study skills assignment example

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Study Skills

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• A - Z List of Learning Skills
• What is Learning?
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• Getting Organised for Study

Finding Time to Study

• Sources of Information
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What is Theory?

Styles of Writing

Effective Reading

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• Note-Taking from Reading
• Note-Taking for Verbal Exchanges

Planning an Essay

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Academic Referencing

Assignment Finishing Touches

• Reflecting on Marked Work
• 6 Skills You Learn in School That You Use in Real Life
• Top 10 Tips on How to Study While Working
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What are Study Skills?

Study skills are the skills you need to enable you to study and learn efficiently – they are an important set of transferable life skills.

Our pages provide generic study skills advice – appropriate to learners across all disciplines and in different life circumstances: full and part-time students, those returning to education later in life, those engaged in professional development and anybody who wants to learn how to learn effectively. 

Key points about study skills:

You will develop your own personal approach to study and learning in a way that meets your own individual needs. As you develop your study skills you will discover what works for you, and what doesn’t.

Study skills are not subject specific - they are generic and can be used when studying any area. You will, of course, need to understand the concepts, theories and ideas surrounding your specific subject area. To get the most out of your studies, however, you’ll want to develop your study skills.

You need to practise and develop your study skills.   This will increase your awareness of how you study and you’ll become more confident.  Once mastered, study skills will be beneficial throughout your life.

Study skills are not just for students.   Study skills are transferable - you will take them with you beyond your education into new contexts. For example, organisational skills, time management, prioritising, learning how to analyse, problem solving, and the self-discipline that is required to remain motivated.  Study skills relate closely to the type of skills that employers look for.  (See Transferable Skills and Employability Skills for more.)

At SkillsYouNeed we provide quality content on many life skills – and many of these are relevant to studying.

You’ll find two types of study skills pages – pages that directly relate to skills you need for study (such as How to Write an Essay ) and pages that are more general life skills but which are also important to studying (like Active Listening ).

Our Study Skills Pages Include:

Getting Organised to Study

Getting organised is an important first step to effective study.  Our page covers the basic organisation skills you need to consider – fundamentals such as where and when to study and the importance of developing a network of contacts who can help you when you need it.

This page covers some of the basic principles of time management – with reference to study. If you manage your time badly then you will be less productive, which can lead to stress and anxiety. This page will help you by outlining the importance of a personal study timetable and how to set goals and prioritise your time.

Sources of Information for Study

Learn what is meant by, and the importance of, primary, secondary and tertiary documents and how you may source such information in a library or online.

By understanding different writing styles you can put what you read into perspective. This page covers the main writing styles that you are likely to come across, including academic, journal, and journalistic styles.

When studying, it is likely that you will need to read a lot of information – and you will wish to use this time effectively as possible by developing your reading skills. Discover ways that you can engage with your reading, form links, understand opinions and put ideas and research into perspective. In short, develop your reading skills.

Critical Reading and Reading Strategies

This page explains what is meant by critical reading and critical thinking – skills which are fundamental to true learning, personal development and advancement. The page also covers how to develop a personal reading strategy and use SQ3R to help you manage your reading.

Note-Taking

Learning to take notes effectively is not only important to study but also in many other situations, at work and in your personal life.  Develop your note-taking skills with our pages: Note-Taking for Verbal Exchanges and Note-Taking for Reading .

It pays to carefully think about and plan an essay or other piece of written work before you start writing.  This page provides you with a framework for planning which will help ensure your work is relevant, well-constructed and produced efficiently.

Essay Writing

Learn about the processes involved in writing an essay, or other piece of assessed work.  Avoid common mistakes and follow best practice to help ensure that the work you produce is of a high quality.

How to Write a Dissertation or Thesis

Working on a dissertation, thesis or other research project can be the most challenging part of study. Our guide offers practical advice and explains how to work on each part of a research document, including:

• How to Write a Research Proposal
• Ethical Issues in Research
• Researching and Writing a Literature Review
• Writing your Methodology
• Writing up your Results and Discussion

Learning how to reference correctly is vital if you are a student. This page not only covers why you should reference, and what may happen if you don’t, but also includes some detailed guidelines on how to reference different types of materials.

As a learner you will be required to engage with theory, but exactly what is a theory?  A theory is an attempt to provide understanding - theories attempt to answer the question, 'why?' and therefore satisfy our curiosity.  Learn more about theories and how they are usually developed.

Before you submit your assignment for school, university or work, run through a series of final checks.  Avoid potentially embarrassing or costly mistakes and increase the credibility of your work.

Reflecting On Marked Work

This page, for students, encourages you to engage in the feedback you receive from a marker when your work is returned.  Don’t just look at the bottom line, the mark, but understand the comments and feedback and learn from any mistakes.

Revision Skills

Revising for examinations can be a real challenge for many people. Learn and practice some key skills to make your revision time as productive and effective as possible, leaving you better prepared for exams and tests.

Further Reading from Skills You Need

The Skills You Need Guide for Students

Develop the skills you need to make the most of your time as a student.

Our eBooks are ideal for students at all stages of education, school, college and university. They are full of easy-to-follow practical information that will help you to learn more effectively and get better grades.

Other Areas Related to Study

Writing Skills

The writing skills section of SkillsYouNeed includes many other pages that we hope you’ll find useful.

Our pages: Spelling , Grammar and Punctuation for example can help with assignment writing.  You may also find information on our pages: Gender Neutral Writing and Clichés to Avoid useful.

Interpersonal Skills

Interpersonal skills are the skills we use every day to interact with others and many are relevant to effective study.

For example see:  Listening Skills , Problem Solving and Decision Making , Questioning and Types of Questions , Verbal Communication and Effective Speaking .

Personal Skills

Our Personal Skills section covers areas of personal development . 

Useful pages for study include:  Building Confidence and Self-Esteem , Tips for Dealing with Stress , Relaxation Techniques , and Self-Motivation .

Start with: Getting Organised to Study

See also: Employability Skills for Graduates How to Systemize Your Study Develop Your Online Learning Skills and Get More from Your Online Classes

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Ultimate Study Skills Guide: Tips, Tricks, and Strategies for Every Grade

Because they really do need to learn how to learn.

It’s not an exaggeration to say that study skills are life skills. Taking good notes, creating a focused workspace, managing distractions, making plans—any and all of these are skills people of all ages use every single day. Taking time to teach good study skills up front can equip students to succeed in school and beyond.

We’ve broken down many of the top study skills students need, including examples by grade level. Remember that there are a lot of different ways to study successfully. Offer students options and help them find the strategies that work best for them.

Study Spaces

Organization and time management study skills, learning styles, taking and using notes, effective reading study skills, completing assignments, test taking, finding help.

Choosing the right place to study is the first step to good study skills. Teach students to consider these elements.

Choose Your Space

For some students, this means a dedicated study space like a desk in their room. Others may prefer to curl up in a chair with a lap desk or work at a table in a common space. Whichever they choose, it should be an area that’s dedicated to study while they’re using it.

Source: organizeandarrangeit/Instagram

• Elementary School: Many students begin doing homework on the dining room or kitchen table, where parents can supervise. As students get older, encourage them to explore other spaces too, especially those where they can work independently.
• Middle School: By this age, kids will probably need a dedicated study space of their own, where they can keep supplies and works-in-progress. If that’s not possible, create a bin or box where they can store stuff while they’re not using it, then pull it out when it’s time to study.
• High School: Older students should be able to carve out a study space pretty much anywhere, since that’s something they’ll need to be able to do in the working world too. As long as they’re able to concentrate and get their work done, don’t be too picky about where they choose to do it.

Make Yourself Comfortable

“Comfortable” looks different for every person, so don’t assume all kids need to be sitting at a desk to work well. At the same time, they shouldn’t be so comfortable that they’ll fall asleep!

• Elementary School: When kids are doing independent reading, let them choose any spot they like. For other work, make sure they have a sturdy writing surface, like a table or lap desk. Ensure they have enough light to see what they’re doing, and teach them good posture if they’re sitting in a chair so they don’t develop stiff muscles.
• Middle and High School: Show them how to adjust the font size on screens so they’re not squinting to read. Encourage them to use blue light filters if they’re spending a lot of time on computers.

Manage Distractions

Learning to concentrate while ignoring distractions is a key life skill, and one that we all need to develop. Some students will have no trouble tuning things out, while others are going to need a lot of help with this one.

• Elementary School: Kids at this age are very easily distracted, so their study space should be as calm as possible. If a quiet room isn’t available, they might need noise-canceling headphones or even a white-noise machine to help them concentrate. Muting the TV isn’t enough—be sure it’s off completely. Remind friends and siblings to leave kids alone while they’re working.
• Middle School: These kids are old enough to recognize distractions but might still have trouble handling them. Encourage them to turn off phones and electronics (although some students are fine listening to music while they work). Students at this age are old enough to politely ask friends or family not to interrupt them while they work.
• High School: By this time, students know that the world is full of distractions and you can’t quiet them all. But you can teach them to mute their phone and messaging notifications, close all unnecessary windows on their laptops, and be firm about letting others know they need to be left alone to study.

Gather Your Supplies

One way to eliminate distractions is to ensure you have everything you need in place before you start. This includes books, notes, office supplies, and more. All kids should have water and some healthy snacks on hand too.

Source: jugglingactmama/Instagram

• Elementary School: Having a dedicated, well-stocked study space makes it much easier for kids to settle down to their work. Keep a supply of sharpened pencils, glue sticks, scissors, markers, and other items in a nearby drawer or a bin they can grab when they’re ready to get started.
• Middle School: Students this age likely keep just about everything they need in their backpacks, so they’ll want it nearby when they study. Remind them to restock their supplies once a week (including sharpening pencils in advance).
• High School: Depending on the assignment, these students may not need a lot of physical supplies, but they should still gather any books, notes, laptops, pens and highlighters, etc., they need before they settle in for a study session.

These two study skills are also vital life skills, so the sooner kids learn them, the better. They’ll be grateful later in life!

Use a Homework Planner

As soon as kids starting having any kind of homework, they need a planner. For younger students, this could be a daily take-home folder, while older kids will need a more sophisticated system. Either way, use it consistently so it becomes a habit.

• Elementary School: Take-home folders are perfect for organizing worksheets and other assignments. Put unfinished work on the left and finished work on the right. Use sticky notes on the worksheets or the front of the folder to write reminders about what needs to be done, including any due dates. Parents of younger students can review these folders each day, while upper elementary kids should mostly be able to keep track of things on their own.

Source: Busy Classroom

• Middle School: Use a planner notebook that includes calendars to help keep track of long-term assignments, with pages for daily notes and to-do lists. Teach students to make notes in them during class or immediately after, and start every study session by reviewing any current assignments and their due dates.

Source: Starts at Eight

• High School: Kids can continue using paper planners, or transition to online calendars or apps. Show them how to set useful reminders online, so things don’t slip through the cracks.

Source: LP Tutoring

Create a Daily Study Plan

When kids sit down to tackle the day’s work, encourage them to begin by making a plan. Assess what needs to be done, estimate the amount of time it will take, and decide what to do first.

Source: Beyond Booksmart

• Elementary School: Parents and young kids should sit down together to look over the day’s assignments and talk about what to work on first. Some students might like to get easy tasks out of the way before settling in to harder ones, while others prefer to handle more difficult things first. Help them find the method that works best for them.
• Middle School and High School: This age brings a higher amount of homework, so students should always start by determining how much time they’ll need to complete it. Let them experiment a bit—do they work best by completely finishing one assignment before moving on to the next, or do they like to do a little bit of each and take some breaks in between? Over time, they’ll find the methods they like best.

