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 Personal Information

Name: E-mail:

School: Phone:

College address: Cell phone:

City: Zip code:

State: Personal URL:

Course Information

Course name: Section number:

Class meeting time: Building and room:

Class Website address:

Instructor: Phone:

Instructor e-mail address: Instructor office location:

Office hours:

Important School Information

School Website address: School catalog Website:

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 BASED ON DAVE ELLIS’ BECOMING A MASTER STUDENT

THE ESSENTIAL GUIDE TO

Becoming a
Master Student Second Edition

Doug Toft
Contributing Editor

Australia • Brazil • Canada • Mexico • Singapore • Spain • United Kingdom • United States

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 The Essential Guide to Becoming a Master © 2012, 2010 Wadsworth, Cengage Learning
Student
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 THE ESSENTIAL GUIDE TO

Becoming a Master Student

ADVISORY BOARD
Andrew Alt, Bowling Green State University Joyce Kevetos, Palm Beach Community College
Eva S. Berg, Edison State College Joseph Kornoski, Montgomery County Community
College
Jay Christensen, California State University,
Northridge Edith T. Lang, Brunswick Community College
Cathy Clay, Pellissippi State Technical Community Charlene Latimer, Daytona Beach Community
College College
Karen Costa, Mount Wachusett Community Mia Pierre, Valencia Community College
College Paula M. Plageman, Kutztown University
Rachael Cragle, Pellissippi State Technical Patty Santoianni, Sinclair Community College
Community College
Jennifer Scalzi, American River College
Susan Dutch, Westfield State College
Sherri Singer, Alamance Community College
Lorraine Fedrizzi, Niagara Community College
Bruce Skolnick, Edinboro University of Pennsylvania
Doroteo Franco, El Paso Community College
Kathleen Speed, Texas A&M University
Tracy Gottlieb, Seton Hall University
Lester Tanaka, Community College of Southern
Patricia Gottschalk, United States Air Force Nevada
Academy
John Timmons, Winthrop University
Ryan K. Guth, Lambuth University
Mary Tolejko, Erie Community College
Nancy S. Hoefer, Central Carolina Technical College
Oscar R. Velasquez, El Paso Community College
Taryn Hutchins, Spokane Falls Community College
Jodi Webb, Bowling Green State University
CoCo Hutchison, Valencia Community College

iii
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Brief Contents

1 Getting Started and Getting Involved viii

2 Using Your Learning Styles
14
3 Taking Charge of Your Time and Money
18
4 Achieving Your Purpose for Reading 32
5 Participating in Class and Taking Notes 44
6 Maximizing Your Memory and Mastering Tests 60
7 Thinking Clearly and Communicating Your Ideas 76
8 Creating Positive Relationships 90
9 Choosing Greater Health 104
10 Choosing Your Major and Planning Your Career 116
iv
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Contents

1 Getting Started and 3 Taking Charge of Your

Getting Involved Time and Money
Making the transition to higher education: You’ve got the time—and the money 19
Five things you can do now 1 Discover what you want from this chapter 19
Discover what you want from this chapter 1
Commit to Action: Give your goals some
Start with the Discovery Wheel 2 teeth 20
The essentials of mastery 5 Seven ways to take back your time 22
Forget about time management—just get things done 23
Success in three words 6
Values . . . the invisible link to success 6 Commit to Action: Discover where your
Get the most from this book 7 time goes 24
Campus resources—You paid for them, Procrastination unplugged 27
so use them 8 10 things you can do in 10 minutes (or less) 27

Critical Thinking Experiment: Why are you Put an end to money worries 28
in school? 9
Use credit with care 29
Master Students in Action 10
Critical Thinking Experiment: Reflect on
Commit to Action: Whom are you bringing your spending 30
with you? 12
Power Process: Be here now 31
Power Process: Discover what you want 13

