Peak Performance Success in College and Beyond 10th Edition Ferrett Test Bank instant download all chapter

Peak Performance Success in College
and Beyond 10th Edition Ferrett Test

Bank
Go to download the full and correct content document:
https://testbankdeal.com/product/peak-performance-success-in-college-and-beyond-1
0th-edition-ferrett-test-bank/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...
Peak Performance Success in College and Beyond 10th

Edition Ferrett Solutions Manual
https://testbankdeal.com/product/peak-performance-success-in-
college-and-beyond-10th-edition-ferrett-solutions-manual/

Edition Ferrett Test Bank
college-and-beyond-9th-edition-ferrett-test-bank/

Edition Ferrett Solutions Manual
college-and-beyond-9th-edition-ferrett-solutions-manual/
POWER Learning Strategies for Success in College and

Life 7th Edition Feldman Test Bank
https://testbankdeal.com/product/power-learning-strategies-for-
success-in-college-and-life-7th-edition-feldman-test-bank/
POWER Learning Strategies for Success in College and
Life 7th Edition Feldman Solutions Manual
https://testbankdeal.com/product/power-learning-strategies-for-
success-in-college-and-life-7th-edition-feldman-solutions-manual/
Connections Empowering College and Career Success 1st

Edition Gore Test Bank
https://testbankdeal.com/product/connections-empowering-college-
and-career-success-1st-edition-gore-test-bank/
P O W E R Learning Strategies for Success in College

and Life 6th Edition Feldman Test Bank
https://testbankdeal.com/product/p-o-w-e-r-learning-strategies-
for-success-in-college-and-life-6th-edition-feldman-test-bank/
Pocket Guide to College Success 2nd Edition Shushan

Test Bank
https://testbankdeal.com/product/pocket-guide-to-college-
success-2nd-edition-shushan-test-bank/
Beginnings and Beyond Foundations in Early Childhood

Education 9th Edition Gordon Test Bank
https://testbankdeal.com/product/beginnings-and-beyond-
foundations-in-early-childhood-education-9th-edition-gordon-test-
bank/
Chapter 06 Test Bank
Student: ___________________________________________________________________________
1. In the Cornell System of Note Taking, you should divide your paper into three sections labeled
A. Main Ideas, Cues, Summary
B. Main Ideas, Notes, Summary
C. Notes, Cues, Summary
D. Main Ideas, Notes, Cues
2. A mind map is a note-taking system that involves

A. recording the main idea and summary.
B. recording the main idea and connected subtopics.
C. brainstorming the main ideas in sequential order.
D. fleshing out the main idea and subtopics with small summaries.
3. For a student with a learning disability, it is particularly helpful to

A. use your laptop.
B. use creative shorthand and focus on key words.
C. use a voice recorder to take verbal notes in class.
D. create a note-taking template.
4. Carley is beginning the first course in her major field of study. For optimal preparation she should
A. create a note-taking binder.
B. preview the material and make connections to previous knowledge.
C. experiment with note-taking systems.
D. introduce herself to her instructor.
5. To practice with awareness means to

A. be willing to listen.
B. paraphrase to clarify a speaker's message.
C. show that you are listening.
D. stop habits that hinder attentive listening.
06-1
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
6. Marion decided to keep a week's worth of data on how much she speaks versus how much she listens. Her purpose was most likely
to
A. improve her speaking skills.
B. assess her attentive listening skills.
C. practice her listening with awareness skills.
D. assess her speaking with awareness skills.
7. When Jerry is taking notes during a lecture, he tends to jot down the main ideas with dashes for subtopics and details in a linear and
sequential fashion. This is an example of
A. a mind map.
B. a formal outline.
C. an informal outline.
D. the Cornell System of Note Taking.
8. Parker has an evening class after wrestling practice. He tries to stay alert in class, but his instructor tends to speak in a monotone
voice, which makes it difficult to focus. One strategy to remain attentive would be to
A. show empathy, respect, and genuine interest in the lecture.
B. predict and ask questions.
C. show that he is listening.
D. stay focused.
9. Caleb needs to memorize and know when to use 20 formulas in his finance class this semester. He is a right-brain dominant thinker
and kinesthetic learner. For him, a useful note-taking strategy will be
A. making his note taking physical and active.
B. using note cards.
C. creating a sample test.
D. creating mind maps.
10. Shawna needs to study for a test. The week before the test it will probably be a good idea to
A. compare notes with study group members to be sure she has all the key points.
B. organize her notes.
C. summarize the notes in her own words.
D. edit and revise her notes.
11. Calvin is a visual learner and likes to map or draw key points and connections as he is processing new information learned. His
roommate thinks he is wasting time when actually he is
A. integrating his learning style using his notes.
B. organizing his notes.
C. making his note use active and physical.
D. expanding on his notes from others.
06-2
12. Philip is creating a flowchart of the central nervous system as he reviews his notes. This is an example of
A. integrating learning styles in the note-taking process.
B. making note taking active and physical.
C. using visual cues.
D. linking information.
13. Veronica's instructor often wanders from the points he is trying to make in his lectures, which leaves her confused and panicked.
Upon talking with classmates in a study group session, she realizes she is not alone. The group's best option would be to
A. approach their issue with the instructor directly.
B. work together to ask questions that provide clarity.
C. compare notes after class to piece together understanding.
D. arrange to meet with the instructor to go over their notes outside of class.
14. Mason has tried several different note-taking systems and feels he has found the right combination of strategies for each of his
classes. The best way to assess the effectiveness of his strategies will be by
A. his understanding and comfort level with the material prior to a test.
B. how he performs on sample tests.
C. feedback he gets from group members when comparing notes.
D. his ability to summarize the text with ease.
15. Manny talks a lot and dominates conversations. He has noticed that this affects his ability to feel accepted by his study group. He
tries to listen, but he gets so excited about the topic he ends up talking too much. Which strategy will best serve Manny in gaining
acceptance within his study group?
A. Manny should apply the Adult Learning Cycle to becoming an attentive listener.
B. Manny should show genuine interest in what other group members are saying.
C. Manny should be quiet, stay focused, and be more willing to listen.
D. Manny should observe the speaker for nonverbal cues of when he should stop talking.
16. When Greg looks back at his notes to review, he has trouble seeing sequential order and how topics are connected. What is
probably his main obstacle in the note-taking process?
A. He has not yet determined an optimal note-taking combination.
B. He is not using the Cornell system properly.
C. He has not dated his notes.
D. He has used abbreviations too heavily.
06-3
17. Dustin needs to take some math courses in order to graduate with a liberal arts degree. He has had anxiety about this because math
is not a strength for him. In his first math class of the year, he has gotten an instructor who interrupts his teaching with a lot of
personal comments and stories. Although he is funny and the class enjoys his anecdotes, Dustin cannot relax and listen because he is
panicked over the time being wasted on things not pertinent to what they are learning in the text. His best course of action would be to
A. relax and try to connect with his instructor on a personal level.
B. meet with a study group to fill in gaps in his notes unfilled by his instructor.
C. speak with his professor about his concerns.
D. pay attention to verbal and nonverbal clues and ask questions.
18. Georgia is frustrated because her marketing instructor's PowerPoint slides and discussions rarely cover the text chapters assigned,
which are difficult for her to understand. She should
A. concentrate more on the text material.
B. take notes on both the lecture material and the text material.
C. ask her instructor to answer her questions about the text outside of class.
D. ask her instructor if her questions will be addressed in or out of class.
19. Jason finds it hard to respect an instructor whose appearance lacks professional polish. He takes notes but tends to sit in the back
of the room and does not ask questions. He has been known to whisper comments to peers poking fun at certain instructors, especially
when he does not agree with their viewpoint. In one such class, Jason got a D on his first test. A lot of the material covered was not in
the text. What should be his best course of action to improve his performance?
A. Jason needs to implement a better note-taking system for lectures.
B. Jason should keep quiet and stay focused.
C. Jason should not get caught up in the drama.
D. Jason should postpone judgment of his instructors.
20. Merle is a left-brain dominant thinker and visual learner. He learned the Cornell system of taking notes, but he felt the steps were
taking too long so he switched to creating informal outlines of the material. He felt constricted by the linearity of the outline, so he
tried mind maps, but had trouble making sense of his connections without seeing the information in a more linear fashion. Which
strategy should Merle use to take effective notes?
A. He should use a formal outline.
B. He should incorporate his learning style.
C. He should try combining note-taking systems.
D. He should set up a note-taking template first to save time in writing notes.
21. Serena's instructor likes to sit in front of the class and talk with students in a more informal fashion. She rarely uses the board or
overhead projector to illustrate the important points of the lecture. Serena is a visual learner and has a learning disability in receptive
listening; thus auditory learning is a challenge for her. Serena could tell in the first lecture that she was going to have difficulty in note
taking. One way for Serena to optimize learning and note taking will be to
A. listen for verbal cues such as a louder voice.
B. watch for non-verbal cues such as hand gestures to hone in on important points.
C. go over key points with her instructor outside of class.
D. be assertive and ask for clarification during class.
06-4
22. Terry is a right-brain dominant thinker. He is in a study group with people who prefer to use the Cornell System of Note Taking.
He finds this note-taking system challenging and has adapted his note taking system toward his more visual learning style. He uses a
combination of informal outlining key topics and supporting points with a mind map to link and summarize the material. When he gets
together with his study group, they tend to go through the Cornell system step by step to compare notes. He has difficulty in following
along with this style of note-taking and feels he is not gaining much from attending the group sessions. Based on this chapter, what
advice would you give to Terry to help him optimize his learning?
A. Terry should write a summary of key points and main ideas to share with the group.
B. Terry should apply the Adult Learning Cycle to becoming an attentive listener.
C. Terry should join a group with people who share similar note taking systems.
D. Terry should borrow notes from group members to look for key points missed.
23. Isa is a sophomore in college and on the swim team. He spends a lot of his time either at practice or socializing. He goes to all of
his classes and takes a fair amount of notes. He meets with study groups to review notes before tests and studies on his own the night
before a test. He usually does well on tests, but it is not uncommon to face problems he had no recollection of learning in lectures, in
the text, or in his study group. Isa has a mediocre G.P.A. Based on the chapter, what is likely happening?
A. Isa is spending too much time on social activities.
B. Isa's note-taking system is not working for him.
C. Isa is experiencing Ebbinghaus's Forgetting Curve.
D. Isa is not listening attentively.
24. Claudia was never a good listener but has developed her listening skills since starting school. She previews materials, attends all of
her classes, and sits in the front row. She has learned to stay focused by taking a lot of notes and by asking questions in class for
clarity. Through experimentation, she has combined the Cornell and informal outline note-taking systems to accommodate her
learning style and to optimize learning. She is also working with a study group to compare notes after class to be sure she is not
missing any key points. She has even considered Ebbinghaus's Forgetting Curve and is sure to review and summarize her notes after
class, and she reviews her notes frequently. Despite all of these efforts, Claudia is struggling in one of her math classes and finds
herself surprised by material that appears on tests. Claudia must pass this class for her major. What advice would benefit her the
most?
A. Claudia should consider changing majors.
B. Claudia should try expanding more on notes from others.
C. Claudia should reassess her note-taking system in math.
D. Claudia should give herself sample tests.
25. Rob uses multiple note-taking systems to varying degrees, depending on the class he is taking and what stage of mastery he feels
he has with the material. He meets with study groups and finds this to be very helpful in filling in the information gaps. He does an
excellent job of reviewing the information he has learned and performs well on tests. Rob has been interning for a large firm over the
summer, and his boss has been somewhat disappointed in his performance on an independent project he has been assigned. The
project requires speaking to many different parties to gather client needs, expectations, and timelines. When his boss allowed people to
act on this information they found inaccuracies and discrepancies that could have caused problems with clients. Based on what you
have read in the chapter, which strategy should Rob use to improve his job performance?
A. Gather with team members to fill in the information gaps that he may be missing.
B. Paraphrase information he is receiving to be sure he understands it accurately.
C. Meet with his boss to be sure he has all the necessary information to complete the project.
D. Apply the Adult Learning Cycle to becoming a more attentive listener.
06-5
26. A left-brain dominant person will most likely prefer to use a
A. mind-map note-taking system.
B. Cornell note-taking system.
C. combination note-taking system.
D. different method of learning rather than note taking.
27. All of the following statements are true except