Chose the Best Study Time

Kids’ days are often jam-packed with activities, leaving homework and studying to get squeezed in whenever it fits. Take time to find out what time of day kids are at their best, and prioritize that time for study. For instance, if a student seems to learn better if they do their homework right after school, try to choose extracurriculars that meet in the evenings or weekends instead. Some students might even prefer to get up early in the morning and work, and that’s OK too as long as they’re getting enough sleep.

• Elementary School: Let kids try doing their homework at different times throughout the day, and see if there are times when they’re better at concentrating. If so, teach them to schedule their schoolwork during those times, and make extracurricular choices for them accordingly.
• Middle and High School: Students probably know by now when they work best, but busy schedules can make that more difficult to accommodate. Remind them to try to make smart choices and to tackle schoolwork when they’re feeling as fresh and alert as possible.

Keep Materials Neat and Organized

Some adults thrive in messy work spaces, and that’s OK. But kids should make an effort to keep their spaces and materials organized so they have fewer excuses for not getting things done.

Source: mywallpro/Instagram

• Elementary School: In early grades, parents should help kids go through their backpack each night, cleaning out trash and restocking supplies. Help them set up an organization system using the different pockets. Show them how to use different-color folders and notebooks for each subject, and clean out every folder regularly. Set the backpack by the front door each night so it’s ready to go in the morning. Upper grade students should gradually do some or all of these things on their own.
• Middle School: Transition to entirely managing backpacks and study spaces on their own. Parents might check in once a week or at the beginning of a school quarter to see if students need some assistance getting organized.
• High School: In addition to managing their physical study materials, ensure kids at this age know how to keep things organized online. Show them how to use files and folders, where to back things up, and how to manage their email and message inboxes. Encourage them to set aside a regular time to make sure everything is in order, and make improvements as needed.

Take Breaks

Students need both physical and mental brain breaks while they study! Remind kids to get up and move around regularly, rest their eyes, and give their brain a break for a few minutes every so often.

• Elementary School: Younger students should be able to work for about 15-20 minutes before taking a break, with upper grades going as long as 30 minutes. They usually won’t need reminders to take breaks, but they might need some help keeping those breaks to no more than 10 minutes or so.
• Middle School: These kids can work 30-45 minutes at a time and should learn to recognize the signs of needing a break on their own. When they start to get very fidgety, feel a headache coming on, squint while they’re reading, or feel hungry or thirsty, it’s time for a short break. Teach them to set a timer to know when the break is over and they need to get back to work.
• High School: By now, students can work an hour at a time but should be encouraged to take regular breaks all the same. In fact, just like adults, they should aim to get up and move for at least 5 minutes every hour. Physical activity like stretching, yoga, or even dancing to music will help refresh them so they can get back down to it. If they have trouble remembering to take breaks, have them set a timer to remind them.

All students use different learning methods to retain and understand the same information. Some like written words, some prefer to hear it and talk about it. Others need to do something with their hands or see images and diagrams. These are known as learning styles. While it’s important not to pigeonhole students into any one style, kids should be aware of any strengths they have and use them to create strong study skills.

Source:  Nnenna Walters

Know Your Style

There are four generally accepted styles: visual, auditory, read/write, and kinesthetic (movement). You can learn more about them here. It’s worth taking time to understand which (if any) style appeals to a student more.

• Elementary School: Most kids are exposed to a wide array of learning activities, strategies, and methods here and will slowly form preferences. If parents or teachers notice that kids aren’t learning well using one method (e.g., flash cards to learn math facts), have students try activities from different styles instead (like videos or songs).
• Middle School: At this age, students should have some idea of which study methods fit their learning styles. They should continue to experiment, especially in subjects where they struggle to master the material.
• High School: Kids in these grades who still don’t understand how they learn best may benefit from taking the VARK questionnaire . It will point them in the right direction and help them find the best study methods.

Choose Appropriate Study Materials

Here are some examples of study materials and activities that appeal to different learning styles, no matter the age or grade level.

Source: Elementary Shenanigans

• Visual: Diagrams; charts; graphs; maps; videos with or without sound; photos and other images; graphic organizers and sketchnotes
• Auditory: Lectures; audiobooks; videos with sound; music and songs; text-to-speech translation; discussion and debate; teaching others
• Read/Write: Reading textbooks, articles, and handouts; watching video with subtitles turned on; using speech-to-text translation and transcripts; making lists; writing answers to questions
• Kinesthetic: Hands-on practice; educational craft projects; experiments and demonstrations; trial and error; moving and playing games while learning

Study after study have shown the importance of actively taking notes rather than passively reading a handout later on. The act of writing engages different parts of the brain, forging new pathways that help students retain information in long-term memory. Taking good notes and using them properly are study skills every student needs to master.

Learn Different Note-Taking Strategies

There are a variety of good strategies, like outlines, the Cornell Method, sketchnotes, and more. There’s no one best method; it often depends on the material and the learner.

Source:  Think Insights

• Elementary School: Actively teach kids how to take notes in a variety of styles. Learn about seven top note-taking strategies here , and share them with your students. Teachers can start with handouts and graphic organizers but should slowly transition to more independent methods.
• Middle School: Students should be mastering the skill of taking their own notes, choosing a style that works best for them. They may need reminders of key points to capture but should now be able to isolate the important info.
• High School: Note-taking should be automatic by now, and many students will have developed preferred styles. Teachers should not insist on a specific note-taking strategy, but should ensure kids are capturing the information they need.

Organize and Review

Taking notes is just one part of the process. Students with good study skills also know how to use them effectively.

Source: The Mad Scientist

• Elementary School: Help students keep all notes from one subject or project in one notebook or folder. Show them how to place them in an order that makes sense, and use tabs, tables of contents, or other organizational methods. Encourage them to review each day’s notes when they go home at night, to reinforce the learning.
• Middle School: Students in these grades might want to reorganize their notes on their own when they get home, re-copying them or even typing them into a computer. They should be able to use effective organization strategies, to find the notes they need later on during a study session.
• High School: Students should plan to spend time after every class going over that day’s notes, reviewing and reinforcing what they learned. They should be able to rely heavily on their own notes when reviewing for a test or completing a project.

“Read chapter three for homework tonight.” Sounds simple enough, right? But there’s a big difference between skimming the material and actually learning from it. Here are the study skills students need to learn while they read.

Highlighting

Everybody loves a handful of colorful highlighters, but using them effectively is a study skill all on its own. Kids can highlight both texts and their own notes.

Source: cozmic_mae/Instagram

• Elementary School: Read material with students, showing them how to highlight key words and phrases instead of whole blocks of text. Show them color-coding strategies for organizing the information. Give them practice passages specifically for learning these skills.
• Middle School: Introduce students to online highlighting tools, since many of the texts they’ll be reading are digital. If necessary, they can print out reading material to highlight physically instead.
• High School: Kids should be pretty expert at highlighting by now, but watch for students who are still highlighting whole blocks without really knowing why, and show them the fundamentals.

Rereading and Taking Notes

In a lot of cases, reading something once simply isn’t enough. All students should learn to reread materials, using that time to highlight and take notes.

Source: SERC

• Elementary School: Reread passages together, pointing out key words, phrases, and ideas. Make notes while reading, both in the text and on separate paper. Try to complete review questions without referring to the text.
• Middle School: Students will know they’ve read thoroughly when they can complete review questions without looking back. Show students how to write their own review questions as they study (the Cornell Method of Note-Taking is perfect for this) so they’ll know they truly understand the material.
• High School: Continue to reinforce good reading study skills by giving students review questions to complete or asking them to make an outline or sketchnotes to sum up what they’ve learned.

Kids need to learn how to thoroughly complete an assignment, whether it’s a worksheet, an essay, or a term-long research project. These are the study skills they should know.

Understand the Assignment

Having a clear understanding of what’s being asked is so important. Otherwise, kids might wind up doing the wrong work, then having to tackle it all over again.

• Elementary School: Show kids how to carefully read directions at the beginning. Have them repeat back what they’re expected to do, and make notes if they need reminders. Teachers should provide instructions in writing whenever possible and make them clear and simple.
• Middle School: Encourage students to ask questions about assignments up front, or throughout if necessary. Continue to ensure they fully understand the directions before they start, especially when there are multiple steps.
• High School: By now, students should be able to make their own notes about expectations and can handle a series of more complicated steps. They should make a habit of reviewing all that information before they begin work.

Make a Plan

Once they know the expectations, students should plan how they’ll do the work.

• Elementary School: Help students evaluate the assignment and decide which parts they’ll do first. This is also a good time to estimate how long the work will take.
• Middle School: Encourage kids to think about how they like to approach assignments. Do they like doing easy problems first, then circling back around to harder stuff? Do they sometimes get stuck and frustrated? If so, how can they get “unstuck” and continue to make progress?
• High School: Many high school assignments are more complex, and students will need to lay out the steps to take. For instance, a research project might require choosing a topic, getting approval, starting research, planning a presentation, and giving the presentation, with multiple sub-steps in each. This all feels more manageable when you have a plan in place first.

Save Your Work

Such a basic study skill, and so extremely important!

• Elementary School: Help students ensure all assignments go back into the appropriate folders and all folders make it into their backpack when they’re done. Don’t leave things lying around where they can get lost.
• Middle and High School: In addition to keeping physical papers in order, be sure kids know how to save files online, including backing up their work. Many programs save automatically, but that’s not always the case. Show them how to keep backed-up files on an external drive or in the cloud, in case their hardware fails.

Review and Revise

Finishing the last problem on the page or typing the final word on a paper doesn’t mean you’re done. Good study skills means going back to review your work and make revisions.

Source: EnglishWritingTeacher.com

• Elementary School: Parents and younger kids should go back over completed homework together to make sure it’s complete and correct. Perform math problems “backwards” to see if the answers make sense. As kids get older, parents should remind them to review and check their answers on their own.
• Middle School: Students should regularly remember to check their answers before turning in an assignment. Advise them to make sure they’ve done everything they’ve been asked to, to the best of their ability.
• High School: Reviewing and revising should be automatic now. Writing assignments should include plans for multiple revisions. Teach students to use spell-check and grammar-check programs as needed, and encourage them to read their writing out loud to hear how it sounds.

Some kids naturally do well on tests, but others freeze up and forget everything they’ve learned . Fortunately, test-taking study skills are something kids can learn over time.

Source: Tammy DeShaw/The Owl Teacher

Review the Material

Kids should develop a variety of strategies for reviewing for a test, including review questions, flash cards, discussions, looking over notes, and more. It’s also important to follow a regular study schedule on any subject, instead of leaving all the review to the last minute.

• Elementary School: Whenever possible, adults should work with kids to help them study. Make flash cards, talk over the material together, sing spelling word songs—model good study skills for them to help them learn.
• Middle School: Help students continue to use a variety of review strategies. Teachers can provide review questions, set up study groups, and create online materials for them to use, just to name a few.
• High School: Kids should be coordinating their own review by now, whether independently or in groups. Make sure they know how to contact you if they have questions while they’re studying.

Get Rest and Eat Well

At any age, feeling your best is key to acing a test. Discourage students from staying up late to cram, and see that they have healthy meals and snacks on the day of the test. If they’re allowed, be sure they have bottled water on hand to stay hydrated before and during the test itself.

Tackle Easy Questions First

This one is especially important for students who have difficulty managing their time, or those who get incredibly nervous about tests. Focus on showing what you know, and build confidence as you go along.

• Elementary School: Teach kids to look over the entire test first so they can see what they’ll be expected to do. Tell them to ask questions right away if they have any. On the second run-through, they should answer any questions or problems they’re certain about. Finally, they can go back and handle more challenging questions, one at a time. In younger grades, practice this skill by using guided test-taking sessions.
• Middle School: Before a test, remind students of the process. Have them look the whole thing over first, and ask if anyone has any general questions before they begin. Monitor kids as they complete the test, and nudge along any who seem stuck on one particular question or section.
• High School: By now, kids should have the process down pat, but teachers should be aware of nervous test-takers and quietly remind them to focus on what they know.

