SOUTH TYNESIDE COLLEGE

SCHOOL OF NAUTICAL STUDIES

GUIDANCE NOTES ON STUDY SKILLS

EDEXCEL H.N.D. NAUTICAL SCIENCE

Contents

Part 1 Organisation of study time

Part 2 Reading skills
Part 3 Note taking
Part 4 Essay and assignments
Part 5 Assessment preparation and techniques

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PART 1 - ORGANISATION OF STUDY TIME

In addition to a formal course timetable, a student needs to do independent study.

Thus it is necessary to plan how you will spend your time. Time management is
an important skill.

Time management

Effective time management can be achieved by constructing a weekly timetable

which incorporate the following key factors:-

 Identification of things which have to be done e.g. attending lectures and

tutorials, reading literature, preparation for assessment, compiling
assignments, sleeping, eating, travel, sport, leisure, family commitments.

 Ranking of activities according to priority.

 Allocation of time required for each activity. Be realistic about the

amount of time, and allow for unexpected delays. Do not be over
ambitious as this may create stress.

 Optimising when it is best to study e.g:-

o soon after lectures to enable review and reflection of topics;
o before tutorials so that questions can be raised;
o a fixed research/reading time each week;
o tackle difficult tasks early in the day.

Be prepared to revise the timetable, and this may be necessary as the formal
lecture time may change each term.

For each day draw up a list of study tasks to be completed. Frequently evaluate
the completion rate, and amend the timetable if time allocation appears to be
unrealistic.

Study environment

Choose an environment, which has the necessary comforts for effective study.
Some of the factors to note are the amount of space, noise levels, temperature,
lighting, organisation of equipment and paperwork, and body posture.

Be well organized and self disciplined.

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PART 2 - READING SKILLS

Throughout the course a student will need to read handouts, textbooks and articles
from journals, and data accessed from the Internet.

In the context of study, reading can satisfy a number of different needs as listed
below:-
 To obtain a broad overall picture of the subject.
 To gain details of a subject i.e. essential facts.
 To check a specific reference.

Before reading any literature identify which need has to be satisfied, and have a
well-defined reading strategy.

Reading strategy

The following illustrates one reading strategy, and assumes the use of a textbook.

 Survey the entire text:-

o Title page, table of contents, index, preface, leaf through the book,
survey a chapter – read the first and last paragraphs.

 Question its potential value:-

o How does it relate to what you already know?
o Who has written the book and when was it written?
o Can the information be used effectively?

 Read
o Read with a purpose.
o Make reading an active process i.e. a search for information, just
reading for study is unproductive.
o Read manageable sections. (Refer to later section on Improving
reading skills.)
o Make notes after each section, e.g. one sentence for the idea behind
each paragraph.
o Identify the overall plan of the author.
o Read the passage again.

 Recall - an important process and aim to spend half of the allocated

time on this activity, so as to avoid the problem of forgetting.
o Recall key points.
o Note down keywords.

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 o Recall the main explanatory sentence in critical paragraphs.

 Review
o Check the accuracy of your recall. The best way is to repeat the
series of tasks.

The reading strategy can be applied to different types of reading matter. In the
case of course handouts highlighting of the text can be done, but should not be
used in publications borrowed from libraries.

The reading strategy can also be used when preparing for formal phase tests and
when gathering information for assignments.

Improving reading skills

Regular reading, not only of recommended course literature but also quality
newspapers, can improve reading skills. The process can increase your speed of
reading, build up your vocabulary and improve comprehension.

When reading aim to:-

 Fixate on several words at a time, this involves less eye movement and so
reducing the likelihood of tiredness, but also increases your recognition
span and thus reduces the number of fixations you make.
 Decrease the number of regressions you make over the text.
 Vary pace depending on the subject matter.
 Reduce the number of words vocalized.

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PART 3 - NOTE TAKING

Note taking is an important activity in any course of study. During lectures and
tutorials handouts may be distributed, but this does not automatically mean that
note taking is unnecessary. Be prepared to take part in lectures and tutorials
where note taking will encourage a student to listen and understand, but also
observe, take part in discussions and explore by asking questions.