A. It is best to experiment with several note-taking systems or combinations of systems.
B. Informal outlines may use Roman numerals and capital letters.
C. Because right-brain dominant learners like creative, visual patterns, mind mapping may work for them.
D. A formal outline uses the left-brain, sequential side, while an informal outline helps you see connections and the big picture.
28. According to Ebbinghaus's Forgetting Curve, you are likely to retain only
A. 63 percent of the material learned after 9 hours, and after a month that figure drops to 21 percent.
B. 36 percent of the material learned after 9 hours, and after 31 days drops to 21 percent.
C. 50 percent of the material learned after 8 hours, and after a month that figure drops to 25 percent.
D. 25 percent of the material learned after 4 hours, and after 31 days drops to 10 percent.
29. Taking good notes is

A. a natural skill that most individuals possess.
B. an essential job skill.
C. a task that is usually just a skilled needed as a student.
D. a difficult skill that many are unable to learn.
30. The Cornell System is

A. primarily used for text notes.
B. an effective method for study teams.
C. a visual, holistic form of note taking.
D. a good tool in brainstorming ideas for speeches or papers.
31. Effective note taking

A. changes information you hear into information that is distinctly yours.
B. requires the use of a combination of different methods.
C. requires an individual to naturally be a well-organized individual.
D. reorganizes information.
06-6
A. Having a laptop to take notes during a lecture can be useful.
B. Using a laptop to take notes means that you might miss some nonverbal cues.
C. If your laptop crashes, your notes from class may be lost.
D. Using a laptop is a convenient way to store, organize, review, and share notes after class.
33. Which of the following can be useful in brainstorming ideas for speeches or papers?
A. Mind maps
B. VARK system
C. Cornell System
D. Reflect and Summarize method
34. Lily uses a free-form informal outline for note taking during lectures.
A. This may be a helpful system for creating mind maps later on.
B. The only issue with this method is that it will not allow Lily to focus on main ideas.
C. This method is useful when there is concern about following rules.
D. Unfortunately this method will not help Lily add order to material.
35. Which of the following listening strategies means being fully focused with intent to understand?
A. Passive
B. Active
C. Attentive
D. Direct
36. A mind map

A. is a useful note-taking system for class lectures.
B. is not useful during class lectures.
C. starts with the subtopics placed in the center of a page.
D. is used more by left-brain dominant students.
37. Many people who are left-brain dominant prefer the logical, sequential, step-by-step
A. Mind map method.
B. Cornell System.
C. VARK system.
D. Reflect and Summarize method.
06-7
38. One way to retain information is by
A. clustering ideas together.
B. organizing notes in a traditional notebook.
C. putting headers and dates at the top of all papers.
D. typing your notes as you go.
39. Ryanne is a left-brain dominant thinker and a visual learner.

A. A mind map will likely be an effective note-taking system for her in capturing lecture material.
B. Ryanne will most likely use creative, visual patterns when note taking.
C. Ryanne will tend to like a traditional outline.
D. Ryanne will most likely choose the VARK system for note taking.
40. Jim is preparing for a test. He took most of his notes using informal outlines. Although he reviewed his notes after each class and
summarized the information in class and in the text, he feels like he is missing the big picture. A useful note-taking strategy in this
case would be to create a(n)
A. list of tasks.
B. mind map.
C. illustration.
D. note-taking system.
41. Amy has trouble recalling information she has learned in class. To improve her chances of recalling the information, she should
edit and revise her notes within an hour after class, and she should review those notes within _____ hours of when she learned the
material.
A. 8
B. 12
C. 24
D. 48
42. When summarizing information you have learned, it is important to

A. read your summary aloud to others.
B. write it in your own words.
C. create visuals.
D. repeat the information.
06-8
43. Chad is left-brain dominant and prefers order, yet he has never liked the rigidity of creating formal outlines. He just started his first
semester of college and has been introduced to different note-taking systems in his class. He is intrigued by _____ because it allows
him the flexibility to integrate his lecture and text notes.
A. the Cornell System
B. mind mapping
C. the VARK system
D. the Reflect and Summarize method
44. The fundamental rule of listening is to

A. ask questions to demonstrate your interest in what the speaker is saying.
B. be quiet while the speaker is talking.
C. use good eye contact.
D. avoid interrupting the speaker.
45. Carol has missed some classes due to illness. She has been able to catch up by meeting with her study groups to fill in gaps in her
notes, but she still feels like she has not mastered the material. What else should she do?
A. Create sample tests to assess her recall of the information.
B. Ask her instructor for extra time to learn the information.
C. Consider retaking the course.
D. Get a tutor.
46. Set up a blank piece of paper to take notes using the Cornell System of Note Taking.
47. Describe each note-taking system in the chapter. Based on your learning style and note-taking experience, which system or
combination of systems will you find the most useful in your studies? How will you apply this?
06-9
48. Describe a course you find challenging and discuss those challenges. Use five listening and/or note-taking strategies from the
chapter you will use to overcome these challenges. (You may also address a past experience and discuss how five of these strategies
may have helped you in that situation.)
49. Danielle is a nontraditional student going to college for the first time. She has been at home with her children and it has been years
since she has opened a textbook or taken notes for a class. She has a habit of talking a lot when she is nervous, which she has been
doing in lectures in study groups. Her instructor and classmates like Danielle and have been accommodating her needs as she adjusts
to academic life. Danielle is also a right-brain dominant thinker and visual learner. Auditory learning has always been a challenge for
her. What listening advice would you give Danielle to promote success? Provide at least four tips from the chapter. What note-taking
strategies would you recommend? Provide at least four strategies from the chapter.
50. Ethan is a good listener and takes excellent notes. He is usually the person filling in the gaps in information for others. His
challenge is in recalling the information when it comes to test time. Provide a study plan for Ethan using the six strategies from the
chapter that will promote recall.
06-10
51. Zoë is an auditory learner and has a difficult time with reading comprehension. She is attempting to apply the Cornell System of
Note Taking to her modern literature course. When she compares notes to her study group team she finds that her notes from the
lectures are accurate, which helps them fill in gaps, but her notes from the text seem to miss the main ideas. You are in Zoë's study
group. She has pulled you aside to let you know she gets embarrassed when she meets with the group and her notes from the text have
a lot of gaps, but she is also appreciative of the opportunity to strengthen her notes with everyone's input. Given what you know about
communication and collaborating with others and about organizational skills, what would you say to help Zoë think of her situation in
a more positive light?
52. Name at least six effective listening, note-taking, or review skills you learned in the chapter that are vital for excellent performance
and collaboration skills on the job.
Chapter 06 Test Bank Key
06-11
1. In the Cornell System of Note Taking, you should divide your paper into three sections labeled
A. Main Ideas, Cues, Summary

B. Main Ideas, Notes, Summary
C. Notes, Cues, Summary
D. Main Ideas, Notes, Cues
The Cornell System of Note Taking is effective for integrating text and lecture notes. Start with a sheet of standard loose-leaf paper
and label it with the class, date, and title of the lecture. Then divide the paper into three sections entitled "Notes," "Cues," and
"Summary."
Accessibility: Keyboard Navigation

Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 06-02 Describe the various note-taking systems.
Topic: Recording the Message
2. A mind map is a note-taking system that involves
A. recording the main idea and summary.