Watch the Time

It’s a simple skill but a valuable one. Get kids used to glancing at the clock, but not obsessing over how much time is left.

• Elementary School: Tell kids how much time they have up front. Offer reminders several times, especially toward the end, but don’t do it in a way that amps up anxiety.
• Middle School: Make time expectations clear up front, and remind students once or twice of the remaining time as they work. Students should be glancing at the clock occasionally as they work; at the end of every page or section is a good rule of thumb. If they feel like they’re running out of time, remind them to use the “easy questions first” strategy.
• High School: Older students should be able to look over a test and compare it to the amount of time they have, so they know they’re working at the right pace. Teachers can offer a reminder halfway through and five minutes before the end.

Review Before Submitting

Just like with assignments, students should try to make time to review test answers before they turn it in. (And to make sure they put their names on their paper!)

• Elementary School: Actively ask students who are turning in their papers to go back to their seats and review their answers first. Build in a little extra test time so every student has a chance to review their work.
• Middle School: Remind students to review their work before submitting it when you pass out the tests. Offer additional reminders to those who regularly turn in work that needed another look.
• High School: Students should remember to build in time to look things over at the end as they start taking the test. The five-minute reminder toward the end is their cue to look over what they’ve done.

Even when you have terrific study skills, sometimes you need some assistance. Asking for help when you need it is something everyone needs to be able to do. While kids can’t expect adults to walk them through every step of the process, they should feel free to reach out for guidance when they need it.

Know How and When To Contact Teachers

Help students keep contact information handy and know the appropriate ways to contact their teachers as needed.

Source: StudentSavvy/Teachers Pay Teachers

• Elementary School: Most outside-school communication is between parents and teachers at this point, but kids should be encouraged to ask their own questions during the school day whenever possible. As they get older, parents should do their best to let kids take the lead.
• Middle School: Students should be almost entirely independent of parents when communicating with teachers now. They should know when teachers are available to chat in person (including before and after school, if possible). Adults can also show them how to write respectful emails or texts if teachers have made that contact information available.
• High School: At this point, students should be nearly 100% responsible for talking to their teachers when they need to. They should keep a contact list of email addresses, phone numbers, or other info. Additionally, they should recognize and respect preferred methods of contact.

Create Study Groups

While some kids work best on their own, many others thrive working with others to keep them on track and motivated. Setting up study buddies or groups enhances everyone’s study skills.

Source: MiddleWeb

• Elementary School: Parents will likely have to coordinate any in-person or online study sessions. Teachers can help by pairing students together as partners or for tutoring, and providing virtual study spaces when necessary.
• Middle School: As students get older, they should learn to seek out strong study partners. Help them recognize that their best friends may not always be the best choices when it comes to studying. Encourage them to have peers over to study, or to meet in public places like libraries.
• High School: Kids should be independently forming their own study support systems. However, they might ask teachers for help when they need one-on-one tutor recommendations. They may work together at school, at home, at the library, or online.

Use Resource Tools

There are more ways to learn and study than ever before. Help students find the right options to support their studies.

• Elementary School: Encourage students to look up answers in the right places: What does a word mean? Check the dictionary. When did the Civil War start? Here’s how to Google that. Help younger students use the resources to ensure they’re finding the information they need.
• Middle School: “Hey Google, how many moons does Jupiter have?” Kids this age know how to ask questions on the web. However, they need to learn how to make sure the answers are reliable. Teach them about primary sources (like following Wikipedia info back to its original source) and how to verify information in several different places.
• High School: A huge number of resources are online these days, so be sure students know where to find them and how to use them. Provide trusted online dictionaries and encyclopedias, show them how to seek out a thesaurus or rhyming dictionary, and guide them to video sites beyond YouTube, just to name a few.

How do you teach study skills in your classroom? Come share your ideas and ask for advice in the WeAreTeachers HELPLINE group on Facebook !

Plus, check out 15 life skills every teen should learn ..

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Study skills (Learning Development)

• Academic integrity
• Skills for study
• Research skills
• Study skills
• Self-management skills
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• Assignment toolkit
• Webinars, workshops and online tutorials This link opens in a new window
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• International students This link opens in a new window

• Study skills checklist Use this study skills checklist to assess how confident you are when it comes to key academic and self-management skills.

Use this toolkit to help you complete the different stages of the assignment process. It provides information on which study skills to develop, academic offences to avoid, links to resources, and the support available in the library.

Individual assessments should be entirely your own work. You are not permitted to work with other students on the same assignment.

Understanding the assignment brief

You need to understand what you are being asked to do before you can research or write an assignment.

• Is there an assignment brief, learning outcomes or additional guidance?
• What type of assignment is it? Is it an essay, report, problem question?
• Highlight key words, terms, and concepts.  This will help you identify the topic and area you need to focus on.

As you pull the assignment question apart, write down the different strands to explore, along with any keywords and areas that you are not familiar with. Think about what your initial response to the question would be.

Skills to develop:

• critical thinking
• time management
• organisation
• Approach or instruction words
• Critical thinking
• Skills for study: Critical thinking
• Skills for study: Time management
• Writing Development guides and webinars

Preliminary reading

You will need to do some preliminary reading around the topic. Look at your online reading list and the notes you have taken as you will have covered the main theme in your lectures and seminars.

• Do an initial search on the library website for books and articles that will help you gain a deeper understanding of the topic.
• Make notes on the key elements and identify keywords and phrases to help you research.
• Continue to think about how you are going to answer the question.
• Start to make a basic plan consisting of the main points.
• note-making
• Reading at university
• Note-taking
• Skills for study: Reading and note-making

The first two steps will give you a deeper understanding of the topic, and ideas on what to focus on to answer the different strands to the question. Using the list of keywords and phrases collated when breaking down your assignment question and during your preliminary reading, you can begin to find evidence to support your ideas and themes.

The best place to start your research is the advanced search on the library website . The library website provides access to a large collection of books, ebooks and journal articles that are not freely available on the internet, and you can be confident when searching that all literature found is a good academic source. To get the best from your search:

• Develop a search strategy by writing down a list of keywords and phrases you can use in your research.
• Expand your list by considering alternatives.
• Start your research by typing one or two keywords into either the main search box or the Advanced Search on the library website.
• Add additional keywords to reduce the number of documents retrieved.
• note-taking
• Developing a search strategy
• Finding information: an introduction to the advanced search of the library website
• Webinar: Finding information
• Skills for study: Research principles
• Find your Subject

Planning and writing

When you have found and read a variety of literature you can begin to think about what themes you are going to discuss. Create your assignment structure (introduction, main body and conclusion) and plan what you are going to discuss in the main body, which ideas/themes you are going to include and what order they should appear in. Try to ensure that the main body flows by introducing themes in a logical order. The text in the body of the essay should be broken down into paragraphs, with each paragraph covering one main point. Consider the evidence you are going to use to support your main points. A detailed plan will make it easier to start the actual writing. You don’t always have to start with the introduction. You may find it easier to focus on the ideas/themes in the main body before writing the introduction and conclusion.

• academic writing
• Skills for study: Writing skills
• Introductions and conclusions
• Apostrophes

Referencing

Referencing is important in academic writing and an essential part of any of your assessments. It:

• allows you to acknowledge your sources
• gives academic credibility to your work
• demonstrates your knowledge of a subject area
• prevents accusations of plagiarism.

You should always reference a source when:

• direct quoting
• summarising a theory
• discussing someone else's opinion
• using case studies
• using statistics or visual data
• but not when stating your own opinion, observation or experience.

Don’t underestimate how long referencing takes. Ensure you have all the information and a basic understanding of the required format. Provide a reference every time you include information that is not your own. Failure to do this is plagiarism, an academic offence. Check your references against the examples given in the relevant referencing handbook. Click here for more information on referencing.

• referencing
• proof-reading
• Our referencing guides and help with referencing
• Quoting and paraphrasing
• Time management

Editing and proof-reading

It is important to edit and proof-read both the main part of your assignment and your references. The university does not provide a proof-reading service, but you can get support with how to edit and proof-read your work. As you are proof-reading, ask yourself:

• Have I met the assignment brief and learning outcomes?
• Is my writing clear and in a logical order?
• How to edit and proof-read
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Study Skills for Students

Proven tips and techniques for studying smarter… not harder.

Study Skills Checklist Use our study skills checklist to identify study skills areas where you should improve and focus.

Habits of Highly Effective Students Learn how to develop and apply effective study habits that will help you become a highly effective student.

Discover Your Learning Style Discover which learning styles and preferences will enhance your study skills and improve the rate and quality of your learning.

Effective Time Management Learn how to optimize your studying and get more accomplished with effective time management.

Finding a Place to Study Let’s say it one more time, Location! If you’re constantly being bombarded by distractions, it can be difficult to study. Finding a location that suits your method of learning is key to effective studying. Learn More

Study Skills Guides

Struggling to be a successful student? Don’t get discouraged, it isn’t magic! But it does require desire, dedication and a lot of work. If you want to learn how to become a successful student, then you’ve come to the right place.

Our study skills guides for students will provide you everything you need in order to learn how to learn more effectively.

Active listening, reading comprehension, note taking, stress management, time management, testing taking, and memorization are only a few of the topics addressed in our study skills guides for students. If you’ll take the time to learn and apply the study skills concepts and principles taught in our guides you’ll not only improve your performance in school but also your ability to learn in general — and that will benefit you the rest of your life!

Whether you’re a freshman in college looking to get ahead, a teacher seeking study skills resources for your pupils, or a high school student just trying to survive, you’ll find the study skills guides, tutorials, and resources you need right below.

To get started select a category link below.

• General Study Skills

Test Taking Guides

• Study Skills by Subject

Or scroll down to browse all our study skills resources and tutorials.

General Study Skills Guides

The following are general study skills guides, tutorials and articles for students, parents and teachers that offer proven tips and strategies for improving study skills habits, effectiveness and learning ability. Topics covered include time management, learning style, note taking, reading, math, vocabulary, writing, and listening, among others.

• Study Skills Checklist
• Discover Your Learning Style
• 10 Habits of Highly Successful Students
• 16 Study Motivation Tips, Tricks, and Hacks
• Improving Reading Comprehension
• Study and Learning Skills for Online Classes
• The Cornell System for Taking Notes
• Improving Your Note Taking
• Improving Your Memory
• Active Listening Skills Guide
• Critical Thinking Skills
• Critical Reading Guide
• Using Effective Time Management To Optimize Your Studying
• Finding a Good Study Location
• Using Studying Groups
• Strategies for Reading Textbooks
• SQ3R Strategy for Reading Textbooks
• Vocabulary Building Strategies
• Basics of Writing An Essay
• Writing Research Papers
• Setting and Achieving Goals
• The Forgetting Curve
• The Study Cycle
• The Learning Pyramid Explored

Test taking is a skill in and of itself. Even some of the brightest students struggle when it comes to test taking. Learning how to take tests is an important aspect of educational performance, development and progression. Below we’ll explore both general and specific tips and strategies for taking and enhancing performance on various types of tests, including short answer, multiple choice, essay, oral, openbook, and standardized.

• Test Preparation Tips
• Coping With Test Anxiety
• Simple Strategies for Improving Test Performance
• Test Taking Strategies
• Short Answer Tests
• Taking Essay Tests
• Multiple Choice Test Taking Tips
• True/False Tests
• Solving Math Word Problems
• Quantitative and Math Test Preparation Strategies
• Openbook Tests
• Oral Test Taking
• ACT Test Taking Strategies
• SAT Test Taking Tips and Techniques
• LSAT Strategies
• How To Study for the MCAT
• Test Taking Strategies for Nursing Students
• NCLEX Test Preparation Guide
• The ACCUPLACER Test Guide
• GED Study Guide
• GRE Study Guide

Study Skills Resources by Subject

Understanding general, yet proven, strategies for studying and test taking is the first step to becoming an effective learner and student. However, each subject you study is unique and requires a slightly different learning approach. For example, learning how to do calculus is very different from studying American heritage. While both subjects require good study habits, effective listening, and reading comprehension skills, each requires a different approach to learning. Below we’ll explore specific study skills and strategies as they relate to performance within individual subject areas.