4 Achieving Your
2 Using Your
Purpose for Reading
Learning Styles
Reading essentials 33
Learning styles: Discovering how you learn 15 Discover what you want from this chapter 33
Discover what you want from this chapter 15
Directions for completing the Learning Style Inventory 16 Question your text 34
Create outlines from headings 35
Learning Style Inventory LSI-1
Read for answers 36
Critical Thinking Experiment: Take a snapshot Nine ways to overcome confusion 37
of your learning styles LSI-2
Review the answers 38
Scoring your Inventory LSI-3 Five ways to read with children underfoot 39

Learning Style Graph LSI-5 Critical Thinking Experiment: “Dear author—

I don’t necessarily agree” 40
Commit to Action: Create value from
learning styles LSI-6 Decoding the deadly textbook 41

Using your learning style profile to succeed LSI-7 Commit to Action: Experiment with active
reading 42
More views of learning styles LSI-8
Power Process: Ideas are tools 43
Power Process: Risk being a fool 17

v
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 5 Participating in Class 7 Thinking Clearly
and Taking Notes and Communicating
Note-taking essentials 45 Your Ideas
Discover what you want from this chapter 45
Critical thinking: A survival skill 77
Set the stage for note taking 46 Discover what you want from this chapter 77
Take effective notes for online learning 46
Ways to create ideas 78
Show up for class 47
Cope with fast-talking teachers 48 Ways to refine ideas 80
Critical Thinking Experiment: Listen for Critical Thinking Experiment: Discover the joy
key points 49 of bafflement 82
Capture key words 50 Don’t fool yourself: Common mistakes
Short and sweet—Remember to abbrevi8 51 in logic 83
Play with note-taking formats 52 Strategies for effective writing 84
Mine your notes for added value 54 Writing and delivering presentations 86
5 ways to improve your handwriting 55
Commit to Action: Take the next step in finding
Predict test questions 56 your speaking voice 88
Taking notes while reading 57 Power Process: Find a bigger problem 89
Commit to Action: Transform your note taking 58
Power Process: Love your problems 59 8 Creating Positive
Relationships
6 Maximizing Your Notice your “people pictures”—and let
Memory and them go 91
Discover what you want from this chapter 91
Mastering Tests Thriving in a diverse world 92
Grades: The truth 61 Create relationships with integrity 94
Discover what you want from this chapter 61
Commit to Action: Practice the art of
Be ready for your next test 62 saying no 95
Seven things to do with your study group 63
12 tools for deep listening 96
Memory superchargers—the “six R’s” 64 7 steps to effective complaints 97
Keep your brain fit for life 67
Manage conflict with “I” messages 98
Test-taking errors—and ways to avoid them 68
Commit to Action: Write an “I” message 99
Critical Thinking Experiment: Turn “F” into
feedback 69 Leading high-performance teams 100
You are already a leader 101
Relax—it’s just a test 70
Critical Thinking Experiment: Try on a new
Math essentials 72 interpretation 102
Commit to Action: Transform your experience Power Process: Choose your conversations 103
of tests 74
Power Process: Detach 75

vi
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 9 Choosing 10 Choosing Your Major
Greater Health and Planning
Wake up to health 105 Your Career
Discover what you want from this chapter 105
Give up the myth of “someday” 117
Commit to Action: Take a fearless look at Discover what you want from this chapter 117
your health 106
Discovering the skilled person you
Choose your fuel 108 already are 118
Prevent and treat eating disorders 108
50 transferable skills 119
Choose to exercise 109
7 ways to stay healthy in (almost) no time 109 Commit to Action: Inventory your skills 120
Choose freedom from distress 110 Four ways to choose your major 121
Alcohol and other drugs: The truth 112 Commit to Action: Declare your major
Protect yourself from sexually transmitted infections 113 today 123
Critical Thinking Experiment: Addiction— Create your career 124
how do I know? 114
Commit to Action: Plan your career now 126
Power Process: Surrender 115
Finding your place in the new world
of work 127
Critical Thinking Experiment: Examine beliefs
about careers and jobs 128
The Discovery Wheel, reloaded 129
Commit to Action: Create your future with
a lifeline 132
Power Process: I create it all 133
Endnotes 135
Further Reading 137
Photo and Illustration Credits 139
Index 141
Master Essentials Review Cards (tear out pages)

vii
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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Getting Started