B. recording the main idea and connected subtopics.
C. brainstorming the main ideas in sequential order.
D. fleshing out the main idea and subtopics with small summaries.
A mind map (or "think link") is a visual, holistic form of note taking that starts with the main idea placed in the center of a page and
branches out with subtopics through association and patterns.

Blooms: Remember
Difficulty: 1 Easy
3. For a student with a learning disability, it is particularly helpful to
A. use your laptop.

B. use creative shorthand and focus on key words.
C. use a voice recorder to take verbal notes in class.
D. create a note-taking template.
The act of taking notes has many benefits. Students with learning disabilities tend to be passive learners, and taking notes is one way
to actively engage in the learning process.

Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 06-03 Identify ways to overcome note-taking obstacles with better habits.
06-12
4. Carley is beginning the first course in her major field of study. For optimal preparation she should
A. create a note-taking binder.

B. preview the material and make connections to previous knowledge.
C. experiment with note-taking systems.
D. introduce herself to her instructor.
Previewing and making connections to previous knowledge is a simple strategy that enhances your note taking and learning.

Blooms: Remember
Difficulty: 1 Easy
5. To practice with awareness means to
A. be willing to listen.
B. paraphrase to clarify a speaker's message.
C. show that you are listening.
D. stop habits that hinder attentive listening.
Changing old habits takes time. It won't happen overnight, but with consistent practice annoying habits can be stopped and listening
skills can be improved.

Blooms: Understand
Difficulty: 1 Easy
Learning Objective: 06-01 List effective listening strategies.
Topic: Attentive Listening Strategies
6. Marion decided to keep a week's worth of data on how much she speaks versus how much she listens. Her purpose was most likely
to
A. improve her speaking skills.

B. assess her attentive listening skills.
C. practice her listening with awareness skills.
D. assess her speaking with awareness skills.
A listening self-assessment can give Marion insight into her listening skills.

Blooms: Understand
Difficulty: 1 Easy
06-13
7. When Jerry is taking notes during a lecture, he tends to jot down the main ideas with dashes for subtopics and details in a linear and
sequential fashion. This is an example of
A. a mind map.
B. a formal outline.
C. an informal outline.
D. the Cornell System of Note Taking.
Some students find that formal outlines are too time-consuming and restrictive for classroom lectures. However, they like using an
outline because it organizes ideas and illustrates major points and supporting ideas. They prefer a free-form, or informal, outline.

Blooms: Understand
Difficulty: 1 Easy
8. Parker has an evening class after wrestling practice. He tries to stay alert in class, but his instructor tends to speak in a monotone
voice, which makes it difficult to focus. One strategy to remain attentive would be to
A. show empathy, respect, and genuine interest in the lecture.

B. predict and ask questions.
C. show that he is listening.
D. stay focused.
He is trying to stay alert so the best strategy would be to follow the lecture by predicting and asking questions.

Blooms: Understand
Difficulty: 1 Easy
9. Caleb needs to memorize and know when to use 20 formulas in his finance class this semester. He is a right-brain dominant thinker
and kinesthetic learner. For him, a useful note-taking strategy will be
A. making his note taking physical and active.

B. using note cards.
C. creating a sample test.
D. creating mind maps.
Using note cards combined several learning styles; the other answers address only one aspect of Caleb's learning preferences.

Blooms: Understand
Difficulty: 1 Easy
06-14
10. Shawna needs to study for a test. The week before the test it will probably be a good idea to
A. compare notes with study group members to be sure she has all the key points.
B. organize her notes.
C. summarize the notes in her own words.
D. edit and revise her notes.
Organizing, editing, and summarizing notes should be steps taken after a lecture. Before a test she should be sure she meets with
others to expand upon her notes and to make sure she has not forgotten any key points.

Blooms: Understand
Difficulty: 1 Easy
11. Calvin is a visual learner and likes to map or draw key points and connections as he is processing new information learned. His
roommate thinks he is wasting time when actually he is
A. integrating his learning style using his notes.

B. organizing his notes.
C. making his note use active and physical.
D. expanding on his notes from others.
Your learning style, or whether you are left-brain or right-brain dominant, can affect the note-taking style that works best.

Blooms: Remember
Difficulty: 2 Medium
12. Philip is creating a flowchart of the central nervous system as he reviews his notes. This is an example of
A. integrating learning styles in the note-taking process.

B. making note taking active and physical.
C. using visual cues.
D. linking information.
Words or illustrations are examples of visual cues.

Blooms: Remember
06-15
13. Veronica's instructor often wanders from the points he is trying to make in his lectures, which leaves her confused and panicked.
Upon talking with classmates in a study group session, she realizes she is not alone. The group's best option would be to
A. approach their issue with the instructor directly.

B. work together to ask questions that provide clarity.
C. compare notes after class to piece together understanding.
D. arrange to meet with the instructor to go over their notes outside of class
Some speakers are better than others. To be proactive to ensure understanding of the material, ask clarifying questions such as "So
what you are saying is _____, correct?"

Blooms: Understand
14. Mason has tried several different note-taking systems and feels he has found the right combination of strategies for each of his
classes. The best way to assess the effectiveness of his strategies will be by
A. his understanding and comfort level with the material prior to a test.
B. how he performs on sample tests.
C. feedback he gets from group members when comparing notes.
D. his ability to summarize the text with ease.
Students may feel they understand the material and do well on tests but still not have a good note-taking system, which may hurt them
in other areas and later in life.

Blooms: Understand
15. Manny talks a lot and dominates conversations. He has noticed that this affects his ability to feel accepted by his study group. He
tries to listen, but he gets so excited about the topic he ends up talking too much. Which strategy will best serve Manny in gaining
acceptance within his study group?
A. Manny should apply the Adult Learning Cycle to becoming an attentive listener.
B. Manny should show genuine interest in what other group members are saying.
C. Manny should be quiet, stay focused, and be more willing to listen.
D. Manny should observe the speaker for nonverbal cues of when he should stop talking.
Manny is already aware that he talks too much and would already be a more attentive listener if he could stop himself. To really
change his behavior, he needs a long-term strategy such as the Adult Learning Cycle.

Blooms: Understand
06-16
16. When Greg looks back at his notes to review, he has trouble seeing sequential order and how topics are connected. What is
probably his main obstacle in the note-taking process?
A. He has not yet determined an optimal note-taking combination.

B. He is not using the Cornell system properly.
C. He has not dated his notes.
D. He has used abbreviations too heavily.
Because Greg has trouble with both sequential order and the connections among ideas, he will need to develop a combination note-
taking system.

Blooms: Analyze
17. Dustin needs to take some math courses in order to graduate with a liberal arts degree. He has had anxiety about this because math
is not a strength for him. In his first math class of the year, he has gotten an instructor who interrupts his teaching with a lot of
personal comments and stories. Although he is funny and the class enjoys his anecdotes, Dustin cannot relax and listen because he is
panicked over the time being wasted on things not pertinent to what they are learning in the text. His best course of action would be to
A. relax and try to connect with his instructor on a personal level.

B. meet with a study group to fill in gaps in his notes unfilled by his instructor.
C. speak with his professor about his concerns.
D. pay attention to verbal and nonverbal clues and ask questions.
Dustin should first try to adjust to the instructor's teaching style and ask for examples. This will help him get clarification on his
specific areas of confusion. He should really only approach the instructor after exhausting other options.

Blooms: Understand
18. Georgia is frustrated because her marketing instructor's PowerPoint slides and discussions rarely cover the text chapters assigned,
which are difficult for her to understand. She should
A. concentrate more on the text material.

B. take notes on both the lecture material and the text material.
C. ask her instructor to answer her questions about the text outside of class.
D. ask her instructor if her questions will be addressed in or out of class.
She should ask her instructor if questions will be addressed inside or outside of class. This is preferable to assuming that her instructor
is available to answer questions outside of class.

Blooms: Apply
06-17
19. Jason finds it hard to respect an instructor whose appearance lacks professional polish. He takes notes but tends to sit in the back
of the room and does not ask questions. He has been known to whisper comments to peers poking fun at certain instructors, especially
when he does not agree with their viewpoint. In one such class, Jason got a D on his first test. A lot of the material covered was not in
the text. What should be his best course of action to improve his performance?
A. Jason needs to implement a better note-taking system for lectures.