• Anthropology
• Compu t er Science
• Engineering
• Foreign Language
• Political Science

University Library Services

Study skills- academic writing.

• Academic Register
• Assignment Planning

Introduction to Assignment Planning

An important part of assignment planning is giving yourself time to plan, write and edit your assignments. This may involve setting your own personal deadlines and trying out different planning methods to see what works for you. 

Assignment Planning should be viewed as any other skill - which takes time to develop. Being organised and maintaining focus are essential to successful planning. Before commencing any task consider how good is my preparation for assignments and tasks?

• Understand the question/theme of the assignment?
• Plan effectively?
• Source a range of relevant resources to read and refer to?
• Apply criticality throughout?
• Manage my timescale effectively?

Understand the Question and/or Theme of the Assignment.

Ensure you have read and reread the brief - are there any words/terms/ phrases you need to clarify?

Identify the learning outcomes and assessment criteria – how will they be achieved?

Has the tutor given any more information/ instruction to be included? Have you incorporated it?

As a rule, academic work should have an introduction, main body and conclusion. This is usually split at 10% - 80% - 10%. So, as an example a 2,500-word assignment will have 250 words allocated for the Introduction and Conclusion with 2,000 words remaining for the main body (+-10% allowance).

Once you have all the information and know what to include, you should begin to plan the content and structure of the assignment. For some, this may begin with a mind map of ideas and content links. This should then be structured more formally into a linear plan, with a logical flow from section to section. You should have a clear purpose to each section/paragraph, knowing  exactly  what your text will cover. Here, a useful tip is to jot down on your plan the actual point of the sentence. Once written, you can look back and check that you have done what you intended to. This helps you keep on track.

Here again, at the planning stage you should be clear as to how many words each section/paragraph is allocated. Knowing this, will help you keep a clearer focus on what you must do, and the information you need to source to be able to address this.

Why not watch the video below to develop your understanding of assignment questions. This is the first stage in planning.

• Assignment Planner Template Essay plan template

Planning Resources

• Games and Quizzes
• Froggy Jumps Academic Planning Game Test your knowledge to get Froggy across the pond!

Learning Strategies Center Cornell (2019) What are cornell notes? Available at:  https://www.youtube.com/watch?v=HEsBd_Rgzfs  (Accessed: 15 December 2023). 

Leeds University Library (2023) Planning your assignment . Available at:  https://www.youtube.com/watch?v=wa-R9LuYxqA (Accessed: 15 December 2023). 

Newcastle University Library (2020) Notetaking: some key points to remember . Available at:  https://www.youtube.com/watch?v=7EJ1OaSjwKI (Accessed: 15 December 2023).

Salter, J. (2017) Understanding assignment words . Available at:  https://www.youtube.com/watch?v=XVuP8VyKZvo (Accessed: 15 December 2023). 

• Last Updated: Jun 11, 2024 2:42 PM
• URL: https://libraryguides.sunderland.ac.uk/academic-writing

Guide to College Study Skills

To succeed in college, you’ll need to adopt effective study habits and develop critical learning skills. How you study, take notes in class, conduct research, and prepare for your exams will determine how well you perform as a college student. Read on for a closer look at the factors that will shape your learning experience, your grades, and your educational success in college. The following guide divides these factors into four primary areas: Study Habits; Learning Skills; Test Preparation; and Academic Integrity.

College has a lot to offer. From student clubs and intramural sports to weekend parties and spring break excursions, you have a lot going on. But of course, the main reason you’re here is to learn. Your primary focus in college is studying, learning, building skills, and advancing knowledge…or at least it should be.

So how can you be sure that you’re effectively managing these priorities? What steps can you take to improve your learning outcomes?

Now that you’re in college, it’s more important than ever to refine your learning and study skills; to get better at exercising discipline and managing your time; to practice and refine the tools you’ll need to earn your degree and get a good job. Your success in school will depend on your mastery of these skills.

For a wider ranging set of support resources—including tips for academic assistance and mental health support, check out our Guide to Surviving College .

If you’re focused on strengthening your study habits, developing your learning skills, studying more effectively for your exam, and successfully adhering to the rules of academic integrity, read on…

Strengthen Your Basic Study Habits

Before you get into the finer details of your college experience, like taking notes in calculus class or poring over books on the eve of an exam, there are some basic study habits that will have a big impact on your long-term performance. Set yourself up for success by building a foundation for effective study and positive academic performance. This includes creating a suitable learning environment, discovering your own learning style, learning how to manage your time, and more…

Know Your Learning Style

• The first step to effective studying and learning is knowing yourself, and understanding what strategies work best for you.
• Take a closer look at your learning habits to determine how you best absorb information and knowledge. The VARK model, for instance, says learning can be divided into Visual, Auditory, Reading and writing, and Kinesthetic categories.
• Most learners benefit from some combination of these learning approaches, as well as a combination of additional learning styles such as verbal, logical, social, or solitary learning.
• Rely on the combination of learning styles that is most effective for you whether you’re in class, completing an assignment, or studying.

Create a Suitable Studying and Working Environment

• Find a work space that is compatible with your learning style and personal preference, whether you need absolute silence, a stimulating environment, or just a comfy chair where you can put your feet up while reading.
• Avoid things that distract you. Recognize your temptations and avoid them, whether it’s the television, text messages from your friends, or the infinite scroll of Instagram. Whatever it is, put it away while you study.
• Establish boundaries with roommates, friends, or family so that your learning space can be your sanctuary when you’re studying or completing assignments.
• If possible, reserve a special space for your work and study. You’ll do much better in a designated study space than you will sitting up in bed or cramming at your kitchen table.

Manage Your Time Effectively

• Effective time management is critical to finding balance between studying, homework, student activities, personal responsibilities, employment, and your social calendar.
• Use time management tools like to-do lists, calendars, and reminders to stay on task. There are tons of apps on your computer, tablet, or smartphone that can help.
• Don’t overdo it. You have a lot to get done, but burnout is also a real risk for college students.
• Find balance between study, activity, enjoyment, and recovery.
• Get plenty of sleep!
• Establish realistic blocks of time for studying and completing your assignments. Designate time to your other activities in a way that doesn’t detract from established study time.

Practice Self-Discipline

• Stay focused. Don’t allow social media, clickbait, or household chores to lure you away from your studies.
• Avoid negative influences, excessive alcohol consumption, drug abuse, and other vices that might disrupt your ability to focus or perform in your classes.
• Magnify your abilities and improve upon your limitations. If you struggle to memorize facts, learn mnemonic strategies for improving memory. If you are particularly strong with visual learning, look for diagrams and videos that might help improve your understanding.
• Say yes to activities that interest you or that can advance your goals, but be willing to say no when it interrupts your workflow. Overcome your FOMO*.

Adjust Your Strategies to Your Conditions

• Learning strategies may differ depending on the environment. Be prepared to adjust your approach based on factors like class size (small core class vs. large lecture hall); subject (math, English, laboratory science, etc.); or medium (face-to-face, online, blended, etc.).
• Recognize that you are likely stronger in some subjects than others and shift your approach accordingly. If you find that you need to spend more time reading to remember important historical facts, or you need to enlist outside support to handle your math courses, don’t be afraid to adjust.
• If you’re struggling to adjust, speak with an advisor or professor to identify the factors that are posing the greatest challenge and build strategies for overcoming these factors.

Take Advantage of Critical Support Resources

• If you’re struggling to adjust to the pace, material, or your learning environment, do not be afraid to access critical support resources. Support may include your professor, an on-campus Student Development Center, or your academic advisor.
• Additional resources may include writing labs, professor office hours, T.A. reviews, tutoring and more. Find out what your campus or college has to offer and access resources as needed.
• Mental health support is another important channel for help, especially if you’re struggling with test anxiety, academic burnout, or depression. Don’t hesitate to reach out for mental health support if you are in need, in crisis, or you simply need somebody to talk to.

Refine Your Essential Learning Skills

Learning skills are the abilities that you use to absorb and retain information; to transform information into knowledge; to gather findings and insights from your research; and to get the most out of your educational time, whether you’re in class, at home, or working in a group setting. While every student learns differently, exhibits different strengths, and has different areas of need, many critical learning skills can be practiced, improved and mastered over time. College will bring you face to face with a number of academic challenges. Practicing these essential learning skills can help…

Practice Critical Reading

• Critical reading means slowing down, reading your texts more deeply, and taking a more interactive approach to your reading process.
• Look for the author’s thesis, central argument, and primary supports as you read.
• Highlight key ideas and single out meaningful passages that convey the main themes in your reading.
• Make connections between key ideas, symbolic elements, tone, authority, and other features that might distinguish the work.
• Read course material multiple times to ensure both comprehension and recognition of important underlying ideas and subtexts.
• Look up terms, references, or allusions that you don’t understand.
• Keep margin notes, a running notebook of ideas, or just highlight key terms, concepts, and excerpts that you plan to revisit.

Improve Listening Comprehension

• Practice your listening and retention by starting with something you enjoy, like a favorite audiobook or a lyrically compelling musician.
• Start by focusing on the big picture information rather than the small details.
• Practice patience—sitting still, opening your mind, and preparing to hear everything that is being said.
• Do not allow your note-taking to supersede listening. Make sure that you’re actually receiving and evaluating information, rather than simply scribbling into your notebook.

Take Effective Notes

• Practice active listening as you write notes. Do not allow note-taking to distract you from actually listening and absorbing in real-time.
• Don’t write every word your professor says. Focus on highlights and key points.
• Try to organize your notes in sections based on topics, units, dates, etc.
• Outlines can be an effective way to organize your notes so that they make sense when you revisit them.
• You may also want to paraphrase your professor’s words in terms that make sense to you.
• On the subject of making sense, be sure to write legibly! There’s nothing more disappointing than returning to your notes the week before a test only to find you can’t understand your own writing.

For an in-depth look at how to take notes, check out our Guide to Effective In-class Note-taking .

Improve Your Memorization Skills

• Memorization isn’t necessarily the most enriching or rewarding part of studying, but it’s almost certainly something you’ll have to do.
• Figure out strategies that work for you, including mnemonics, flashcards, or highlighting passages in key texts.
• Read important passages out loud to yourself, or out loud to somebody else if you have a willing study buddy.
• Read materials more than once, review your notes regularly, and ask friends or classmates to quiz you.

Improve Your Writing Skills

• Write as often as possible. The more you practice this skill, the less scary writing will seem.
• Share your writing with others and be receptive to feedback.
• Write what you know. If your assignment requires you to write about something unfamiliar, do your best to at least write from your perspective.
• Find your voice. This is the writing equivalent of advising you to “just be yourself.” Channel your inner-monologue and your own linguistic style into your writing. Let your personality shine through the words.
• “Show” rather than “Tell.” Use an effective example or anecdote to demonstrate a point rather than simply reciting a list of facts. A good story or analogy is generally more interesting, engaging, and illuminating to the reader.
• Study and practice the rules of grammar, diction, and punctuation. Readers will take your message far more seriously if you present yourself well.

