Brain train

THE PROCESS OF RESPONDING TO  ESSAY EXAMINATION QUESTIONS
Irene Klosko, Professional Tutor

Often, especially in the social sciences and the humanities, your professor will ask you to write essay answers as a means of testing the depth, detail, and scope of your knowledge within a specific subject area. Requiring students to write an essay as a part or all of their examination is a powerful assessment tool since not only does it show the professor how well you know the subject matter, but also it enables you to synthesize  and  express your knowledge of the subject as well. This process has been called Writing to Learn in academic circles.

 To maximize your chances of getting the best possible grade on an essay exam, there are certain steps to follow. First of all, be sure to read all the directions carefully. It is surprising how even an experienced reader or writer can occasionally misread or be mistaken in what s/he is being asked to do. After making certain of what is being required, read at least two times the questions you will be answering. Underline key words that will assist you to formulate an effective answer. For example, to answer the question about The Adventures of  Huckleberry Finn shown below, you would underline the following words:
Indicate the way conscience is revealed through Huck and two other characters in The Adventures of Huckleberry Finn.

Consider the time that has been allotted to each of your answers. Exact timing is important. If one question is worth 50% and two other questions are worth 25% each, spend half of the exam time on the first question and a quarter of the time on each of the other two questions.

Before beginning to answer the question, write a brief  outline. This will help you to focus your thoughts, organize the information, and remember all the key points you want to include.

Be sure to follow the directions in answering the questions. You may be asked to analyze, critique, explain, discuss, and/or illustrate, a point. In these cases, be sure to give examples, state facts, use statistics. Make your answers as specific as possible. Professors tend to take off points for unsubstantiated generalizations and vague non-specific answers. Show what you know. Sometimes you will be asked to take a position and argue a point. In this case decide or choose a side, state your thesis clearly, and then present that side as clearly, logically, and assertively as you can. Appeal to arguments of fact and reason, as well as emotion and compassion when applicable.

Finally, when you have answered the questions to the best of your ability, be sure to spend the last few minutes of exam time proofreading your answers. Check for any spelling, grammar, and punctuation errors. Correct these before you hand in your exam book.

NEW ESL PROGRAM AT THE CENTER FOR ACADEMIC ENHANCEMENT
Amanda Hipwell, Peer Tutor

Holy Family’s mission statement reveals that the University “welcomes and cares for students, faculty, and staff as members of a diverse but interconnected family.”  The “family” here at the University is growing increasingly diverse, and English may be a second, or even third language for many students.  In an effort to respond to the growing ESL population here at the University, the Center for Academic Enhancement has created a program to address their needs.  The Center recognizes that American-educated students for whom English is not their primary language may have gaps in their language development, which can pose challenges in academic writing.  The Center’s goal is to help bridge these gaps and aid students in achieving academic success.

The planning process for the new ESL program began this past August, and the program itself was initiated in early November.  It consists of assessments that will target areas where students may need improvement, while also determining their strengths.  The tutors will work one-on-one with each student using a curriculum designed to meet individual needs.  Self-paced tutorials are also included in the tutoring sessions.  In addition, an educational enhancement support group is available to participants of the ESL program.  “It is designed to provide learning strategies and to offer cross-cultural integration,” Valerie Hertz explained.  Hertz, a graduate student in the counseling psychology program at Holy Family, is currently interning at the Center.

The ESL program is run by Angela Godshall, Director of the Center, and three ESL peer tutors: Sara Cashin, Marek Kowalski, and Piotr Kopinski.  Sara Cashin is a sophomore majoring in English/secondary education with a minor in Spanish.  She is also the Vice President of Fusion, a new multicultural club on campus.  She has worked with ESL writers and speakers on numerous occasions, through both the Inn Dwelling Program, which is sponsored by the Missionary Servants of the Most Blessed Trinity, and St. Mary’s Parenting Resource Center in Langhorne.  “Interacting with people of various cultures has strengthened my appreciation for languages and cultural diversity,” said Cashin.

Marek Kowalski and Piotr Kopinski are both freshmen majoring in biochemistry.  They, themselves, are international students who arrived from Poland shortly before the start of the fall semester.  Both students have been enjoying their time here in America.  “I really like this country,” said Kowalski.  “Although it is quite different from Europe, it is open for people of different cultures.  People at [Holy Family] are really helpful for people of different cultures.”  He feels that being a part of the ESL program will be challenging, but also rewarding, as he will be able to meet new people and further develop his own English language skills.  He looks forward to working with students because he will be able to use what he knows to help others.  “I was given a chance to come here to study at Holy Family,” he said, “and now I can do something for the University, and for the people, especially.”

Kopinski sees America as “a place of opportunities,” a place where he can grow and develop in various aspects of his life.  Although he came here simply to receive a biochemistry degree, he has already gained a broader perspective on people in general, as well as on himself and his own abilities.  “I think that the ESL program is a good way for students to develop language skills that are so crucial to the process of learning,” Kopinski stated.  “Every foreigner needs a means to communicate.”  He believes that the ESL program will not only help students academically, but also socially.  “In general, it will make life easier [for ESL students],” he said.

This newly-developed ESL program is open to all students who feel they may benefit from this educational experience.  The Center for Academic Enhancement is located on the second floor of the University library and accepts both walk-ins and scheduled appointments.  Consider this opportunity one of the many ways by which Holy Family University “welcomes and cares” for its “diverse but interconnected family.”

STUDENT ETIQUETTE WHEN VISITING YOUR INSTRUCTOR DURING OFFICE HOURS
William Broderick, Professional Tutor

There are many misconceptions that students have about visiting their instructors. A prevalent misconception is that the office visit is a negative experience; however, the exact opposite is true. The visit is the time to make a personal connection with the professor who is there to be a positive source of advice. For instance, if you are doing a research paper, the instructor can recommend well-balanced and scholarly sources, or stress ways of narrowing the focus of the research. Another misconception is that only students who are struggling in the class must visit the instructor. The reality is that the successful students are the ones who make the most visits.

The successful students also know the etiquette involved in the visit. Some of the rules of etiquette are basically common courtesy; however, there are other less evident rules. The most prevalent breach of etiquette is not arriving on time. The student must realize that others are scheduled. One student’s lateness will disrupt the opportunity for all involved, including the instructor. It might sound obvious, but the student should call when running late and reschedule. When arriving at the office, the student should knock on the door, even if the door is open, and then wait for the instructor’s invitation. It is crucial to turn your cell phone off. Do not set it on vibrate, so you will not be tempted to answer the phone. Putting the instructor “on hold” while you answer the phone is definitely not a good idea.

Never arrive at the meeting unprepared; it is one way to turn a positive situation into a negative. The instructor is there to help you with your work, but is not there to do the work for you. The student should not under any circumstances say or imply that s/he does not have a clue of what the instructor wants done for the assignment. A better approach would be to remind the instructor of the assignment and show what you have done so far. Bring a note pad to write down the instructor’s recommendations and enjoy your visit.

 The office visit is one good way to lessen academic stress!



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