B. Jason should keep quiet and stay focused.
C. Jason should not get caught up in the drama.
D. Jason should postpone judgment of his instructors.
He is taking notes but he is not asking for any clarity, so a different note-taking system will not help. He is taking notes so he is
focused. He is not caught up in any emotional drama. He is judging his instructor based on appearance and does not really engage with
the material being taught sufficiently because he lacks respect for the speaker.

Blooms: Apply
20. Merle is a left-brain dominant thinker and visual learner. He learned the Cornell system of taking notes, but he felt the steps were
taking too long so he switched to creating informal outlines of the material. He felt constricted by the linearity of the outline, so he
tried mind maps, but had trouble making sense of his connections without seeing the information in a more linear fashion. Which
strategy should Merle use to take effective notes?
A. He should use a formal outline.

B. He should incorporate his learning style.
C. He should try combining note-taking systems.
D. He should set up a note-taking template first to save time in writing notes.
He needs to experiment with combinations of the different systems to see what works best for him.
Blooms: Apply
06-18
21. Serena's instructor likes to sit in front of the class and talk with students in a more informal fashion. She rarely uses the board or
overhead projector to illustrate the important points of the lecture. Serena is a visual learner and has a learning disability in receptive
listening; thus auditory learning is a challenge for her. Serena could tell in the first lecture that she was going to have difficulty in note
taking. One way for Serena to optimize learning and note taking will be to
A. listen for verbal cues such as a louder voice.

B. watch for non-verbal cues such as hand gestures to hone in on important points.
C. go over key points with her instructor outside of class.
D. be assertive and ask for clarification during class.
Since Serena has a learning disability in receptive listening, it will be best to make arrangements to go over the key points outside of
class.

Blooms: Apply
22. Terry is a right-brain dominant thinker. He is in a study group with people who prefer to use the Cornell System of Note Taking.
He finds this note-taking system challenging and has adapted his note taking system toward his more visual learning style. He uses a
combination of informal outlining key topics and supporting points with a mind map to link and summarize the material. When he gets
together with his study group, they tend to go through the Cornell system step by step to compare notes. He has difficulty in following
along with this style of note-taking and feels he is not gaining much from attending the group sessions. Based on this chapter, what
advice would you give to Terry to help him optimize his learning?
A. Terry should write a summary of key points and main ideas to share with the group.
B. Terry should apply the Adult Learning Cycle to becoming an attentive listener.
C. Terry should join a group with people who share similar note taking systems.
D. Terry should borrow notes from group members to look for key points missed.
Even though Terry doesn't use the Cornell system, he can still benefit from some aspects of it, including summarizing information. His
combination system and the Cornell system can overlap in the way they use summaries for review. Terry can use his summaries to
connect with and contribute to study group sessions.

Blooms: Analyze
Difficulty: 3 Hard
06-19
23. Isa is a sophomore in college and on the swim team. He spends a lot of his time either at practice or socializing. He goes to all of
his classes and takes a fair amount of notes. He meets with study groups to review notes before tests and studies on his own the night
before a test. He usually does well on tests, but it is not uncommon to face problems he had no recollection of learning in lectures, in
the text, or in his study group. Isa has a mediocre G.P.A. Based on the chapter, what is likely happening?
A. Isa is spending too much time on social activities.

B. Isa's note-taking system is not working for him.
C. Isa is experiencing Ebbinghaus's Forgetting Curve.
D. Isa is not listening attentively.
Isa is making a good effort to take notes, review and study for tests. The fact that he has no recollection of certain problems suggests
that he is experiencing Ebbinghaus's Forgetting Curve. Isa's recall might be improved if he changed his process to include immediate
review within one hour after class or reading.

Blooms: Analyze
Difficulty: 3 Hard
24. Claudia was never a good listener but has developed her listening skills since starting school. She previews materials, attends all of
her classes, and sits in the front row. She has learned to stay focused by taking a lot of notes and by asking questions in class for
clarity. Through experimentation, she has combined the Cornell and informal outline note-taking systems to accommodate her
learning style and to optimize learning. She is also working with a study group to compare notes after class to be sure she is not
missing any key points. She has even considered Ebbinghaus's Forgetting Curve and is sure to review and summarize her notes after
class, and she reviews her notes frequently. Despite all of these efforts, Claudia is struggling in one of her math classes and finds
herself surprised by material that appears on tests. Claudia must pass this class for her major. What advice would benefit her the most?
A. Claudia should consider changing majors.

B. Claudia should try expanding more on notes from others.
C. Claudia should reassess her note-taking system in math.
D. Claudia should give herself sample tests.
Claudia's system is very thorough, but since she is surprised by some test material, she is obviously missing some key information.
Claudia needs to reassess her note-taking system for this class, perhaps comparing the test questions to her notes to find gaps.
Changing majors is an extreme reaction to difficulties in just one class, and sample tests are likely to be unhelpful if Claudia designs
them herself. She is already expanding on her notes from a study group.
Blooms: Analyze
Difficulty: 3 Hard
06-20
25. Rob uses multiple note-taking systems to varying degrees, depending on the class he is taking and what stage of mastery he feels
he has with the material. He meets with study groups and finds this to be very helpful in filling in the information gaps. He does an
excellent job of reviewing the information he has learned and performs well on tests. Rob has been interning for a large firm over the
summer, and his boss has been somewhat disappointed in his performance on an independent project he has been assigned. The
project requires speaking to many different parties to gather client needs, expectations, and timelines. When his boss allowed people to
act on this information they found inaccuracies and discrepancies that could have caused problems with clients. Based on what you
have read in the chapter, which strategy should Rob use to improve his job performance?
A. Gather with team members to fill in the information gaps that he may be missing.
B. Paraphrase information he is receiving to be sure he understands it accurately.
C. Meet with his boss to be sure he has all the necessary information to complete the project.
D. Apply the Adult Learning Cycle to becoming a more attentive listener.
This is an independent project so he cannot rely on coworkers for filling in the gaps in information they have not spoken to clients
about. He cannot go to his boss for the information because he alone is gathering this information. He is trying to be attentive in his
listening; however, he does not understand all of the information given to him correctly. Therefore, he must paraphrase the
information given back to the client to be sure he is writing his notes accurately.

Blooms: Analyze
Difficulty: 3 Hard
26. A left-brain dominant person will most likely prefer to use a
A. mind-map note-taking system.

B. Cornell note-taking system.
C. combination note-taking system.
D. different method of learning rather than note taking.
Left-brain dominant people tend to like a traditional outline that uses a logical, step-by-step, sequential pattern of thought and focuses
on words and order.

Blooms: Remember
Difficulty: 1 Easy
A. It is best to experiment with several note-taking systems or combinations of systems.

B. Informal outlines may use Roman numerals and capital letters.
C. Because right-brain dominant learners like creative, visual patterns, mind mapping may work for them.
D. A formal outline uses the left-brain, sequential side, while an informal outline helps you see connections and the big picture.
Formal outlines may use Roman numerals and capital letters to outline headings, main topics, and points, then list supporting points
with lowercase letters and numbers.

Blooms: Remember
Difficulty: 1 Easy
06-21
28. According to Ebbinghaus's Forgetting Curve, you are likely to retain only
A. 63 percent of the material learned after 9 hours, and after a month that figure drops to 21 percent.
B. 36 percent of the material learned after 9 hours, and after 31 days drops to 21 percent.
C. 50 percent of the material learned after 8 hours, and after a month that figure drops to 25 percent.
D. 25 percent of the material learned after 4 hours, and after 31 days drops to 10 percent.
German philosopher Hermann Ebbinghaus determined that after only 9 hours you remember about 36 percent of what you just
learned. At 31 days, that amount drops to 21 percent.

Blooms: Remember
Difficulty: 1 Easy
29. Taking good notes is
A. a natural skill that most individuals possess.

B. an essential job skill.
C. a task that is usually just a skilled needed as a student.
D. a difficult skill that many are unable to learn.
Attentive listening and note taking are not just tools for school. They are essential job skills.

Blooms: Remember
Difficulty: 1 Easy
30. The Cornell System is
A. primarily used for text notes.

B. an effective method for study teams.
C. a visual, holistic form of note taking.
D. a good tool in brainstorming ideas for speeches or papers.
It incorporates notes from the text and lectures and is an effective method for study teams.

Blooms: Remember
Difficulty: 1 Easy
06-22
31. Effective note taking
A. changes information you hear into information that is distinctly yours.

B. requires the use of a combination of different methods.
C. requires an individual to naturally be a well-organized individual.
D. reorganizes information.
Effective note taking changes information you hear into information that is distinctly your own.

Blooms: Understand
Difficulty: 1 Easy
Topic: Overcome Obstacles to Better Notes
A. Having a laptop to take notes during a lecture can be useful.

B. Using a laptop to take notes means that you might miss some nonverbal cues.
C. If your laptop crashes, your notes from class may be lost.
D. Using a laptop is a convenient way to store, organize, review, and share notes after class.
Consider taking lecture notes electronically only if it maximizes your learning.

Blooms: Understand
Difficulty: 1 Easy
33. Which of the following can be useful in brainstorming ideas for speeches or papers?
A. Mind maps
B. VARK system
C. Cornell System
D. Reflect and Summarize method
Mind maps can be useful in brainstorming ideas for speeches or papers, serving as a framework for recalling topics, or helping you
review.