Learn How To Conduct Effective Research

• Know how to use all the resources at your fingertips, from your campus library, to your school’s online libraries, to the various scholarly journals you’ll have access to as a student.
• As you review sources, learn how to spot key ideas, distinguish meaningful arguments, and find counterpoints to these arguments.
• Differentiate credible sources from non-credible sources.
• Know the difference between primary and secondary sources; between journalism and tabloids; between scholarly research and opinion; between qualified editorials and factually inaccurate clickbait.
• You have the freedom to use any sources that you deem appropriate, but be sure to characterize these sources properly in your writing. If you plan to reference a less-than-credible tabloid article, say so, and explain why you chose this reference.
• Create proper citations and bibliographies, and know how to give credit to others for their work, regardless of medium.

Online Study Skills

• Online studying, learning, and research are a central part of the learning experience today. Be prepared to seize on that experience.
• Make sure you have the right web access and computer tech, and that you know how to use it!
• Know how to use search engines, navigate online libraries, and access scholarly journals online.
• Identify credible sources, avoid unreliable or biased outlets, and know how to verify information using primary sources.
• Take advantage of the opportunity the web gives you to ask questions of your professors, email websites, and even connect with the researchers, experts, and authors who have produced your key sources.

Practice Public Speaking

• At some point in your college education, you will likely be required to give a presentation or speak before a group. How frequently you must do so will depend in part on your discipline. If you’re a pre-law student, expect plenty of public speaking. If you’re a math major, it probably won’t come up as often. Your level of comfort with public speaking may be at least one factor to consider as you choose your major.
• Practice at home in front of a mirror so that you can master your pacing and enunciation, and so you can pinpoint phrases or portions of your presentation that might trip you up.
• Try to channel any nervousness into excitement about what you have to say. Don’t let the haters or critics (real or imaginary) get in your head.
• Take a moment to catch your breath, collect yourself, and make eye contact with your audience before launching into a presentation.
• Speak slowly when presenting to an audience. How slowly? Here’s a hint: You can almost always speak slower than you think you need to.

Know How to Debate Effectively

• Some college classes will give you a chance to debate, defend your ideas, and develop your rhetorical skills, but make sure you understand the basic principles of debate. You aren’t here to fight an ideological war. You’re here to share ideas and, if possible, reach a common truth.
• Understand your position, remain focused on your key argument, and make sure every point you make is relevant to this key argument.
• Avoid undermining your argument with logical fallacies.
• Don’t get emotional or defensive. Use rational ideas and a cool head to get your point across.
• Set up your debate counterpart by thinking several steps ahead. Try to anticipate their counterpoints. Ask questions in a logical sequence, preferably questions to which you already know the answer. Use your opponent’s own words to make your point.

Work Well With Others

• Know how to contribute to group work without falling short of your teammates’ expectations or overshadowing their contributions.
• Understand where your strengths are and assume a role in the group that is consistent with these strengths. Are you a leader? An organizer? A strong writer or a thorough researcher? Offer your talents to the group.
• Know when to share ideas, and when to listen. Communication is key to successful group work.

Preparing for Exams

Exams are an inescapable part of the college experience. At some point, you will take unit tests, midterm exams, or finals. Exams are designed to evaluate your mastery of a subject area, or an entire course. As such, they can carry a lot of weight in terms of your final grade. How effectively you study and prepare for your exams may determine your performance. Moreover, your psychological approach to exams can have a big impact on your mental health and your learning outcomes. Keep these test-prep strategies in mind not just as you approach big tests, but throughout your college education.

Avoid Cramming

• Study regularly throughout the semester. Review and revisit your notes and prior units so that your real test prep is more of a review than a cram.
• Don’t trade sleep and nutrition for late-night studying. Cramming to the point of exhaustion may yield diminishing returns if you show up to the exam exhausted and overwhelmed by information.
• Break your studying into manageable blocks, distributing digestible study sessions across the weeks before your exams instead of trying to jam all your studying into a single night.

If You Must Cram—

• Take breaks to stretch, especially when you’re pouring over notes and texts for long periods at a time.
• Organize your cramming in a logical sequence so that you aren’t attempting to absorb a chaotic jumble of facts and ideas just before test day. Try to break your cramming into logical units.
• Mix it up a little bit, using strategies like re-reading key texts, quizzing yourself with flashcards, or discussing key ideas with classmates. Distinguish different portions of your cramming session by sampling different learning styles and study methods.

Use Proven Study Strategies

• Know the format(s) of your exam. Study and practice in the same format. If the exam is mostly multiple choice, practice the subject using multiple choice. If you anticipate essay questions, write a practice essay or two.
• Study with classmates and study by yourself. Mix it up and get the best of both worlds—the perspective of others, and your own sharpened focus.
• Verbalize key ideas out loud, preferably in conversation with others, but in front of the mirror if need be.

Manage Your Anxiety

• The best strategy for preventing test-taking anxiety is effective preparation. If you have studied, attended classes, and you comprehend the material, you should feel secure in knowing you’ve done everything you can.
• If you are naturally prone to test-taking anxiety, consider mitigating the effects by getting plenty of sleep, eating well, and avoiding additional sources of stress in your life as you prepare for a test.
• Perspective is also important. Take a positive outlook into your exams, and remember that the emphasis should really be on the learning experience, as opposed to your grades.
• Look for support when you need it, either from your professor, through group study, or from a guidance counselor or mental health professional.

Academic Integrity

Academic integrity goes hand in hand with effective study habits and strong learning skills. Academic integrity refers to the honesty with which you conduct research, complete assignments, and take exams. Most schools have honor codes that provide clear detail on what is expected of you in terms of academic integrity. This includes restraint from cheating or plagiarism, the proper use of citations, and a complete understanding of the rules around online research. In addition to consulting your school’s honor code, consider the following academic integrity rules as generally universal. These terms should be adhered to in any learning environment…

Don’t Commit Plagiarism

• Plagiarism refers to the act of claiming somebody else’s work as your own, whether copying full lines, passages, and documents or taking another person’s ideas, concepts, designs, or visual work without proper citation. Don’t do it!
• Familiarize yourself with the rules of plagiarism and remain conscious of them any time you write an assignment.
• Know your school’s honor code so that you don’t violate its policies either intentionally or accidentally.
• Know where to draw the line between collaboration with classmates, and sharing or copying one another’s work.
• If writing is a challenge for you, consider visiting your school’s writing lab or working with a tutor to improve your skills. Not only is this a far better option than copying the work of others, but these skills will serve you well throughout your education and life.

Use Proper Citations

• Always be sure to credit others for their work, whether you’re quoting it, paraphrasing it, or it forms the basis for one of your core ideas.
• Use the citation format specified for the assignment. MLA, APA, Chicago, and Turabian are among the most commonly specified citation formats.
• Only use valid, credible sources with verifiable information.
• Beware of Contract Cheating Sites.
• Know the difference between online helpers and online cheaters. Distinguish between editors and tutors on one hand, and essay mills and cheating websites on the other. These two entities often occupy the same search engine space online, but have vastly different ethical dispositions.
• Don’t give in to pressure either from peers, family members or from within to cheat. The risk is not worth the reward.
• If you are struggling and considering using one of these cheating services, know that you have many far better options. Begin by seeking real academic support through the proper channels, including professor office hours, tutoring or mental health counseling.

Get more study tips, learning tools, and study starters with a look out our Complete Library of Study Guides .

Or jump to our student resource library for tips on everything from studying to starting on your career path.

• Steps for writing assignments
• Information and services
• Student support
• Study skills and learning advice
• Study skills and learning advice overview
• Assignment writing

Follow this step-by-step guide to assignment writing to help you to manage your time and produce a better assignment.

This is a general guide. It's primarily for research essays, but can be used for all assignments. The specific requirements for your course may be different. Make sure you read through any assignment requirements carefully and ask your lecturer or tutor if you're unsure how to meet them.

• Analysing the topic
• Researching and note-taking
• Planning your assignment
• Writing your assignment
• Editing your assignment

1. Analysing the topic

Before you start researching or writing, take some time to analyse the assignment topic to make sure you know what you need to do.

Understand what you need to do

Read through the topic a few times to make sure you understand it. Think about the:

• learning objectives listed in the course profile – understand what you should be able to do after completing the course and its assessment tasks
• criteria you'll be marked on – find out what you need to do to achieve the grade you want
• questions you need to answer – try to explain the topic in your own words.

Identify keywords

Identify keywords in the topic that will help guide your research, including any:

• task words – what you have to do (usually verbs)
• topic words – ideas, concepts or issues you need to discuss (often nouns)
• limiting words – restrict the focus of the topic (e.g. to a place, population or time period).

If you're writing your own topic, include task words, topic words and limiting words to help you to focus on exactly what you have to do.

Example keyword identification - text version

Topic: Evaluate the usefulness of a task analysis approach to assignment writing, especially with regard to the writing skill development of second language learners in the early stages of university study in the Australian university context.   Task words: Evaluate Topic words: task analysis approach, assignment writing, writing skill development Limiting words : second language learners (population), early stages of university (time period), Australian university (place)  

Brainstorm your ideas

Brainstorm information about the topic that you:

• already know
• will need to research to write the assignment.

When you brainstorm:

• use 'Who? What? When? Where? Why? and How?' questions to get you thinking
• write down all your ideas – don't censor yourself or worry about the order
• try making a concept map to capture your ideas – start with the topic in the centre and record your ideas branching out from it.
• Assignment types
• How to write a literature review

Learning Advisers

Our advisers can help undergraduate and postgraduate students in all programs clarify ideas from workshops, help you develop skills and give feedback on assignments.

How a Learning Adviser can help

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Studying 101: Study Smarter Not Harder

Do you ever feel like your study habits simply aren’t cutting it? Do you wonder what you could be doing to perform better in class and on exams? Many students realize that their high school study habits aren’t very effective in college. This is understandable, as college is quite different from high school. The professors are less personally involved, classes are bigger, exams are worth more, reading is more intense, and classes are much more rigorous. That doesn’t mean there’s anything wrong with you; it just means you need to learn some more effective study skills. Fortunately, there are many active, effective study strategies that are shown to be effective in college classes.

This handout offers several tips on effective studying. Implementing these tips into your regular study routine will help you to efficiently and effectively learn course material. Experiment with them and find some that work for you.

Reading is not studying

Simply reading and re-reading texts or notes is not actively engaging in the material. It is simply re-reading your notes. Only ‘doing’ the readings for class is not studying. It is simply doing the reading for class. Re-reading leads to quick forgetting.

Think of reading as an important part of pre-studying, but learning information requires actively engaging in the material (Edwards, 2014). Active engagement is the process of constructing meaning from text that involves making connections to lectures, forming examples, and regulating your own learning (Davis, 2007). Active studying does not mean highlighting or underlining text, re-reading, or rote memorization. Though these activities may help to keep you engaged in the task, they are not considered active studying techniques and are weakly related to improved learning (Mackenzie, 1994).

Ideas for active studying include:

• Create a study guide by topic. Formulate questions and problems and write complete answers. Create your own quiz.
• Become a teacher. Say the information aloud in your own words as if you are the instructor and teaching the concepts to a class.
• Derive examples that relate to your own experiences.
• Create concept maps or diagrams that explain the material.
• Develop symbols that represent concepts.
• For non-technical classes (e.g., English, History, Psychology), figure out the big ideas so you can explain, contrast, and re-evaluate them.
• For technical classes, work the problems and explain the steps and why they work.
• Study in terms of question, evidence, and conclusion: What is the question posed by the instructor/author? What is the evidence that they present? What is the conclusion?

Organization and planning will help you to actively study for your courses. When studying for a test, organize your materials first and then begin your active reviewing by topic (Newport, 2007). Often professors provide subtopics on the syllabi. Use them as a guide to help organize your materials. For example, gather all of the materials for one topic (e.g., PowerPoint notes, text book notes, articles, homework, etc.) and put them together in a pile. Label each pile with the topic and study by topics.

For more information on the principle behind active studying, check out our tipsheet on metacognition .