1 and Getting
Involved
Making the transition to higher
education: Five things you can
do now
1
1
PURPOSE
ER LEA 2
10 CARE RN
ND IN
G
RA ST
JO 30 Y
A

LE
M

20
T IM

2
EA
TH

ND M
9
HEAL

10
ON EY
S
NSHIP

READ

Start with the Discovery Wheel

ATIO

ING
4
8

REL
G
TIN

A
IC
UN NO
MM TE
CO S
ND 5
GA 7
KIN MEMOR
Y AND TESTS THIN
6

The essentials of mastery 5

Success in three words 6
8
Campus Resources—
You paid for them, so use them

Critical Thinking Experiment:

Why are you in school? 9
Master Students in Action 10
Commit to Action: Whom are
you bringing with you? 12
Power Process:
Discover what you want 13

viii
Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Making the Discover what 1
transition to higher
education: Five YOU WANT
from this chapter
things you can do now
S
tart becoming a master student this moment
by doing a five-minute chapter preview. The
goal is for you to get the big picture of what
this chapter includes. This can help you under-
stand and recall the details later.

Here’s how to do the preview: Look at every page in

this chapter. Move quickly. Scan headlines. Look at
pictures. Notice any forms, charts, and diagrams.
Then complete the following sentences.

Three things that I can do right away to promote

Y
ou share one ng in common with every other student at
your school: Entering higher education represents a major my success in school are . . .
change in your life. You’ve joined a new culture with its
own set of rules, both spoken and unspoken. Feelings of anxiety,
isolation, and homesickness are common among students. To
master the transition, keep the following strategies in mind.
1. Plug into resources. These include people, campus clubs
and organizations, and school and community services. Of all re-
sources, people are the most important. You can isolate yourself,
study hard, and get a good education. But when you establish
relationships with teachers, staff members, fellow students, and
employers, you can get a great education. Build a network of
people who will personally support your success in school.
2. Meet with your academic advisor. Your academic advisor
can help you access resources that will ease your transition. Meet
with this person regularly. Advisors generally know about course What I want most from this course and this
requirements, options for declaring majors, and the resources chapter is . . .
available to you. Peer advisors might also be available.
3. Show up for class. Showing up for class occurs on two lev-
els. The most visible level is being physically present in the class-
room. Just as important is showing up mentally—taking detailed
notes, asking questions, and contributing to discussions.
4. Take the initiative in meeting new people. Introduce
yourself to classmates and instructors before or after class. Most
of the people in this new world of higher education are waiting to
be welcomed. You can help them and yourself at the same time.
5. Admit your feelings—whatever they are. Simply admitting
the truth about how you feel—to yourself and to someone else—can
help you cope with tough emotions. No matter how you feel, you can
almost always do something constructive—such as going to class When you see You’re One Click Away . . ., remem-
and completing assignments—in the present moment. If negative berto go to this book’s College Success CourseMate for
feelings make it hard for you to carry out the tasks of daily life, then additional content. And for a summary of this chapter,
gettalk with a professional, such as a counselor at the student health see the Master Student Review Cards at the end of this
service. The act of seeking help can make a difference. book.

You’re One Click Away . . .

from more strategies for mastering the art of transition.

The Essential Guide to Becoming a Master Student 1

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Start with the
Discovery Wheel
T
he Discovery Wheel is an opportunity to tell the truth 1

about the kind of person you are—and the kind of person PURPOSE
R
you want to become. 10 REE LEA 2
CA RN
IN
ND G
This tool is based on a fundamental idea: Success in any area RA ST
JO 30 Y

LE
of life starts with telling the truth about what is working—and

S
what isn’t—in our lives right now. When we acknowledge our 20

T IM
strengths, we gain an accurate picture of what we can accomplish.