Blooms: Understand
Difficulty: 1 Easy
06-23
34. Lily uses a free-form informal outline for note taking during lectures.
A. This may be a helpful system for creating mind maps later on.
B. The only issue with this method is that it will not allow Lily to focus on main ideas.
C. This method is useful when there is concern about following rules.
D. Unfortunately this method will not help Lily add order to material.
She can use the outlined information to create the "think links" (mind maps).

Blooms: Understand
35. Which of the following listening strategies means being fully focused with intent to understand?
A. Passive
B. Active
C. Attentive
D. Direct
Attentive listening means being fully focused with the intent to understand the speaker. It is a consuming activity that requires
physical and mental attention, energy, concentration, and discipline.

Blooms: Understand
Difficulty: 1 Easy
36. A mind map
A. is a useful note-taking system for class lectures.

B. is not useful during class lectures.
C. starts with the subtopics placed in the center of a page.
D. is used more by left-brain dominant students.
Mind maps are not as useful during class lectures because they are not linear or in sequential order.

Blooms: Remember
Difficulty: 1 Easy
06-24
37. Many people who are left-brain dominant prefer the logical, sequential, step-by-step
A. Mind map method.

B. Cornell System.
C. VARK system.
D. Reflect and Summarize method.
Many people who are left-brain dominant prefer the logical, sequential, step-by-step Cornell System.

Blooms: Remember
Difficulty: 1 Easy
38. One way to retain information is by
A. clustering ideas together.

B. organizing notes in a traditional notebook.
C. putting headers and dates at the top of all papers.
D. typing your notes as you go.
Clustering information makes it easier to remember later.

Blooms: Remember
Difficulty: 1 Easy
39. Ryanne is a left-brain dominant thinker and a visual learner.
A. A mind map will likely be an effective note-taking system for her in capturing lecture material.
B. Ryanne will most likely use creative, visual patterns when note taking.
C. Ryanne will tend to like a traditional outline.
D. Ryanne will most likely choose the VARK system for note taking.
Mind maps are not effective for lectures because they lack a linear or sequential order. It will likely be more helpful for review.

Blooms: Understand
Difficulty: 1 Easy
06-25
40. Jim is preparing for a test. He took most of his notes using informal outlines. Although he reviewed his notes after each class and
summarized the information in class and in the text, he feels like he is missing the big picture. A useful note-taking strategy in this
case would be to create a(n)
A. list of tasks.
B. mind map.
C. illustration.
D. note-taking system.
Creating a mind map (or "think link") will provide Jim a visual, holistic form of note taking that will provide a big picture of the
concepts.

Blooms: Apply
41. Amy has trouble recalling information she has learned in class. To improve her chances of recalling the information, she should
edit and revise her notes within an hour after class, and she should review those notes within _____ hours of when she learned the
material.
A. 8
B. 12
C. 24
D. 48
The importance of reviewing notes within 24 hours cannot be understated.

Blooms: Remember
Difficulty: 1 Easy
42. When summarizing information you have learned, it is important to
A. read your summary aloud to others.

B. write it in your own words.
C. create visuals.
D. repeat the information.
Reading it aloud to others is a form of teaching, which helps you learn the material.

Blooms: Remember
Difficulty: 1 Easy
06-26
43. Chad is left-brain dominant and prefers order, yet he has never liked the rigidity of creating formal outlines. He just started his first
semester of college and has been introduced to different note-taking systems in his class. He is intrigued by _____ because it allows
him the flexibility to integrate his lecture and text notes.
A. the Cornell System

B. mind mapping
C. the VARK system
D. the Reflect and Summarize method
The Cornell System is effective for integrating text and lecture notes.

Blooms: Remember
Difficulty: 1 Easy
44. The fundamental rule of listening is to
A. ask questions to demonstrate your interest in what the speaker is saying.

B. be quiet while the speaker is talking.
C. use good eye contact.
D. avoid interrupting the speaker.
The listener's role is to understand and comprehend. The speaker's role is to make the message clear and comprehensible.

Blooms: Remember
Difficulty: 1 Easy
45. Carol has missed some classes due to illness. She has been able to catch up by meeting with her study groups to fill in gaps in her
notes, but she still feels like she has not mastered the material. What else should she do?
A. Create sample tests to assess her recall of the information.

B. Ask her instructor for extra time to learn the information.
C. Consider retaking the course.
D. Get a tutor.
Carol would benefit by asking herself what questions might be on a test and try to write a few sample test questions as if she were
giving the exam.

Blooms: Understand
Difficulty: 1 Easy
06-27
46. Set up a blank piece of paper to take notes using the Cornell System of Note Taking.
Answers will vary.
Feedback: Using the Cornell System means starting with a sheet of standard loose-leaf paper and labeling it with the class, date, and
title of the lecture, then dividing the notepaper into three sections ("Notes," "Cues," and "Summary"). This is done by drawing a
vertical line about two inches from the left-hand margin. Then draw a horizontal line below that.
Blooms: Remember
Difficulty: 1 Easy
47. Describe each note-taking system in the chapter. Based on your learning style and note-taking experience, which system or
combination of systems will you find the most useful in your studies? How will you apply this?
Answers will vary.
Feedback: By understanding the various note-taking systems, one can more intelligently select the one that will work best.
Blooms: Apply
48. Describe a course you find challenging and discuss those challenges. Use five listening and/or note-taking strategies from the
chapter you will use to overcome these challenges. (You may also address a past experience and discuss how five of these strategies
may have helped you in that situation.)
Answers will vary.
Feedback: Understanding how to succeed in a difficult course by evaluating listening and note-taking strategies is useful and will help
in demonstrating an appreciation of these skills and strategies.
Blooms: Analyze
Difficulty: 3 Hard
49. Danielle is a nontraditional student going to college for the first time. She has been at home with her children and it has been years
since she has opened a textbook or taken notes for a class. She has a habit of talking a lot when she is nervous, which she has been
doing in lectures in study groups. Her instructor and classmates like Danielle and have been accommodating her needs as she adjusts
to academic life. Danielle is also a right-brain dominant thinker and visual learner. Auditory learning has always been a challenge for
her. What listening advice would you give Danielle to promote success? Provide at least four tips from the chapter. What note-taking
strategies would you recommend? Provide at least four strategies from the chapter.
Answers will vary.
Feedback: The point of all note-taking systems is to distinguish between major and minor points and add order to material. Not only is
listening fundamental to taking good classroom notes, it is also directly related to how well you do in college, in your career, and in
relationships.
Blooms: Analyze
Difficulty: 3 Hard
06-28
50. Ethan is a good listener and takes excellent notes. He is usually the person filling in the gaps in information for others. His
challenge is in recalling the information when it comes to test time. Provide a study plan for Ethan using the six strategies from the
chapter that will promote recall.
Answers will vary.
Feedback: Effective note takers vary their strategies, depending on the material covered. These strategies include highlighting main
ideas, organizing key points, comparing and contrasting relationships, and looking for patterns. In addition to putting these strategies
to use, Ethan should also keep in mind that his notes should be edited and revised within an hour after class, and that he should review
those notes within 24 hours from when he learned the material. All of these methods will help him recall the required material.
Blooms: Analyze
Difficulty: 3 Hard
51. Zoë is an auditory learner and has a difficult time with reading comprehension. She is attempting to apply the Cornell System of
Note Taking to her modern literature course. When she compares notes to her study group team she finds that her notes from the
lectures are accurate, which helps them fill in gaps, but her notes from the text seem to miss the main ideas. You are in Zoë's study
group. She has pulled you aside to let you know she gets embarrassed when she meets with the group and her notes from the text have
a lot of gaps, but she is also appreciative of the opportunity to strengthen her notes with everyone's input. Given what you know about
communication and collaborating with others and about organizational skills, what would you say to help Zoë think of her situation in
a more positive light?
Answers will vary.
Feedback: Zoë's notes contribute to the group because she is very accurate and filling in gaps for other people in the lectures, and they
help her fill in gaps in her text notes. This is a good example of collaboration, and what the study group sessions are for because we all
have strengths and weaknesses. The main goal is to make sure she is prepared to test well in the content areas, and she is doing
everything necessary through her organizational skills to accomplish her goals.
Blooms: Analyze
Difficulty: 3 Hard
52. Name at least six effective listening, note-taking, or review skills you learned in the chapter that are vital for excellent performance
and collaboration skills on the job.
Answers will vary.
Feedback: Skills could be punctuality, attending every class, listening, organizing notes, paraphrasing, expanding on notes with a
study group, using your laptop, etc., and especially listening effectively and paraphrasing/comparing notes to be able to collaborate
with others effectively.
Blooms: Apply
Difficulty: 3 Hard
06-29
Chapter 06 Test Bank Summary
Category-# of Questions
Accessibility: Keyboard Navigation-45
Blooms: Analyze-9
Blooms: Apply-7
Blooms: Remember-19
Blooms: Understand-17
Difficulty: 1 Easy-29
Difficulty: 2 Medium-14
Difficulty: 3 Hard-9
Learning Objective: 06-01 List effective listening strategies.-9
Learning Objective: 06-02 Describe the various note-taking systems.-25
Learning Objective: 06-03 Identify ways to overcome note-taking obstacles with better habits.-18
Topic: Attentive Listening Strategies-9
Topic: Overcome Obstacles to Better Notes-1
Topic: Recording the Message-43
06-1
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of The Cornhill
Magazine, February, 1860 (Vol. I, No. 2)
This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.
Title: The Cornhill Magazine, February, 1860 (Vol. I, No. 2)
Author: Various
Release date: May 26, 2022 [eBook #68175]
Language: English
Original publication: United Kingdom: Smith, Elder and Co, 1860
Credits: hekula03, Charlie Howard, and the Online Distributed