Understand the Study Cycle

The Study Cycle , developed by Frank Christ, breaks down the different parts of studying: previewing, attending class, reviewing, studying, and checking your understanding. Although each step may seem obvious at a glance, all too often students try to take shortcuts and miss opportunities for good learning. For example, you may skip a reading before class because the professor covers the same material in class; doing so misses a key opportunity to learn in different modes (reading and listening) and to benefit from the repetition and distributed practice (see #3 below) that you’ll get from both reading ahead and attending class. Understanding the importance of all stages of this cycle will help make sure you don’t miss opportunities to learn effectively.

Spacing out is good

One of the most impactful learning strategies is “distributed practice”—spacing out your studying over several short periods of time over several days and weeks (Newport, 2007). The most effective practice is to work a short time on each class every day. The total amount of time spent studying will be the same (or less) than one or two marathon library sessions, but you will learn the information more deeply and retain much more for the long term—which will help get you an A on the final. The important thing is how you use your study time, not how long you study. Long study sessions lead to a lack of concentration and thus a lack of learning and retention.

In order to spread out studying over short periods of time across several days and weeks, you need control over your schedule . Keeping a list of tasks to complete on a daily basis will help you to include regular active studying sessions for each class. Try to do something for each class each day. Be specific and realistic regarding how long you plan to spend on each task—you should not have more tasks on your list than you can reasonably complete during the day.

For example, you may do a few problems per day in math rather than all of them the hour before class. In history, you can spend 15-20 minutes each day actively studying your class notes. Thus, your studying time may still be the same length, but rather than only preparing for one class, you will be preparing for all of your classes in short stretches. This will help focus, stay on top of your work, and retain information.

In addition to learning the material more deeply, spacing out your work helps stave off procrastination. Rather than having to face the dreaded project for four hours on Monday, you can face the dreaded project for 30 minutes each day. The shorter, more consistent time to work on a dreaded project is likely to be more acceptable and less likely to be delayed to the last minute. Finally, if you have to memorize material for class (names, dates, formulas), it is best to make flashcards for this material and review periodically throughout the day rather than one long, memorization session (Wissman and Rawson, 2012). See our handout on memorization strategies to learn more.

It’s good to be intense

Not all studying is equal. You will accomplish more if you study intensively. Intensive study sessions are short and will allow you to get work done with minimal wasted effort. Shorter, intensive study times are more effective than drawn out studying.

In fact, one of the most impactful study strategies is distributing studying over multiple sessions (Newport, 2007). Intensive study sessions can last 30 or 45-minute sessions and include active studying strategies. For example, self-testing is an active study strategy that improves the intensity of studying and efficiency of learning. However, planning to spend hours on end self-testing is likely to cause you to become distracted and lose your attention.

On the other hand, if you plan to quiz yourself on the course material for 45 minutes and then take a break, you are much more likely to maintain your attention and retain the information. Furthermore, the shorter, more intense sessions will likely put the pressure on that is needed to prevent procrastination.

Silence isn’t golden

Know where you study best. The silence of a library may not be the best place for you. It’s important to consider what noise environment works best for you. You might find that you concentrate better with some background noise. Some people find that listening to classical music while studying helps them concentrate, while others find this highly distracting. The point is that the silence of the library may be just as distracting (or more) than the noise of a gymnasium. Thus, if silence is distracting, but you prefer to study in the library, try the first or second floors where there is more background ‘buzz.’

Keep in mind that active studying is rarely silent as it often requires saying the material aloud.

Problems are your friend

Working and re-working problems is important for technical courses (e.g., math, economics). Be able to explain the steps of the problems and why they work.

In technical courses, it is usually more important to work problems than read the text (Newport, 2007). In class, write down in detail the practice problems demonstrated by the professor. Annotate each step and ask questions if you are confused. At the very least, record the question and the answer (even if you miss the steps).

When preparing for tests, put together a large list of problems from the course materials and lectures. Work the problems and explain the steps and why they work (Carrier, 2003).

Reconsider multitasking

A significant amount of research indicates that multi-tasking does not improve efficiency and actually negatively affects results (Junco, 2012).

In order to study smarter, not harder, you will need to eliminate distractions during your study sessions. Social media, web browsing, game playing, texting, etc. will severely affect the intensity of your study sessions if you allow them! Research is clear that multi-tasking (e.g., responding to texts, while studying), increases the amount of time needed to learn material and decreases the quality of the learning (Junco, 2012).

Eliminating the distractions will allow you to fully engage during your study sessions. If you don’t need your computer for homework, then don’t use it. Use apps to help you set limits on the amount of time you can spend at certain sites during the day. Turn your phone off. Reward intensive studying with a social-media break (but make sure you time your break!) See our handout on managing technology for more tips and strategies.

Switch up your setting

Find several places to study in and around campus and change up your space if you find that it is no longer a working space for you.

Know when and where you study best. It may be that your focus at 10:00 PM. is not as sharp as at 10:00 AM. Perhaps you are more productive at a coffee shop with background noise, or in the study lounge in your residence hall. Perhaps when you study on your bed, you fall asleep.

Have a variety of places in and around campus that are good study environments for you. That way wherever you are, you can find your perfect study spot. After a while, you might find that your spot is too comfortable and no longer is a good place to study, so it’s time to hop to a new spot!

Become a teacher

Try to explain the material in your own words, as if you are the teacher. You can do this in a study group, with a study partner, or on your own. Saying the material aloud will point out where you are confused and need more information and will help you retain the information. As you are explaining the material, use examples and make connections between concepts (just as a teacher does). It is okay (even encouraged) to do this with your notes in your hands. At first you may need to rely on your notes to explain the material, but eventually you’ll be able to teach it without your notes.

Creating a quiz for yourself will help you to think like your professor. What does your professor want you to know? Quizzing yourself is a highly effective study technique. Make a study guide and carry it with you so you can review the questions and answers periodically throughout the day and across several days. Identify the questions that you don’t know and quiz yourself on only those questions. Say your answers aloud. This will help you to retain the information and make corrections where they are needed. For technical courses, do the sample problems and explain how you got from the question to the answer. Re-do the problems that give you trouble. Learning the material in this way actively engages your brain and will significantly improve your memory (Craik, 1975).

Take control of your calendar

Controlling your schedule and your distractions will help you to accomplish your goals.

If you are in control of your calendar, you will be able to complete your assignments and stay on top of your coursework. The following are steps to getting control of your calendar:

• On the same day each week, (perhaps Sunday nights or Saturday mornings) plan out your schedule for the week.
• Go through each class and write down what you’d like to get completed for each class that week.
• Look at your calendar and determine how many hours you have to complete your work.
• Determine whether your list can be completed in the amount of time that you have available. (You may want to put the amount of time expected to complete each assignment.) Make adjustments as needed. For example, if you find that it will take more hours to complete your work than you have available, you will likely need to triage your readings. Completing all of the readings is a luxury. You will need to make decisions about your readings based on what is covered in class. You should read and take notes on all of the assignments from the favored class source (the one that is used a lot in the class). This may be the textbook or a reading that directly addresses the topic for the day. You can likely skim supplemental readings.
• Pencil into your calendar when you plan to get assignments completed.
• Before going to bed each night, make your plan for the next day. Waking up with a plan will make you more productive.

See our handout on calendars and college for more tips on using calendars as time management.

Use downtime to your advantage

Beware of ‘easy’ weeks. This is the calm before the storm. Lighter work weeks are a great time to get ahead on work or to start long projects. Use the extra hours to get ahead on assignments or start big projects or papers. You should plan to work on every class every week even if you don’t have anything due. In fact, it is preferable to do some work for each of your classes every day. Spending 30 minutes per class each day will add up to three hours per week, but spreading this time out over six days is more effective than cramming it all in during one long three-hour session. If you have completed all of the work for a particular class, then use the 30 minutes to get ahead or start a longer project.

Use all your resources

Remember that you can make an appointment with an academic coach to work on implementing any of the strategies suggested in this handout.

Works consulted

Carrier, L. M. (2003). College students’ choices of study strategies. Perceptual and Motor Skills, 96 (1), 54-56.

Craik, F. I., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104 (3), 268.

Davis, S. G., & Gray, E. S. (2007). Going beyond test-taking strategies: Building self-regulated students and teachers. Journal of Curriculum and Instruction, 1 (1), 31-47.

Edwards, A. J., Weinstein, C. E., Goetz, E. T., & Alexander, P. A. (2014). Learning and study strategies: Issues in assessment, instruction, and evaluation. Elsevier.

Junco, R., & Cotten, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59 (2), 505-514.

Mackenzie, A. M. (1994). Examination preparation, anxiety and examination performance in a group of adult students. International Journal of Lifelong Education, 13 (5), 373-388.

McGuire, S.Y. & McGuire, S. (2016). Teach Students How to Learn: Strategies You Can Incorporate in Any Course to Improve Student Metacognition, Study Skills, and Motivation. Stylus Publishing, LLC.

Newport, C. (2006). How to become a straight-a student: the unconventional strategies real college students use to score high while studying less. Three Rivers Press.

Paul, K. (1996). Study smarter, not harder. Self Counsel Press.

Robinson, A. (1993). What smart students know: maximum grades, optimum learning, minimum time. Crown trade paperbacks.

Wissman, K. T., Rawson, K. A., & Pyc, M. A. (2012). How and when do students use flashcards? Memory, 20, 568-579.

If you enjoy using our handouts, we appreciate contributions of acknowledgement.

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15 Study Skills You Need and How to Improve Them

Learn what study is, what skills fall under this umbrella and how you can develop them.

The skills you learn in school can help you in any career you choose. Studying hard and developing good study habits can help you get good grades and prepare for college or a career. If you’re looking for ways to improve your study skills, these tips can help you get started.

Time Management

Organization, adaptability, concentration, filtering information, preparation, self-awareness, decision making, research skills, collaboration, reading comprehension, technology competence, how to improve your study skills.

Time management is the ability to plan your day and week so you can complete your tasks. For example, if you have a test on Friday, you can plan to study for two hours each day from Monday to Thursday. This way, you can make sure you have enough time to study and prepare for the test. You can also use time management to plan your breaks and lunches so you can take care of yourself and stay focused.

Organization is the ability to keep track of your materials and assignments. Having a system for your schoolwork can help you stay on track and meet deadlines. For example, you might create a calendar to track due dates for assignments and use a planner to keep track of your assignments and materials. You can also use a planner to keep track of your assignments and materials.

Adaptability is the ability to change your approach to a task or situation. For example, if you’re studying for a test and realize you’re not making the progress you’d like, you can change your study methods to try something new. This is an example of adaptability because you’re changing your study methods to improve your performance. Being adaptable can help you learn and grow in many different situations.

Concentration is the ability to focus on one task at a time. It’s important to be able to concentrate on your studies so you can learn the material and retain it. You can practice your concentration skills by focusing on one task at a time. For example, if you’re reading a book, try to focus on reading the book and not let your mind wander to other thoughts. You can also practice your concentration by meditating or doing yoga.

Filtering information is the ability to discern what information is important and what information is not. This is an important skill for students to have because it can help them save time and stay focused on the task at hand. For example, when reading a textbook, students can use filtering skills to determine which information is most important and should be retained and which information is less important and can be skipped.

Preparation is the process of gathering the resources you need to complete a task. For example, if you’re studying for a test, you may need to prepare by reading the assigned material, taking notes and reviewing past test questions. Preparation is an important study skill because it can help you be more efficient and successful when completing academic tasks. You can practice preparing for upcoming assignments by creating a study plan that outlines the resources you need to complete the task.

Self-awareness is the ability to understand your strengths and weaknesses. It’s important to be self-aware so you can identify your study needs and take steps to improve your skills. For example, if you find you struggle with math, you can seek out resources to help you improve. You can also ask a friend to tutor you in math so you can learn from someone else.