EA
TH

ND M
9
HEAL

3
When we admit that we have a problem, we free up energy to find
10

ON EY
a solution.
It’s that simple. The Discovery Wheel gives you an opportunity
to sit back for a few minutes and think about yourself. This is

S
NSHIP
not a test. There are no trick questions. There are no grades. The

READ
answers you provide will have meaning only for you.

ATIO

ING
4
8

REL
HOW THE DISCOVERY TIN
G
CA
WHEEL WORKS MMU
NI
NO
TE
CO
The purpose of the Discovery Wheel is to gain awareness 7 GA
ND 5
S

KIN
of your current behaviors—especially the kind of behaviors Y AND TESTS THIN MEMOR

that affect your success in school. With this knowledge, you 6

can choose new behaviors and start to enjoy new results in

your life.
During this exercise, you will fill in a circle similar to the one on
this page. The closer the shading comes to the outer edge of the
5 points
circle, the higher the evaluation of a specific skill. In the example
This statement is always or almost always true of me.
below, the student has rated her reading skills low and her note-
taking skills high. 4 points
The terms high and low are not positive or negative judg- This statement is often true of me.
ments. When doing the Discovery Wheel, you are just making 3 points
observations about yourself. You’re like a scientist running an This statement is true of me about half the time.
experiment—you are just collecting data and recording the facts. 2 points
You’re not evaluating yourself as good or bad. This statement is seldom true of me.
Also remember that the Discovery Wheel is not a permanent
1 point
picture of who you are. It is a snapshot in time—a picture of what
This statement is never or almost never true of me.
you’re doing right now. You’ll do this exercise again, near the
end of this book and at the end of the course. That means you
will have a chance to measure your progress. So be honest about 1. ______ I can clearly state my overall purpose in life.
where you are right now. 2. ______ I can explain how school relates to what I plan to do
To succeed at this exercise, tell the truth about your strengths. after I graduate.
This is no time for modesty! Also, lighten up and be willing to 3. ______ I capture key insights in writing and clarify exactly how
laugh at yourself. A little humor can make it easier to tell the truth I intend to act on them.
about your areas for improvement. 4. ______ I am skilled at making transitions.
To begin this exercise, read the following statements and give 5. ______ I seek out and use resources to support my success.
yourself points for each one. Use the point system described
______ Total score (1) Purpose
below. Then add up your point total for each category and shade
the Discovery Wheel on page 4 to the appropriate level.

2 Chapter 1 • Getting Started and Getting Involved

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 1. ______ I enjoy learning. 4. ______ I edit my writing for clarity, accuracy, and coherence.
2. ______ I make a habit of assessing my personal strengths and 5. ______ I prepare and deliver effective presentations.
areas for improvement. 1
______ Total score (7) Thinking and Communicating
3. ______ I monitor my understanding of a topic and change
learning strategies if I get confused.
1. ______ Other people tell me that I am a good listener.
4. ______ I use my knowledge of various learning styles to sup-
2. ______ I communicate my upsets without blaming others.
port my success in school.
3. ______ I build rewarding relationships with people from other
5. ______ I am open to different points of view on almost any
backgrounds.
topic.
4. ______ I effectively resolve conflict.
______ Total score (2) Learning Styles 5. ______ I participate effectively in teams and take on leadership
roles.
1. ______ I can clearly describe what I want to experience in ma-
______ Total score (8) Relationships
jor areas of my life, including career, relationships, financial
well-being, and health.
1. ______ I have enough energy to study, attend classes, and
2. ______ I set goals and periodically review them.
enjoy other areas of my life.
3. ______ I plan each day and often accomplish what I plan.
2. ______The way I eat supports my long-term health.
4. ______ I will have enough money to complete my education.
3. ______ I exercise regularly.
5. ______ I monitor my income, keep track of my expenses, and
4. ______ I can cope effectively with stress.
live within my means.
5. ______ I am in control of any alcohol or other drugs I put into
______ Total score (3) Time and Money my body.