Proofreading Team at https://www.pgdp.net (This book
was produced from images made available by the
HathiTrust Digital Library.)
*** START OF THE PROJECT GUTENBERG EBOOK THE

CORNHILL MAGAZINE, FEBRUARY, 1860 (VOL. I, NO. 2) ***
Transcriber’s Note
Larger versions of most illustrations may be seen by right-
clicking them and selecting an option to view them separately,
or by double-tapping and/or stretching them.
Cover image created by Transcriber, using an illustration
from the original magazine, and placed into the Public Domain.
THE
CORNHILL MAGAZINE.
FEBRUARY, 1860.
CONTENTS.
PAGE
Nil Nisi Bonum 129
Invasion Panics 135
To Goldenhair (from Horace). By Thomas Hood. 149
Framley Parsonage 150
Chapter IV.—A Matter of Conscience.
„ V.—Amantium Iræ Amoris Integratio.
„ VI.—Mr. Harold Smith’s Lecture.
Tithonus. By Alfred Tennyson 175
William Hogarth: Painter, Engraver, and Philosopher.
Essays on the Man, the Work, and the Time 177
I.—Little Boy Hogarth.
Unspoken Dialogue. By R. Monckton Milnes. (With an
Illustration) 194
Studies in Animal Life 198
Chapter II.— Ponds and rock-pools— Our necessary tackle
— Wimbledon Common— Early memories— Gnat larvæ—
Entomostraca and their paradoxes— Races of animals
dispensing with the sterner sex— Insignificance of males—
Volvox globator: is it an animal?— Plants swimming like
animals— Animal retrogressions— The Dytiscus and its
larva— The dragon-fly larva— Molluscs and their eggs—
Polypes, and how to find them— A new polype, Hydra
rubra— Nest-building fish— Contempt replaced by
reverence.
Curious, if True. (Extract from a Letter from Richard

Whittingham, Esq.) 208
Life among the Lighthouses 220
Lovel the Widower 233
Chapter II.—In which Miss Prior is kept at the Door. (With
an Illustration.)
An Essay without End 248
LONDON: SMITH, ELDER AND CO.,

65, CORNHILL.
THE
CORNHILL MAGAZINE.
FEBRUARY, 1860.
Nil Nisi Bonum.

