qualify for. Federal aid includes grants and loans, as well as work study. 

***You will need a PIN to complete the FAFSA. Before filing, go to http://www.pin.ed.gov/ to create your PIN. It will take a few days for the PIN to be linked with your social security information, so be sure to sign up for one early.***

The FAFSA becomes available January 1st of every year. For example, the 2012-13 FAFSA, which covers Summer Quarter 2012 through Spring Quarter 2013, was posted January 1, 2012.

Use http://www.fafsa.ed.gov/ to complete the FAFSA. The first F in FAFSA stands for free. There are a lot of sites out there that will charge you to complete the form; do not use those sites. The FAFSA site guides you through each step. If you would like someone to help you complete the form, there are FAFSA workshops available every other Thursday from 3:00 to 4:30 p.m. in W403. The next dates are March 8th and March 22nd. If you are a TRiO student, you can schedule an appointment to complete the FAFSA with a TRiO advisor. Call 425.739.8249 or email tien.do@lwtech.edu.

Complete the FAFSA as close to January 1st as possible. In order to qualify for as much federal financial aid as possible for you, complete the FAFSA asap. Also, work study offers are first-come, first-served and based on the date you filed the FAFSA. In order to file early, you will use estimates of your income based on your taxes from the prior year. For example, to file early for the 2012-13 FAFSA, use your taxes from 2010. Please note: Once your current taxes are filed, you will need to go back to the FAFSA and update it with the new tax information (so for the 2012-13 FAFSA, you will update when you 2011 taxes are filed).

The FAFSA is based on your/your parents' previous year's taxes. For example, the 2012-13 FAFSA uses your 2011 tax information. When your taxes have been filed and processed by the IRS, you can link your FAFSA to the information and it will be automatically loaded. Students 24-years-old or younger must file using their parents' tax information.


If you have any questions about the FAFSA, post them here as Comments or attend one of the FAFSA workshops (information above).

The Results Are In

Thank you to all who completed the Speak Up! survey. Your input is already at work - in the creation of this blog and in planning posts and events.

On March 15th, Speak Up! will host an information table near the Cafeteria from 8:00 a.m. to 9:30 a.m. Stop by to get information about on campus resources or to talk with students and an advisor.

If you have not already done so, you can complete the Speak Up! survey at http://www.surveymonkey.com/s/3NQCXFK