______ Total score (9) Health

1. ______ I ask myself questions about the material that I am
reading.
1. ______ I have a detailed list of my skills.
2. ______ I preview and review reading assignments.
2. ______ I have a written career plan and update it regularly.
3. ______ I relate what I read to my life.
3. ______ I use the career-planning services offered by my school.
4. ______ I select strategies to fit the type of material I’m
4. ______ I participate in internships, extracurricular activities,
reading.
information interviews, and on-the-job experiences to test
5. ______ When I don’t understand what I’m reading, I note my
and refine my career plan.
questions and find answers.
5. ______ I have declared a major related to my interests, skills,
______ Total score (4) Reading and core values.

______ Total score (10) Major and Career

1. ______ When I am in class, I focus my attention.
2. ______ I take notes in class.
Using the total score from each category above, shade in each
3. ______ I can explain various methods for taking notes, and I
section of the blank Discovery Wheel on the next page. If you
choose those that work best for me.
want, use different colors. For example, you could use green for
4. ______ I distinguish key points from supporting examples.
areas you want to work on.
5. ______ I put important concepts into my own words.

______ Total score (5) Notes REFLECT ON YOUR DISCOVERY

WHEEL
1. ______ The way that I talk about my value as a person is inde- Now that you have completed your Discovery Wheel, spend a few
pendent of my grades. minutes with it. Get a sense of its weight, shape, and balance.
2. ______ I often succeed at predicting test questions. How would it sound if it rolled down a hill?
3. ______ I review for tests throughout the term. Next, complete the following sentences in the space below. Just
4. ______ I manage my time during tests. write down whatever comes to mind. Remember, this is not a test.
5. ______ I use techniques to remember key facts and ideas. The two areas in which I am strongest are . . .

______ Total score (6) Memory and Tests

1. ______ I use brainstorming to generate solutions to problems. The two areas in which I most want to improve are . . .
2. ______ I can detect common errors in logic and gaps in evidence.
3. ______ When researching, I find relevant facts and properly
credit their sources.

The Essential Guide to Becoming a Master Student 3

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 1
PURPOSE

10 EER LEA 2
CAR RN
D IN
R AN G
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A JO 30 Y

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S
20

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7 G AN 5
MEMOR KIN
Y AND TESTS THIN
6

Finally, take about 15 minutes to do a “textbook Page number Description

reconnaissance,” much like the preview you did for this chapter.
First, scan the table of contents for the entire book. Next, look
at every page in the book. Move quickly. Skim the words in bold
print. Glance at pictures. You’ll see pages with ideas that might
help you with the areas in your life you want to improve. Find
five such ideas that look especially interesting to you. Write
the page number and a short description of each idea in the
space below.

You’re One Click Away . . .

from doing this exercise online.