Notes should be treated as a unique set of words, which reflect the needs of the
author. Justify this point by comparing two or three sets of notes written by a
number of students who have attended the same lecture.

Reasons for note taking

 Reference
o For example of lectures, tutorials and literature research.

 Preparation
o Assists in the organization of ideas e.g. when tackling an assignment,
and/or deciding which questions need to be asked in order to clarify
concepts.

 Organizing knowledge
o Establishes the number of points to be considered in a particular topic.
o Establishes the interrelationship between points.

 Recall
o The re-organization of facts, ideas and concepts into the student's own
words, so aiding both recall and the long-term memory. (Refer to
earlier section on Reading Strategy.)

Needs of a note taking system

Any note taking system used by a student should have the following attributes:-
 Ease of review, both in terms of quickness and regularity.
 Flexibility, so facilitating amendments.
 Maximise the ability of the brain through the use of words, colour, shapes,
images, pattern and humour.

Notes need to be accessible, stimulate the memory and be interesting.

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 Methods of note taking

Table 4.1 details various methods of note taking and their potential advantages
and disadvantages.

Table 4.1 - Methods of note taking

Method Advantages Disadvantages

Summary
Key point and ideas noted in the
format of sentences paragraphs
and possibly diagrams.
1. Encourages thought 1. Excessive use of words.
about the subject. 2. Difficult to review.
3. May not use the full range
of the brain’s ability

Outline
Reproduction of the scheme 1. Linear list of key points. 1. Does not permit the
used by the author, using a 2. Establishes importance insertion of additional
hierarchy of:- and interrelationship information.
Main item I II III IV between points. 2. Does not use the full range
2nd order AB C D of the brain’s ability.
3rd order 1 2 3 4 etc..

Key-wording 1. Less bulky as there are 1. Diagrams may be too

Use of a number of keywords,
usually forming a diagram,
sometimes referred to as a
spider diagram
fewer words. complex.
2. Easier to review and
recall.
3. Develops understanding
of keywords and related
concepts.
4. May use the full range of
the brain’s ability.

All the methods have the potential to aid the processes of learning and recall. A
student needs to decide which method may be most appropriate for a particular
task e.g. a lecture, or reading of literature, but be prepared to vary methods even
within a particular unit of study.

Reflect on the reason for taking notes and the needs of a note taking system.

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PART 4 - ESSAYS AND ASSIGNMENTS

A variety of methods of assessment will be used during the course. Many of

these methods will require a student to present information in a written format.

Information gathering

For an assignment, case study, presentation and when preparing for a phase
test, information may have to be gathered from a variety of sources. In all
cases the end product will most probably reflect the quality and range of
information collected. Remember that quantity does not guarantee quality.

Process of gathering information

Always consider the following when gathering information:-

 The purpose for which the information is being gathered e.g. an
assignment, as this will influence the sources to be used.
 What is the purpose for gathering information e.g. is it to investigate a
new topic or review a concept?
 How will the information be gathered?
 Where will the information be gathered?
 How will the information be processed?

The preceding require :-

 Aims to be set.
 Objectives to be set e.g. read, draw, and write.
 Identification of the type of information required e.g. qualitative or
quantitative.
 Investigation of the sources of information.
o This process will normally commence at the beginning of the
course with a student’s general exploration of the learning
resources provided by the institution e.g. the library.
o From these sources (secondary) always check the relevance, age
and accuracy of the information and arrange data in relation to the
problem to be solved. Note the source of references or quotations.
Write notes in your own words. Refer to Parts 2 and 3.

Students may be required to use primary sources of information e.g. they

conduct an experiment.

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 Presentation of numerical data

The following guidelines are to noted when incorporating numerical data in

written work:-
 If using a table or diagram the topic should be introduced and discussed
prior to the table or diagram, but ensure that its final position is close to
the relevant written section.
 All tables should be clearly titled and numbered.
 Clearly label all data categories in tables and units if applicable include
units.
 If data is from a published source, it should be noted with the table or
diagram.
 When using a chart select a form which will effectively communicate the
image the data reveals.