Almost the last words which Sir Walter spoke to Lockhart, his
biographer, were, “Be a good man, my dear!” and with the last flicker
of breath on his dying lips, he sighed a farewell to his family, and
passed away blessing them.
Two men, famous, admired, beloved, have just left us, the
Goldsmith and the Gibbon of our time. Ere a few weeks are over,
many a critic’s pen will be at work, reviewing their lives, and passing
judgment on their works. This is no review, or history, or criticism:
only a word in testimony of respect and regard from a man of letters,
who owes to his own professional labour the honour of becoming
acquainted with these two eminent literary men. One was the first
ambassador whom the New World of Letters sent to the Old. He was
born almost with the republic; the pater patriæ had laid his hand on
the child’s head. He bore Washington’s name: he came amongst us
bringing the kindest sympathy, the most artless, smiling goodwill. His
new country (which some people here might be disposed to regard
rather superciliously) could send us, as he showed in his own
person, a gentleman, who, though himself born in no very high
sphere, was most finished, polished, easy, witty, quiet; and, socially,
the equal of the most refined Europeans. If Irving’s welcome in
England was a kind one, was it not also gratefully remembered? If
he ate our salt, did he not pay us with a thankful heart? Who can
calculate the amount of friendliness and good feeling for our country
which this writer’s generous and untiring regard for us disseminated
1
in his own? His books are read by millions of his countrymen, whom
he has taught to love England, and why to love her. It would have
been easy to speak otherwise than he did: to inflame national
rancours, which, at the time when he first became known as a public
writer, war had just renewed: to cry down the old civilization at the
expense of the new: to point out our faults, arrogance, shortcomings,
and give the republic to infer how much she was the parent state’s
superior. There are writers enough in the United States, honest and
otherwise, who preach that kind of doctrine. But the good Irving, the
peaceful, the friendly, had no place for bitterness in his heart, and no
scheme but kindness. Received in England with extraordinary
tenderness and friendship (Scott, Southey, Byron, a hundred others
have borne witness to their liking for him), he was a messenger of
goodwill and peace between his country and ours. “See, friends!” he
seems to say, “these English are not so wicked, rapacious, callous,
proud, as you have been taught to believe them. I went amongst
them a humble man; won my way by my pen; and, when known,
found every hand held out to me with kindliness and welcome. Scott
is a great man, you acknowledge. Did not Scott’s king of England
give a gold medal to him, and another to me, your countryman, and
a stranger?”
Tradition in the United States still fondly retains the history of the
feasts and rejoicings which awaited Irving on his return to his native
country from Europe. He had a national welcome; he stammered in
his speeches, hid himself in confusion, and the people loved him all
the better. He had worthily represented America in Europe. In that
young community a man who brings home with him abundant
European testimonials is still treated with respect (I have found
American writers of wide-world reputation, strangely solicitous about
the opinions of quite obscure British critics, and elated or depressed
by their judgments); and Irving went home medalled by the king,
diplomatized by the university, crowned, and honoured and admired.
He had not in any way intrigued for his honours, he had fairly won
them; and, in Irving’s instance, as in others, the old country was glad
and eager to pay them.
In America the love and regard for Irving was a national
sentiment. Party wars are perpetually raging there, and are carried
on by the press with a rancour and fierceness against individuals
which exceed British, almost Irish, virulence. It seemed to me, during
a year’s travel in the country, as if no one ever aimed a blow at
Irving. All men held their hand from that harmless, friendly
peacemaker. I had the good fortune to see him at New York,
2
Philadelphia, Baltimore and Washington, and remarked how in
every place he was honoured and welcome. Every large city has its
“Irving House.” The country takes pride in the fame of its men of
letters. The gate of his own charming little domain on the beautiful
Hudson River was for ever swinging before visitors who came to
3
him. He shut out no one. I had seen many pictures of his house,
and read descriptions of it, in both of which it was treated with a not
unusual American exaggeration. It was but a pretty little cabin of a
place; the gentleman of the press who took notes of the place, whilst
his kind old host was sleeping, might have visited the whole house in
a couple of minutes.
And how came it that this house was so small, when Mr. Irving’s
books were sold by hundreds of thousands, nay, millions, when his
profits were known to be large, and the habits of life of the good old
bachelor were notoriously modest and simple? He had loved once in
his life. The lady he loved died; and he, whom all the world loved,
never sought to replace her. I can’t say how much the thought of that
fidelity has touched me. Does not the very cheerfulness of his after
life add to the pathos of that untold story? To grieve always was not
in his nature; or, when he had his sorrow, to bring all the world in to
condole with him and bemoan it. Deep and quiet he lays the love of
his heart, and buries it; and grass and flowers grow over the scarred
ground in due time.
Irving had such a small house and such narrow rooms, because
there was a great number of people to occupy them. He could only
afford to keep one old horse (which, lazy and aged as it was,
managed once or twice to run away with that careless old
horseman). He could only afford to give plain sherry to that amiable
British paragraph-monger from New York, who saw the patriarch
asleep over his modest, blameless cup, and fetched the public into
his private chamber to look at him. Irving could only live very
modestly, because the wifeless, childless man had a number of
children to whom he was as a father. He had as many as nine
nieces, I am told—I saw two of these ladies at his house—with all of
whom the dear old man had shared the produce of his labour and
genius.
“Be a good man, my dear.” One can’t but think of these last
words of the veteran Chief of Letters, who had tasted and tested the
value of worldly success, admiration, prosperity. Was Irving not
good, and, of his works, was not his life the best part? In his family,
gentle, generous, good-humoured, affectionate, self-denying: in
society, a delightful example of complete gentlemanhood; quite
unspoiled by prosperity; never obsequious to the great (or, worse
still, to the base and mean, as some public men are forced to be in
his and other countries); eager to acknowledge every
contemporary’s merit; always kind and affable with the young
members of his calling; in his professional bargains and mercantile
dealings delicately honest and grateful; one of the most charming
masters of our lighter language; the constant friend to us and our
nation; to men of letters doubly dear, not for his wit and genius
merely, but as an exemplar of goodness, probity, and pure life:—I
don’t know what sort of testimonial will be raised to him in his own
country, where generous and enthusiastic acknowledgment of
American merit is never wanting: but Irving was in our service as well
as theirs; and as they have placed a stone at Greenwich yonder in
memory of that gallant young Bellot, who shared the perils and fate
of some of our Arctic seamen, I would like to hear of some memorial
raised by English writers and friends of letters in affectionate
remembrance of the dear and good Washington Irving.
As for the other writer, whose departure many friends, some few
most dearly-loved relatives, and multitudes of admiring readers
deplore, our republic has already decreed his statue, and he must
have known that he had earned this posthumous honour. He is not a
poet and man of letters merely, but citizen, statesman, a great British
worthy. Almost from the first moment when he appears, amongst
boys, amongst college students, amongst men, he is marked, and
takes rank as a great Englishman. All sorts of successes are easy to
him: as a lad he goes down into the arena with others, and wins all
the prizes to which he has a mind. A place in the senate is
straightway offered to the young man. He takes his seat there; he
speaks, when so minded, without party anger or intrigue, but not
without party faith and a sort of heroic enthusiasm for his cause. Still
he is poet and philosopher even more than orator. That he may have
leisure and means to pursue his darling studies, he absents himself
for a while, and accepts a richly-remunerated post in the East. As
learned a man may live in a cottage or a college common-room; but
it always seemed to me that ample means and recognized rank were
Macaulay’s as of right. Years ago there was a wretched outcry raised
because Mr. Macaulay dated a letter from Windsor Castle, where he
was staying. Immortal gods! Was this man not a fit guest for any
palace in the world? or a fit companion for any man or woman in it? I
daresay, after Austerlitz, the old K. K. court officials and footmen
sneered at Napoleon for dating from Schönbrunn. But that miserable
“Windsor Castle” outcry is an echo out of fast-retreating old-world
remembrances. The place of such a natural chief was amongst the
first of the land; and that country is best, according to our British
notion, at least, where the man of eminence has the best chance of
investing his genius and intellect.
If a company of giants were got together, very likely one or two
of the mere six-feet-six people might be angry at the incontestable
superiority of the very tallest of the party: and so I have heard some
London wits, rather peevish at Macaulay’s superiority, complain that
he occupied too much of the talk, and so forth. Now that wonderful
tongue is to speak no more, will not many a man grieve that he no
longer has the chance to listen? To remember the talk is to wonder:
to think not only of the treasures he had in his memory, but of the
trifles he had stored there, and could produce with equal readiness.
Almost on the last day I had the fortune to see him, a conversation
happened suddenly to spring up about senior wranglers, and what
they had done in after life. To the almost terror of the persons
present, Macaulay began with the senior wrangler of 1801–2–3–4,
and so on, giving the name of each, and relating his subsequent
career and rise. Every man who has known him has his story
regarding that astonishing memory. It may be he was not ill-pleased
that you should recognize it; but to those prodigious intellectual
feats, which were so easy to him, who would grudge his tribute of
homage? His talk was, in a word, admirable, and we admired it.
Of the notices which have appeared regarding Lord Macaulay,
up to the day when the present lines are written (the 9th of January),
the reader should not deny himself the pleasure of looking especially
at two. It is a good sign of the times when such articles as these (I
mean the articles in The Times and Saturday Review) appear in our
public prints about our public men. They educate us, as it were, to
admire rightly. An uninstructed person in a museum or at a concert
may pass by without recognizing a picture or a passage of music,
which the connoisseur by his side may show him is a masterpiece of
harmony, or a wonder of artistic skill. After reading these papers you
like and respect more the person you have admired so much
already. And so with regard to Macaulay’s style there may be faults
of course—what critic can’t point them out? But for the nonce we are
not talking about faults: we want to say nil nisi bonum. Well—take at
hazard any three pages of the Essays or History;—and, glimmering
below the stream of the narrative, as it were, you, an average reader,
see one, two, three, a half-score of allusions to other historic facts,
characters, literature, poetry, with which you are acquainted. Why is
this epithet used? Whence is that simile drawn? How does he
manage, in two or three words, to paint an individual, or to indicate a
landscape? Your neighbour, who has his reading, and his little stock
of literature stowed away in his mind, shall detect more points,
allusions, happy touches, indicating not only the prodigious memory
and vast learning of this master, but the wonderful industry, the
honest, humble previous toil of this great scholar. He reads twenty
books to write a sentence; he travels a hundred miles to make a line
of description.
Many Londoners—not all—have seen the British Museum
Library. I speak à cœur ouvert, and pray the kindly reader to bear
with me. I have seen all sorts of domes of Peters and Pauls, Sophia,
Pantheon,—what not?—and have been struck by none of them so
much as by that catholic dome in Bloomsbury, under which our
million volumes are housed. What peace, what love, what truth, what
beauty, what happiness for all, what generous kindness for you and
me, are here spread out! It seems to me one cannot sit down in that
place without a heart full of grateful reverence. I own to have said my
grace at the table, and to have thanked heaven for this my English
birthright, freely to partake of these bountiful books, and to speak the
truth I find there. Under the dome which held Macaulay’s brain, and
from which his solemn eyes looked out on the world but a fortnight
since, what a vast, brilliant, and wonderful store of learning was
ranged! what strange lore would he not fetch for you at your bidding!
A volume of law, or history, a book of poetry familiar or forgotten
(except by himself who forgot nothing), a novel ever so old, and he
had it at hand. I spoke to him once about Clarissa. “Not read
Clarissa!” he cried out. “If you have once thoroughly entered on
Clarissa, and are infected by it, you can’t leave it. When I was in
India, I passed one hot season at the hills, and there were the
governor-general, and the secretary of government, and the
commander-in chief, and their wives. I had Clarissa with me: and, as
soon as they began to read, the whole station was in a passion of
excitement about Miss Harlowe and her misfortunes, and her
scoundrelly Lovelace! The governor’s wife seized the book, and the
secretary waited for it, and the chief justice could not read it for
tears!” He acted the whole scene: he paced up and down the
Athenæum library: I daresay he could have spoken pages of the
book—of that book, and of what countless piles of others!
In this little paper let us keep to the text of nil nisi bonum. One
paper I have read regarding Lord Macaulay says “he had no heart.”
Why, a man’s books may not always speak the truth, but they speak
his mind in spite of himself: and it seems to me this man’s heart is
beating through every page he penned. He is always in a storm of
revolt and indignation against wrong, craft, tyranny. How he cheers
heroic resistance; how he backs and applauds freedom struggling for
its own; how he hates scoundrels, ever so victorious and successful;
how he recognizes genius, though selfish villains possess it! The
critic who says Macaulay had no heart, might say that Johnson had
none: and two men more generous, and more loving, and more
hating, and more partial, and more noble, do not live in our history.
The writer who said that Lord Macaulay had no heart could not
know him. Press writers should read a man well, and all over, and
again; and hesitate, at least, before they speak of those αἰδοἴα.
Those who knew Lord Macaulay knew how admirably tender, and
4
generous, and affectionate he was. It was not his business to bring
his family before the theatre footlights, and call for bouquets from the
gallery as he wept over them.
If any young man of letters reads this little sermon—and to him,
indeed, it is addressed—I would say to him, “Bear Scott’s words in
your mind, and ‘be good, my dear.’” Here are two literary men gone
to their account, and, laus Deo, as far as we know, it is fair, and
open, and clean. Here is no need of apologies for shortcomings, or
explanations of vices which would have been virtues but for
unavoidable &c. Here are two examples of men most differently
gifted: each pursuing his calling; each speaking his truth as God
bade him; each honest in his life; just and irreproachable in his
dealings; dear to his friends; honoured by his country; beloved at his
fireside. It has been the fortunate lot of both to give uncountable
happiness and delight to the world, which thanks them in return with
an immense kindliness, respect, affection. It may not be our chance,
brother scribe, to be endowed with such merit, or rewarded with such
fame. But the rewards of these men are rewards paid to our service.
We may not win the baton or epaulettes; but God give us strength to
guard the honour of the flag!
FOOTNOTES:
1
See his Life in the most remarkable Dictionary of
Authors, published lately at Philadelphia, by Mr.
Alibone.
2
At Washington, Mr. Irving came to a lecture given by the
writer, which Mr. Filmore and General Pierce, the
president and president elect, were also kind enough to
attend together. “Two Kings of Brentford smelling at one
rose,” says Irving, looking up with his good-humoured
smile.
3
Mr. Irving described to me, with that humour and good
humour which he always kept, how, amongst other
visitors, a member of the British press who had carried
his distinguished pen to America (where he employed it
in vilifying his own country) came to Sunnyside,
introduced himself to Irving, partook of his wine and
luncheon, and in two days described Mr. Irving, his
house, his nieces, his meal, and his manner of dozing
afterwards, in a New York paper. On another occasion,
Irving said, laughing: “Two persons came to me, and
one held me in conversation whilst the other miscreant
took my portrait!”
4
Since the above was written, I have been informed that
it has been found, on examining Lord Macaulay’s
papers, that he was in the habit of giving away more
than a fourth part of his annual income.
Invasion Panics.
When, about the year 1899, Field-marshal Dowbiggin, full of years
and honours, shall edit, with copious notes, the Private
Correspondence of his kinsman, Queen Victoria’s celebrated War
Minister during England’s bloody struggle with Russia in 1854–5, the
grandchildren of the present generation may probably learn a good
deal more respecting the real causes of the failures and
shortcomings of that “horrible and heartrending” period than we, their
grandfathers, are likely to know on this side our graves.
And when some future Earl of Pembroke shall devote his
splendid leisure, under the cedar groves of Wilton, to preparing for
the information of the twentieth century the memoirs of his great
ancestor, Mr. Secretary Herbert, posterity will then run some chance
of discovering—what is kept a close secret from the public just now
—whether any domestic causes exist to justify the invasion-panic
under which the nation has recently been shivering.
The insular position of England, her lofty cliffs, her stormy seas,
her winter fogs, fortify her with everlasting fortifications, as no other
European power is fortified. She is rich, she is populous, she
contains within herself an abundance of coal, iron, timber, and
almost all other munitions of war; railways intersect and encircle her
on all sides; in patriotism, in loyalty, in manliness, in intelligence, her
sons yield to no other race of men. Blest with all these advantages,
she ought, of all the nations of Europe, to be the last to fear, the
readiest to repel invasion; yet, strange to say, of all the nations of
Europe, England appears to apprehend invasion most!
There must be some good and sufficient reason for this
extraordinary state of things. Many reasons are daily assigned for it,
all differing from each other, all in turn disputed and denied by those
who know the real reason best.
The statesman and the soldier declare that the fault lies with
parliament and the people. They complain that parliament is
niggardly in placing sufficient means at the disposal of the executive,
and that the people are distrustful and over-inquisitive as to their
application; ever too ready to attribute evil motives and incapacity to
those set in authority over them. Parliament and the people, on the
other hand, reply, that ample means are yearly allotted for the
defence of the country, and that more would readily be forthcoming,
had they reason to suppose that what has already been spent, has
been well spent; their Humes and their Brights loudly and harshly
denounce the nepotism, the incapacity, and the greed, which,
according to them, disgrace the governing classes, and waste and
weaken the resources of the land. And so the painful squabble
ferments—no probable end to it being in view. Indeed, the public are
permitted to know so little of the conduct of their most important
affairs—silence is so strictly enjoined to the men at the helm—that
the most carefully prepared indictment against an official delinquent
is invariably evaded by the introduction of some new feature into his
case, hitherto unknown to any but his brother officials, which at once
casts upon the assailant the stigma of having arraigned a public
servant on incomplete information, and puts him out of court.
But if, in this the year of our Lord 1860, we have no means of
discovering why millions of strong, brave, well-armed Englishmen
should be so moved at the prospect of a possible attack from twenty
or thirty thousand French, we have recently been placed in
possession of the means of ascertaining why, some sixty years ago,
this powerful nation was afflicted with a similar fit of timidity.
The first American war had then just ended—not gloriously for
the British arms. Lord Amherst, the commander-in-chief at home,
had been compelled by his age and infirmities to retire from office,
having, it was said, been indulgently permitted by his royal master to
retain it longer than had been good for the credit and discipline of the
service. The Duke of York, an enthusiastic and practical soldier, in
the prime of life, fresh from an active command in Flanders, had
succeeded him. In that day there were few open-mouthed and vulgar
demagogues to carp at the public expenditure and to revile the
privileged classes; and the few that there were had a very bad time
of it. Public money was sown broadcast, both at home and abroad,
with a reckless hand; regulars, militia, yeomanry, and volunteers,
fearfully and wonderfully attired, bristled in thousands wherever a
landing was conceived possible; and, best of all, that noble school of
Great British seamen, which had reared us a Nelson, had reared us
many other valiant guardians of our shores scarcely less worthy than
he. But in spite of her Yorks and her Nelsons, England felt uneasy
and unsafe. Confident in her navy, she had little confidence in her
army, which at that time was entirely and absolutely in the hands and
under the management of the court; parliament and the people being
only permitted to pay for it.
Yet the royal commander-in-chief was declared by the general
officers most in favour at court to know his business well, and to be
carrying vigorously into effect the necessary reforms suggested by
our American mishaps; his personal acquaintance with the officers of
the army was said to have enabled him to form his military family of
5
the most capable men in the service; his exalted position, and his
enormous income, were supposed to place him above the
temptation of jobbing: in short, the Duke of York was universally held
up to the nation by his military friends—and a royal commander-in-
chief has many and warm military friends—as the regenerator of the
British army, which just then happened to be sadly in need of
regeneration.
A work has recently been published which tells us very plainly
now many things which it would have been treasonable even to
suspect sixty years ago. It is entitled The Cornwallis
Correspondence, and contains the private papers and letters of the
first Marquis Cornwallis, one of the foremost Englishmen of his time.
Bred a soldier, he served with distinction in Germany and in America.
He then proceeded to India in the double capacity of governor-
general and commander-in-chief. On his return from that service he
filled for some years the post of master-general of the Ordnance,
refused a seat in the Cabinet, offered him by Mr. Pitt; and, although
again named governor-general of India, on the breaking out of the
Irish rebellion of 1798 was hurried to Dublin as lord-lieutenant and
commander-in-chief. He was subsequently employed to negotiate
the peace of Amiens, and, in 1805, died at Ghazeepore, in India,
having been appointed its governor-general for the third time.
From the correspondence of this distinguished statesman and
soldier, we may now ascertain whether, sixty years ago, the people
of England had or had not good grounds for dreading invasion by the
French, and whether the governing classes or the governed were
most in fault on that occasion for the doubtful condition of their native
land.
George the Third was verging upon insanity. So detested and
despised was the Prince of Wales, his successor, that those who
directed his Majesty’s councils, as well as the people at large, clung
eagerly to the hopes of the king’s welfare; trusting that the evil days
of a regency might be postponed. And it would seem from the
Cornwallis Correspondence, that the English were just in their
estimation of that bad man. H. R. H. having quarrelled shamefully
with his parents, and with Pitt, had thrown himself into the hands of
the Opposition, and appears to have corresponded occasionally with
Cornwallis, who had two votes at his command in the Commons,
during that nobleman’s first Indian administration. In 1790, Lord
Cornwallis, writing to his brother, the Bishop of Lichfield and
Coventry, says: “You tell me that I am accused of being remiss in my
correspondence with a certain great personage. Nothing can be
more false, for I have answered every letter from him by the first ship
that sailed from hence after I received it. The style of them, although
personally kind to excess, has not been very agreeable to me, as
they have always pressed upon me some infamous and unjustifiable
job, which I have uniformly been obliged to refuse, and contained
much gross and false abuse of Mr. Pitt, and improper charges
against other and greater personages, about whom, to me at least,
6
he ought to be silent.”
The intimacy which had existed from boyhood between General
Richard Grenville, military tutor to the Duke of York, and Lord
Cornwallis, and the correspondence which took place between them,
to which we have now access, afford ample means of judging of the