4 Chapter 1 • Getting Started and Getting Involved

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 1

The essentials of
Mastery
I
n 1482, Leonardo da Vinci wrote a letter to a wealthy baron, have room to grow and improve. The unknown does not frighten
applying for work. In excerpted form, he wrote, the master student. In fact, he welcomes it—even the unknown
“I can contrive various and endless means of offense and in himself. The master student is open to changes in her environ-
defense. . . . I have all sorts of extremely light and strong bridges ment and in himself.
adapted to be most easily carried. . . . I have methods for de- One sign of mastery is a sense of profound satisfaction.
stroying every turret or fortress . . . . I will make covered chariots, Distractions fade. Time stops. Work becomes play. After hours
safe and unassailable. . . . In case of need I will make big guns, of patient practice, after setting clear goals and getting precise
mortars, and light ordnance of fine and useful forms out of the feedback, the master has learned to be fully in control. At the
common type.” And then he added, almost as an afterthought, same time, she lets go of control. Results happen without effort,
“In times of peace I believe I can give perfect satisfaction and to struggle, or worry.
the equal of any other in architecture . . . can carry out sculp- Of course, those statements make no sense. Mastery, in fact,
ture . . . and also I can do in painting whatever may be done.” 1 doesn’t make sense. It defies analysis. It cannot be explained.
But it can be experienced. You could call it “flow” or being “in the
The Mona Lisa, for example. zone.” Or—mastery.
This book is about something that cannot be taught. It’s about As you meet and read about people during your stay in higher
becoming a master student. education, look for those who excel at learning. You will find
Mastery means attaining a level of skill that goes beyond endless diversity among these master students. They are old and
technique. For a master, methods and procedures are automatic young, male and female. They exist in every period of history. And
responses to the task at hand. The master carpenter is so familiar they come from every culture, race, and ethnic group. The master
with her tools, they are part of her. To a master chef, utensils are student is not a vague or remote ideal. Rather, master students
old friends. Because these masters don’t have to think about the move freely among us.
details of the process, their work seems to happen by itself. In fact, there’s one living inside your skin. No matter what your
Mastery can lead to flashy results—an incredible painting, for past experiences, the master student within survives.
example, or a gem of a short story. In basketball, mastery might The Essential Guide to Becoming a Master Student offers many
result in an unbelievable shot at the buzzer. For a musician, it strategies for success in school and life. Use these strategies to
might be the performance of a lifetime, the moment when every- discover the master student in you.
thing comes together.
The master student is in all of us. By design, human beings are You’re One Click Away . . .
from more qualities of a master student.
learning machines. We have an innate ability to learn, and all of us

The Essential Guide to Becoming a Master Student 5

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Success
in three words
S
uccess is no mystery. Successful people have left clues—
many clues, in fact. There are thousands of articles and
books that give tools, tips, techniques, and strategies for
success. Do a Google search on success and you’ll get over
300 million results.
If that sounds overwhelming, don’t worry. Success is simply the
process of setting and achieving goals. And the essentials of that
process can be described in 10 words or less.
Actually, those essentials can be described in three words: always easy, but there are no secrets about the process. If you did
Discovery. Intention. Action. Success is really that simple. It’s not the Discovery Wheel on page 2, then you already got a taste of it.
Continue the process. Throughout this book are exercises
la
labeled Commit to Action. These exercises are your chance to
ex
experience the essentials of success in three stages.

Values . . . the 1. WRITE DISCOVERY STATEMENTS

1
T first stage is a Discovery Statement. These often begin with
The

invisible link a prompt, such as, “I discovered that . . . .” Here is an opportunity

to reflect on “where you are.” Discovery Statements describe
yo
your current strengths and areas for improvement. Discovery
to success SStatements can also be descriptions of your feelings, thoughts,
aand behavior. Whenever you get an “aha!” moment—a flash of

V
alues are the things in life that you want for in
insight or a sudden solution to a problem—put it in a Discovery
their own sake. Even though they are invis- SStatement. To write effective Discovery Statements, remember
ible, values shape your attitudes, direct your th
the following.
goals, and guide your moment-by-moment choices. Record specifics. If you spent 90 minutes chatting online with
Your values define who you are and who you want a friend instead of reading your anatomy text, write about it. Include
to be. Success is about taking action that aligns th
the details, such as when you did it, where you did it, and how it felt.
with your values. R
Record your observations quickly, as soon as you make them.
Suspend judgment. When you are discovering yourself,
This book is based on a specific set of values. You
b
be gentle. Suspend self-judgment. If you continually judge
live these values when you demonstrate:
yo
your behaviors as “bad” or “stupid,” your mind will quit making
• Focused attention—living fully and mindfully in d
discoveries. For your own benefit, be kind.
the present moment. Be truthful. Suspending judgment helps you tell the truth
• Self-responsibility—seeing your own thinking and aabout yourself. “The truth will set you free” is a saying that endures
behavior as the major factor in your success. fo
for a reason. The closer you get to the truth, the more powerful
yo
your Discovery Statements will be. And if you notice that you are
• Integrity—making and keeping agreements and
av
avoiding the truth, don’t blame yourself. Just tell the truth about it.
staying true to your word.