Decision making is the ability to choose the best option from several choices. For example, you might have several options for classes to take, and you need to decide which one to take. You can use decision-making skills when you’re deciding what to do on the weekend or what to study next. You can also use decision-making skills when you’re deciding whether to accept a job offer or apply to another school.

Research skills are the abilities to find and interpret information. They are important for studying because you may need to find information to answer your questions. For example, if you are studying biology, you may need to research the functions of different body systems. You can use research skills to find books, articles and other resources that can help you answer your questions.

Collaboration is the ability to work with others to achieve a common goal. This skill is important in the workplace, where you may need to work with others to complete projects. It’s also important in academia, where you may work with classmates to complete group assignments. Collaboration can help you develop leadership skills, as well as communication and negotiation skills.

Dedication is the ability to stay focused on a task for a long period of time. This is an important skill for students to have because it can help them stay focused on their studies and complete their assignments. It’s also important to be dedicated to your education so you can achieve your goals. For example, if you want to get a job in a certain field, you may need to get a college degree. Being dedicated to your studies can help you stay focused on your education so you can graduate and get a job.

Reading comprehension is the ability to understand written text. This skill is important because it allows you to understand course materials and assignments. It also allows you to take notes in class and on readings, which can help you retain information. Reading comprehension can also help you understand the information you need to know to answer test questions.

Passion is the drive that keeps you going when you’re studying. It’s important to find topics that you’re passionate about so you can stay focused and motivated. For example, if you’re passionate about becoming a doctor, you might be more likely to study hard and stay focused on your goals. Passion can also help you overcome challenges when you’re studying. For example, if you’re passionate about learning a new language, you might be more likely to practice and study regularly.

Curiosity is the desire to learn more about a subject. It’s important to be curious about the subjects you study because it can help you remember the information better. For example, if you’re taking a biology class, you might be more likely to remember the information if you’re curious about how the body works. You can also use curiosity to find new ways to learn. For example, if you’re struggling to understand a subject, you can ask your teacher for more information or try a different learning method.

Technology is an important skill for students to develop because it can help them access information, communicate with others and complete assignments. For example, students can use technology to find resources for their schoolwork, such as online textbooks or lecture notes. They can also use technology to communicate with their classmates and teachers, such as through email, text messages or social media. Finally, students can use technology to complete assignments, such as by submitting work electronically or using a computer to create a presentation.

Consider these ways to improve your study skills:

• Figure out your learning style: Everyone learns differently, so it’s important to figure out your learning style. Some people learn best by listening, others by reading, and others through hands-on activities. Once you know your learning style, you can adapt your studying methods to fit you.
• Create a study schedule and stick to it: A good way to make sure you’re studying enough is to create a study schedule and stick to it. This means setting aside specific times each day or week to study and making sure you don’t have any distractions.
• Make a list of things you need to study for each class: When you have a test or an assignment due, it’s helpful to have a list of things you need to study. This will help you make sure you cover all the material.
• Find a study group or a tutor: A study group can be a great way to get help from other students. If you can’t find a study group, consider hiring a tutor.
• Take practice quizzes: Practice quizzes are a great way to make sure you understand the material. Find quizzes online or in textbooks.

14 Daily Living Skills You Need to Know and How to Improve Them

You may also be interested in..., 14 stem skills you need to know and how to improve them, tips to identify and eliminate knowledge gaps.

Teaching Middle Schoolers Responsibility: Here's What to Know

Study Skills Checklist

Study skills:  study smarter not harder.

• Repeat to remember. Study and practice using the information regularly
• Talk out loud about what you’re learning. For example, explain out loud to a friend, your goldfish or yourself.
• Review notes and readings within 24 hours of learning the information.
• Use mnemonic devices such as acronyms and acrostics.
• Make up songs that will help you remember important information.
• Associate new information with information that is already familiar to you.
• Create colorful visuals that correlate with new information you learn.
• Use flash cards to memorize vocabulary terms.

Note Taking

• Focus in class. Avoid all distractions (put your cell phone away!!)
• Use neat handwriting.
• Leave space in between main points to fill in later.
• Review your notes within 24 hours and add key words, visuals, and other tools that will help you summarize, understand and recall information.
• Identify topics you have difficulty understanding with a “?” or another symbol – review these topics with your tutor or during professor’s office hours.
• If you fall behind when taking notes, leave blank space and get the notes from a classmate or the instructor after class.
• Use a binder and loose leaf paper (writing by hand improves memory).
• Differentiate between essential and non-essential information in lectures.
• Identify at least three concepts, strategies, or tasks that you can learn from each course you take and determine why the information is important.
• Set challenging, but realistic goals for each course every semester.
• Introduce yourself to your instructors.
• Introduce yourself to at least one person in every class and exchange contact information with that person.
• Identify study partners that you can count on if you need help or want to schedule consistent reviews.
• Locate a distraction-free study environment.
• Identify your strengths and weaknesses as a student.
• Keep track of your grades and semester and cumulative GPAs.
• Preview the chapter before you read it. Pay special attention to the bolded words, definitions and any pictures or diagrams in the chapter
• Read the chapter introduction and any learning outcomes, if available.
• Break large reading assignments into smaller chunks.
• Ask questions about the material before you read the chapter, and then work to answer those questions as you read.
• Underline or highlight 10% or less of the reading assignment.
• Review what you have read within 24 hours.
• If you find words you are unsure of, use a dictionary or online resources.
• Read summaries at the end of each section or chapter, if available.
• Complete practice quizzes at the end of each chapter, if available.

Test Taking

• Review material daily, weekly, and monthly.
• Predict test questions.
• Ask the instructor what to expect on the exam.
• Form study groups.
• Study in advance. Avoid taking in any new material the night before the exam.
• Test yourself before the exam to be sure that you know the material.
• Read the test directions carefully.
• Scan the entire exam and plan your time accordingly.
• Review the exam after it is returned.
• Conduct a post-exam survey.
• Talk with the professor about questions you missed on the exam.

Time Management

• Maintain an assignment calendar.
• Schedule your study time.
• Plan to study two hours outside of class for every hour in class.
• Create prioritized to-do lists.
• Use a planner.
• Create balance between academics, work, and social time.

Study Smarter Not Harder

• Study Skills Printable Checklist

University of Sunderland Library Blog

• Library news & events / Study Skills / Subject support

Study Skills: Assignment Planning

by Harriet · Published November 13, 2017 · Updated July 17, 2019

Planning your writing is one of the early stages within a process of constructing written pieces of work at university. Stella Cottrell (2008, p.183) asserts that there are four steps students can take to help them organise initial thoughts when planning an assignment.

Firstly, note down information you initially think ought to be included in the assignment

It is suggested that you initially make a note of what you think is likely to be relevant information for the assignment. This initial note may be done in the form of a concept map around which you can write your ideas. Alternatively, Cottrell (2008) suggests using a separate page for each topic you are planning to include in your assignment.  At this stage, remember to also make use of lecture and seminar notes and wider reading you have done when completing this initial stage of generating ideas.

Secondly, group together relevant information

Progressing from the initial notes made, the next suggested stage is to look at the information again and begin to group similar information together. This stage is about encouraging you to take information from different sources and synthesise it (pull information from different sources together based on connections between the information).

Thirdly, write a more linear plan

This stage is what many students may start with! However, according to this particular staged approach, you are likely to feel more equipped to write a structured plan once you have already thought about what you know from your lecture and seminar notes and preparatory reading. Remember to keep looking back at the title or question you have been set and consider how the information you plan to include in any assignment is relevant!

Fourthly, identify the key message of each paragraph

Even before you start to do any focussed reading for your assignment, this stage is about adding more detail to your linear plan (stage three). It is suggested that at this stage you begin to plan how the various points in your plan may be divided into particular themed paragraphs. Remember that each paragraph ought to contain a specific point or main idea with additional explanation and evidence as well as an evaluation as to the contribution of this information to helping answer the overall question.

Although this four-staged model may provide a useful starting point to your thinking and writing, be prepared that the more you read around the subject area, the points and/or structure of your initial plan is likely to alter.  This is the messiness of academic thinking and writing!

If you would like to discuss this technique in more detail you can book a One-to-one appointment with one of the Study Skills’ Support Advisers,  One to One Support

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10 awesome study skills worksheets: high school and upper middle school

by mindroar | Jul 18, 2022 | blog | 0 comments

As I sit writing this, I have a beautiful view of a mountain out my window.  I have climbed this mountain countless times throughout my childhood, adolescence, and as an adult.  

In fact, I recently took my five-year-old up the track for the first time.  Her reaction at the top was ✨ Wow! ✨

While the track has changed considerably (to improve safety 😂, it ain’t the 90s anymore) the climb is always worth the effort.  

The view from the top is of surrounding houses and farmland: pineapples, macadamias, and a few vining plants. (I’m not sure if they’re passionfruit or grapes).

Every time I climb that mountain, I’m reminded that the work I put in on the climb will be rewarded at the top, once I reach my goal.  

Worth the climb (and time!)

And that’s kind of how I feel about teaching study skills to students.  The hard work we teachers (and the students too) put in to developing these key skills reward them (and us) throughout the rest of their lives.

A student who can take effective notes becomes an adult who can take meeting minutes, remember key details of projects, and extract important ideas from documents.

Learners who know different reading strategies to priotize reading become adults who know what is worth their time to skim, skip, or read in depth.

Students who know how to organize their time and workspace become adults who can keep their workspace functional, plan their calendars, and manage teams.

And learners who have skills to help them focus and concentrate become effective employees who earn raises, promotions, and further their own opportunities at work and in life.

So while it may seem like a waste of time to teach, and re-teach (and re-teach 🙄 ) study skills, remember that these skills are the skills that your students will use not just in the classroom but in life.  

These skills help students become effective employees, family managers, and business owners who can cope with the demands of their day with resilience.

Know that the effort you put into climbing that well-worn path is worth it because it enables your students to succeed in life.  

But also know that teaching study skills to middle and high school students doesn’t have to be time-consuming or arduous.

Especially if you use study skills worksheets (high school- and upper middle school-appropriate, of course). And we have ten for you to peruse today, as well as a free Cornell note-taking template (see the sign-up box at the bottom to grab that!).

Taking notes

The first of the study skills worksheets (high school- and upper middle school-appropriate) we have is this one about taking notes.  It accompanies the free Crash Course Study Skills video and covers 

• how to adequately prepare for taking notes
• the advantages and disadvantages of paper-based and computer-based note-taking
• what to write when taking notes
• how to gauge a class
• what to take notice of in textbooks and lectures
• the outline method of note-taking
• the Cornell method of note-taking
• and the mind-mapping method of note-taking 

Reading assignments

The second of the study skills worksheets for high school students is designed to be used in conjunction with the popular Crash Course Study Skills Reading Assignments YouTube video.

The video and worksheet covers

• how to assess which readings to skip, skim, or read
• the physical processes involved in reading and how they limit reading speed
• how to increase reading speed
• and techniques for reading more effectively

The next of the study skills worksheets (high school- and middle school-appropriate) we have is this one for the Crash Course Study Skills video about memory .  The video and worksheet cover

• how memory works
• the importance of revision
• why our brains forget
• and techniques to revise effectively

  Planning and Organization

Another of the study skills worksheets for high school (and middle school students) is this one and accompanies the Crash Course Study Skills Planning and Organization video on YouTube. 

The video and worksheet cover

• how to increase the effectiveness of learning by being better organized
• tools for keeping organized including task managers, calendars, note-taking apps, and filing systems/apps
• and how to plan effectively for learning by committing to a daily or weekly review and planning session

Fous and Concentration

Another useful study skills worksheet to go with the Crash Course Study Skills videos is this one about focus and concentration .