Peak Performance Success in College and Beyond 10th Edition Ferrett Test Bank instant download all chapter

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Peak Performance Success in College and Beyond 10th Edition Ferrett Test Bank instant download all chapter

Uploaded by

Copyright:

Available Formats

Peak Performance Success in College

and Beyond 10th Edition Ferrett Test

Peak Performance Success in College and Beyond 10th

Peak Performance Success in College and Beyond 9th

Peak Performance Success in College and Beyond 9th

POWER Learning Strategies for Success in College and

Connections Empowering College and Career Success 1st

P O W E R Learning Strategies for Success in College

Pocket Guide to College Success 2nd Edition Shushan

Beginnings and Beyond Foundations in Early Childhood

2. A mind map is a note-taking system that involves

3. For a student with a learning disability, it is particularly helpful to

5. To practice with awareness means to

27. All of the following statements are true except

29. Taking good notes is

30. The Cornell System is

31. Effective note taking

36. A mind map

39. Ryanne is a left-brain dominant thinker and a visual learner.

42. When summarizing information you have learned, it is important to

44. The fundamental rule of listening is to

Chapter 06 Test Bank Key

A. Main Ideas, Cues, Summary

Accessibility: Keyboard Navigation

2. A mind map is a note-taking system that involves

A. recording the main idea and summary.

Accessibility: Keyboard Navigation

3. For a student with a learning disability, it is particularly helpful to

A. use your laptop.

Accessibility: Keyboard Navigation

A. create a note-taking binder.

Accessibility: Keyboard Navigation

5. To practice with awareness means to

Accessibility: Keyboard Navigation

A. improve her speaking skills.

Accessibility: Keyboard Navigation

Accessibility: Keyboard Navigation

A. show empathy, respect, and genuine interest in the lecture.

Accessibility: Keyboard Navigation

A. making his note taking physical and active.

Accessibility: Keyboard Navigation

Accessibility: Keyboard Navigation

A. integrating his learning style using his notes.

Accessibility: Keyboard Navigation

A. integrating learning styles in the note-taking process.

Words or illustrations are examples of visual cues.

Accessibility: Keyboard Navigation

A. approach their issue with the instructor directly.

Accessibility: Keyboard Navigation

Accessibility: Keyboard Navigation

Accessibility: Keyboard Navigation

A. He has not yet determined an optimal note-taking combination.

Accessibility: Keyboard Navigation

A. relax and try to connect with his instructor on a personal level.

Accessibility: Keyboard Navigation

A. concentrate more on the text material.

Accessibility: Keyboard Navigation

A. Jason needs to implement a better note-taking system for lectures.

Accessibility: Keyboard Navigation

A. He should use a formal outline.

A. listen for verbal cues such as a louder voice.

Accessibility: Keyboard Navigation

Accessibility: Keyboard Navigation

A. Isa is spending too much time on social activities.