How to Study

Active Participation: A “Grade A” Approach
In many nonlecture classes, you will find that discussion, mostly 
in the form of questions and answers, is actively encouraged. This
dialogue serves to both confirm your knowledge and comprehension
of specific subject matter and to identify those areas in which you
need work.
Whatever the format in which you find yourself, participate in any
discussion to the best of your ability. Most teachers consider class
participation a key ingredient in your semester grades. No matter how
many papers and tests you ace, if you never open your mouth in class,
you shouldn’t be surprised if you get less than an A.
If you’re having trouble following an argument or particular line of
thought, ask for a review or for clarification. Based on the professor’s
preferences and the class format, ask the questions you feel need
answers.
How to Study
118

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Chapter 5
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How to Excel in Class
119
Lectures (emphases: listening, note taking)
Discussions (emphases: asking/answering, analyzing, discussing)
Combination (emphases: as above)
Hands-on (emphasis: development/application pertinent skills)
Relation of size to format not a given
Analyze habits
Learn preferences
Control vs. chaos
Review vs. new material
Goals differ by subject
Read all books before class
Failure affects participation
Failure affects note taking
Includes nontext reading
and nonreading assignments
Utilizing skills depends
on class format
Review your notes
Know your teacher
Complete all assignments
How to excel in class
From reading and
previous class

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Be careful you don’t innocently distract yourself from practicing your
now-excellent note-taking skills by starting to analyze something 
you don’t understand or, worse, creating mental arguments because
you disagree with something your teacher or a classmate said. Taking
the time to mentally frame an elaborate question is equally distract-
ing. All three cause the same problem: You’re not listening!
Finally, listen closely to the words of your classmates— you’ll often
find their comments, attitudes, and opinions as helpful and insightful
as your instructor’s.
What if you’re shy or just get numb whenever you’re called on? Ask
a question rather than taking part in the discussion—it’s easier and,
over time, may help you break the ice and jump into the discussion.
If you really can’t open your mouth without running a fever, consider
taking a public speaking course.
Most importantly, prepare and practice. Fear of standing in front of
a class or even participating from the safety of your seat is, for many
of you, really a symptom of lack of confidence.
And lack of confidence stems from lack of preparation. The more 
prepared you are—if you know the material backwards and 
forwards—the more likely you will be able to, even want to, raise 
your hand and “strut your stuff.” Practicing with friends, parents, or
relatives may also help.
If you are having trouble with oral reports, they are covered sepa-
rately in Chapter 7. I think you’ll find that the hints I’ve included there
will eliminate a lot of the fear such talks seem to engender.