• why we get distracted
• how to train yourself to increase your ability to ignore distractions,
• techniques students can use to ‘trick’ themselves into remaining more focused when studying

Procrastination

The next of the study skills worksheets for high school (and middle school) students is this one to go with the Crash Course Study Skills Procrastination video on YouTube. 

• why we procrastinate
• what creates motivation
• how to increase motivation
• and how to increase productivity by reducing impulsiveness

Studying for tests and exams

Another of the study skills worksheets (high school- and middle school-appropriate) is this one , which is designed to be used in conjunction with the popular Crash Course Study Skills Studying for exams video on YouTube. 

• why study needs to be spaced out over time
• how to create a study schedule
• tips on how to study actively and more effectively
• and what to do if you get stuck

Test anxiety

This study skills worksheet for high school (and middle school) students is for the popular Crash Course Study Skills Test anxiety video on YouTube. 

With student anxiety on the rise, this is a great tool for the teacher toolbox to combat the before-test anxiety that many students suffer.

• why people feel anxious about tests
• what types of fears most people have about tests
• and how to combat the most common fears people have about tests

Papers and essays

This study skills worksheet accompanies the Crash Course Study Skills Papers and Essays video on YouTube. 

• how to approach writing papers and essays
• how to ensure you research effectively
• how to write a draft
• and the different types of editing writers (and students) should do

Crash Course also has an excellent video series about digital research called Navigating Digital Information .  

The series covers

• the importance of being a sound digital researcher
• fact-checking
• lateral reading
• how to evaluate evidence
• evaluating evidence including photos, infographics, statistics, videos, and data
• using Wikipedia
• and social media and click restraint

All of these topics are great topics to cover when students are completing research papers and essays because they provide a quick reminder about strategies students can use to ensure their research strategies are sound.

If you’re interested in finding out more about it, see this blog post here .  We also have a worksheet series for this digital research video series ( see here if you’re keen to have a look).

The final of the study skills worksheets (high school- and upper middle school-appropriate) is this one that goes with the Crash Course Study Skills Exercise video on YouTube. 

• the evidence that suggests exercise is an important component of any study regime
• the physical and chemical processes people’s bodies undergo when they exercise
• and the types of exercise that increase learning ability/effectiveness

Study skills worksheet (high school and middle school appropriate) bundle

If you’ve’ made it this far, you either want the freebie, or you’re super keen on all the study skills worksheets.  

You’re in luck, if you want all of the worksheets, we have a discounted bundle available on TPT here .  The bundle includes all of the worksheets shown above 👆 .

Other great resources to help students learn to study more effectively

While these aren’t high school study skills worksheets, there are a couple of bonus resources listed below that would make it super easy to come up with study skills activities for high school students.  Easy ways to use these resources include:

• get students to watch them for homework
• as an emergency lesson for a substitute
• at the start of the term/semester/year to remind students of important study skills
• throughout the term to remind students about effective study strategies

And the resources we have linked are

• Thomas Frank’s video Study Less Study Smart
• Thomas Frank’s College Info Geek podcast
• Ali Abdaal spaced repetition video
• Ali Abdaal how to create a study timetable video
• This blog post with other study skills videos for middle and high school students

Cornell note-taking template freebie

Now, finally, if you want an awesome freebie (a blank Cornell note-taking template) that your students can use in class to take notes (either on paper or digitally) sign up below and get it delivered straight to your inbox. 👇.

Study Skills Tip Sheets

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Library Services for Chemistry Faculty Members: Examples of Research Skill Assignments

• At the Chemistry Library
• Math/Physics/Astronomy
• Examples of Research Skill Assignments
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Breaking down a research assignment

One effective way of teaching research skills is to divide a research assignment-such as a paper or other project-into its component parts. The requirement of completing each step and handing it in for approval motivates students to become familiar with the steps. Some professors make each step in the process a part of the final grade (e.g., annotated bibliography, 10 points) thereby emphasizing the importance of each step.

For example, a research paper might be divided into the following steps, which must be handed in at intervals throughout the semester.

• Define your topic using appropriate encyclopedia articles, class readings, or scholarly reviews of the literature for background information.
• Develop a list of relevant keywords and phrases to search in the library catalogs. Record which keywords best identify relevant resources and explain why.
• Use databases to find books, articles and web sites that are relevant to your topic. Complete an annotated bibliography explaining why each resource is appropriate for your paper and how it will support the thesis.
• Hand in a rough draft, the instructor's critique of which will include an evaluation of the types and appropriateness of information used.

Familiarizing students with the scholarly literature

Assignment: Browse relevant parts of the stacks, examine one or more subject-specific encyclopedias and browse through articles in several appropriate journals. With the information you have learned, describe themes, questions and methods that are important to the discipline how does the discipline relate to other disciplines? Purpose: Become acquainted with the sort of questions, issues and methodologies that are central to the discipline.

Assignment: Browse through several years of a major journal in your discipline. List the articles that are relevant to a topic in your class. Choose one of the articles, state the thesis and describe the sources the author used for evidence to support the thesis. Are those sources available at penn? Purpose: Become acquainted with the sort of questions, issues and methodologies that are central to the discipline. Learn to evaluate and locate sources used as evidence in scholarly articles.

Assignment: Use periodical and book indices to update a literature review done several years ago on a topic being addressed in the class. Explain why some resources were included and others weren't. What criteria were used to evaluate resources? Purpose: Learn how to conduct a serious literature review. Gain a more thorough knowledge of the methods used and approaches taken in considering an issue. Identify how arguments, positions and ideas take different tracks in different parts of the literature.

Assignment: Examine the importance of a seminal scholarly work or pivotal scholar by learning how the relevant ideas have impacted on and been developed by later works and figures. Use databases and citation indexes to identify relevant articles and books. Purpose: Learn to trace the development of an idea through the scholarly literature. Gain a better understanding of how ideas evolve and of what make a work seminal to a discipline.

Assignment: Use an ISI citation database to locate multiple articles citing one that is assigned for the class, and then consider how each of the articles uses the cited article. Write about what this reveals about the cited article, its importance, acceptance and wider implications within the discipline. Purpose: Learn to trace the development of an idea through the scholarly literature. Gain a better understanding of how ideas evolve and of what make a work seminal to a discipline. Have students identify opposing viewpoints on a controversial social issue and document how the viewpoints are developed in popular and/or scholarly literature.

Teaching students types of resources (scholarly, popular, primary, secondary)

Assignment: Identify an article from a popular publication (e.g., The New York Times, Newsweek, Science News) that reports on an issue being addressed in your class, then track down the scholarly source of the information and answer the following questions: is the information in the popular article accurate? Why would you rely on one of the articles instead of the other? What is the intended audience of each article? Purpose: Learn about the differences between popular and scholarly resources.

Assignment: Identify opposing viewpoints on a controversial social issue and document how the viewpoints are developed in popular and/or scholarly literature. Purpose: Learn about the differences between popular and scholarly resources.

Assignment: Identify opposing viewpoints on a controversial issue and select one to work with. Compare popular and scholarly work supporting your chosen viewpoint. How do the scholarly and popular works differ? What sort of argument and evidence does each type of work offer? Is it clear which works are popular and which are scholarly? Purpose: Learn about the differences between popular and scholarly resources.

Assignment: Look at newspaper articles about an important event or issue from several newspapers. Compare how the event is covered in different newspapers and try to explain discrepancies. Purpose: Become familiar with an important type of primary resource. Gain a better understanding of the contexts in which primary resources need to be understood to take account of perspective and bias.

Assignment: Use newspaper, magazine and journal articles to follow an event, trend or viewpoint as it develops, considering and researching the parties, ideas and issues involved. Purpose: Become familiar with important types of primary resources. Gain a better understanding of the contexts in which primary resources need to be understood to take account of perspective and bias.

Assignment: Have your students trace a piece of legislation from inception to final resolution, including debates, hearings, political and social contexts. Purpose: Become familiar with an important type of primary resource. Gain a better understanding of the contexts in which primary resources need to be understood to take account of perspective and bias.

Assignment: Have your students identify a cluster of primary resources that would be relevant to answering a question or issue that is being addressed in your class. Purpose: Become familiar with primary resources. Gain a better understanding of the contexts in which primary resources need to be understood to take account of perspective and bias.

Assignment: Visit a museum or historical site that allows access to objects relevant to your class. Have the students choose a particular object to research and then write a short paper that includes an analysis of the object as well as social, historical and economic context. Purpose: Become familiar with primary resources. Gain a better understanding of the contexts in which primary resources need to be understood to take account of perspective and bias.

Assignment: Provide each student in your class with a historical artifact without revealing its purpose. Have the students use all the historic resources at their disposal to attempt to identify and explain the purpose of the artifact. Purpose: Become familiar with primary resources. Gain a better understanding of the contexts in which primary resources need to be understood to take account of perspective and bias.

Assignment: Provide each student in your class with a piece of art without revealing its time period or style. Have the students use all the resources at their disposal to attempt to explain the artwork from different angles. Purpose: Become familiar with primary resources. Gain a better understanding of the contexts in which primary resources need to be understood to take account of perspective and bias.

Assignment: Provide each student in your class with the name of a person relevant to the class. For instance, students taking a course on the history of jazz might be given names of more or less obscure jazz musicians. Have the students learn as much biographical information about the person as possible, and then have the class compile information to search for themes and trends. Purpose: Become familiar with primary resources. Gain a better understanding of the contexts in which primary resources need to be understood to take account of perspective and bias.

Finding and Evaluating information

Assignment: Complete a 'scavenger hunt' given to you by the professor. This might include locating books, journals, articles, citations, special collections and other sources of information. Purpose: Learn basic techniques for finding scholarly information.

Assignment: Complete and submit for approval an annotated bibliography of information resources that are highly relevant to a topic you want to address. Be sure to explain why each resource is both relevant to and appropriate for your topic. Purpose: Learn how to locate and evaluate information.

Assignment: As you search for books, articles and other sources of information, record the databases you use as well as the specific keyword searches and subject headings they use. Explain why some searches worked better than others and what led them to alter their search strategies. Purpose: Become more proficient at locating sources of information by efficiently searching scholarly tools.

Assignment: Provide a precise statement of the search topic, a list of keywords or thesaurus terms (as appropriate), and an outline of search logic. Justify the choice of databases. Carry out the search. Purpose: Shows the background research necessary for a successful search, and teaches the mechanics of searching.

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The Cornell Note Taking System

Why do you take notes? What do you hope to get from your notes? What are Cornell Notes and how do you use the Cornell note-taking system?

There are many ways to take notes. It’s helpful to try out different methods and determine which work best for you in different situations. Whether you are learning online or in person, the physical act of writing can help you remember better than just listening or reading. Research shows that taking notes by hand is more effective than typing on a laptop. This page and our Canvas module will teach you about different note-taking systems and styles and help you determine what will work best for your situation.

In our Cornell Note Taking System module you will:

• Examine your current note taking system
• Explore different note taking strategies (including the Cornell Notes system)
• Assess which strategies work best for you in different situations

The best way to explore your current note-taking strategies and learn about the Cornell note taking system is to go through our Canvas note taking module. The module will interactively guide you through how to use Cornell Notes –  click on the link here or the button below. This module is publicly available.

Just want to see a bit more about Cornell Notes? You can view the videos below.

Watch: What are Cornell Notes?

Watch: Learn how students use the Cornell Note Taking System

The Cornell Note-Taking System was originally developed by Cornell education professor, Walter Pauk. Prof. Pauk outlined this effective note-taking method in his book, How to Study in College (1).

•   Pauk, Walter; Owens, Ross J. Q. (2010).  How to Study in College  (10 ed.). Boston, MA: Wadsworth.  ISBN   978-1-4390-8446-5 .  Chapter 10: “The Cornell System: Take Effective Notes”, pp. 235-277