Writing the essay or assignment

A successful essay or assignment is a direct reflection of the quality of the written

material i.e. the words and diagrams. It is advisable to consider these points in
conjunction with those of Part 5.

To guarantee success aim to:-

 Start early, this will allow time to reflect on and amend ideas. Jot them
down in a notebook.
 Commence by analysing the question(s) and verify the meaning of key
words which frequently appear in questions e.g. explain, discuss, analyse.
 Gather the relevant information.
 Plan the written submission:-
o Commence with a brief outline which can be used as the basis for
the structure of the essay or assignment.
o For an assignment set targets for the number of words in each
section.
 Sequence the material to be included in a logical manner.

A well written essay or assignment should:-

 Address the question(s) asked.
 Deal with all the major issues including range of arguments and
viewpoints if appropriate.
 Show evidence of a wide range of reading.
 Use quotations and references, if appropriate.
 Use straight forward and objective style of writing:-
o Each sentence should be short and address one point.

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 o Each paragraph should consist of a number of linked sentences
relating to a particular topic.
o Grammar and spelling should be correct, and correct use made of
capital letters and punctuation.
 Be written in the students own words.
 Have an introduction and conclusion.
 Have a main body which has been well planned so that it is has a logical
flow and reflects an analytical approach to the question.
 Include references, (bibliography).
 Be of a professional standard, and legible if hand written.

All written work should be checked before it is submitted.

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PART 5 - ASSESSMENT PREPARATION AND TECHNIQUES

Form and type of assessment

At intervals throughout the course assessments will be conducted. An assessment

may be one of the following types:- an assignment, a phase test or a case study.

Phase tests and case studies may consist of one or more of the styles noted in
Table 5.1.

Table 5.1. - Styles of Questions

Style Answers should demonstrate

Unseen short answer question Breadth of knowledge, understanding.

Unseen question Knowledge, understanding, and the ability to synthesise

and evaluate information.

Unseen or seen case study The ability to apply information, theories and concepts.

For each unit find out well in advance when there will be assessments, the type of
assessment i.e. an assignment, phase test or case study and if applicable which
style will be used.

Success in assessments is dependent on two factors:-

 A systematic approach to assessment preparation;
 Planned use of the time available during an assessment.

Preparation for assessments

Preparation is more effective if it commences from the first day of a unit/subject

begins. The continual review and revision of notes is recommended throughout
the duration of a unit/subject.

Issues to consider during preparation for an assessment are:-

 Length of assessment.
 Style of assessment.
 Topics covered by assessment.

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  What will the questions require.
 Tasks to be completed during preparation for the assessment.
Planning of revision and how to revise

Revision needs to be planned and time management is critical. Compile a

revision timetable, incorporating the following elements:-
 Short and frequent revision periods.
 Breaks for relaxation.
 Place sufficient emphasis on your weaker subjects.
 Set realistic targets.
 Incorporate spare capacity, to allow for any problems, which may occur.

The actual process of revision will differ depending on the subject and the
individual. However, the following points should be noted:-
 Make the topic of revision interesting.
 Use techniques which will enable you to remember. Note memory is the
prevention of forgetting.
 Use colours, shapes and diagrams when making notes.
 Mnemonics can help. These are easily remembered phrases which will
trigger the recall of information.

Repeated revision and review are essential. Build up keyword notes and
diagrams which will be helpful when quickly reviewing notes.

The assessment

Prior to attending an assessment:-

 Plan how you will use your time in the assessment. Remember the
questions have to be read, the answers planned, written and checked.
 Avoid last minute revision, so that the mind is clear an anxiety is avoided.
 Know when and where the assessment will be conducted.
 Check that you have all the necessary equipment.

During the assessment:-

Complete the front sheet of assessment book accurately.
 Follow your planned timetable.
 Carefully read the questions.
 Decide how to answer the question.
 Before you commence writing plan your answer(s).
 Commence writing and reflect on the question as you are writing. If
 attempting a number of questions start with your strongest answer.
 Check all answers.

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 Success in an assessment is more probable if the following errors are avoided:-
 Lack of preparation.
 Failure to answer the questions.
 Running out of time during an assessment.

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