• Risk taking—stretching yourself to accomplish 2. WRITE INTENTION STATEMENTS

2
larger goals, even if you fail occasionally. In
Intention Statements can be used to alter your course. They are
st
statements of your commitment to do a specific task or achieve a
• Contribution—taking action to reduce human suf-
fering and promote the happiness of other people. lo
longer-range goal. Whereas Discovery Statements promote aware-
n
ness, Intention Statements are blueprints for action. The two
p
processes reinforce each other.
You’re One Click Away . . .
from more information about defining your values and Make intentions positive. The purpose of writing intentions
aligning your actions. is to focus on what you want rather than what you don’t want.

6 Chapter 1 • Getting Started and Getting Involved

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Instead of writing “I will not fall asleep while studying account-
ing,” write “I intend to stay awake when studying accounting.”
Make intentions observable. Rather than writing “I intend
Get the most 1
to work harder on my history assignments,” write “I intend to
review my class notes and write summary sheets of my reading.” from
book
Writing summary sheets is a visible, physical action. There’s no
fooling yourself about whether you get it done.
Make intentions achievable. Give yourself opportunities
to succeed. Break large goals into small, specific tasks that can bee
this
Y
accomplished quickly. Timelines can help. For example, if you are ou can do several things to receive full value
assigned to write a paper, break the assignment into small tasks for the money you invested in this book.
and set a precise due date for each one. You might write: “I intendd
to select a topic for my paper by 9 a.m. Wednesday.”
Do this book. This book is unusual in that
3. ACT NOW! you will create much of it. The Critical Thinking
Carefully crafted Discovery Statements are a beauty to behold. Experiments and Commit to Action exercises call
Precise Intention Statements can inspire awe. But neither will be on you to reflect, write, and take action. Fill these
of much use until you put them into action. pages with your own ideas.
Life responds to what you do. Successful people are those who o
consistently produce the results that they want. And results follow w If it works, use it. If it doesn’t,
from specific, consistent behaviors. If you want new results in your ur lose it. If some sections of this book don’t
life, then adopt new behaviors. apply to you at all, skip them unless they are as-
signed. In that case, see if you can gain value from
Even simple changes in behavior can produce results. If you
those sections anyway. When you are committed
feel like procrastinating, then tackle just one small, specific task
to getting value from this book, even an idea that
related to your intention. Find something you can complete in five
seems irrelevant or ineffective at first can trun out
minutes or less and do it now. For example, access just one Web
to be a powerful tool.
site related to the topic of your next assigned paper.
Changing your behavior might lead to feelings of discomfort.
Instead of reverting back to your old behaviors, befriend the yucky ky
Skip around. You can use this book in several
different ways. You might read it straight through. Or
it
feelings. Tell yourself you can handle the discomfort just a little bit
pick it up, turn to any page, and find an idea you can
longer. Act on your intention. You will be rewarded. use. Look for ideas you can use right now.

REPEAT THE CYCLE Claim your power. At the end of each

The process of discovery, intention, and action is a cycle. First, you
u chapter in this book, you’ll find a Power Process.
write Discovery Statements about where you are now. Next, you Each offers a suggestion for shifting your perspec-
write Intention Statements about where you want to be and the tive or changing your behavior. The results can
specific steps you will take to get there. Follow up with action— apply to any area of your life. Students consistently
the sooner, the better. point to these short, offbeat, and occasionally
Then start the cycle again. Write Discovery Statements about outrageous articles as especially useful parts of the
whether you act on your Intention Statements—and what you text. To test your understanding of the Power Pro-
learn in the process. Follow up with more Intention Statements cesses, see whether you can take each one apply it
about what you will do differently in the future. Then move into to any topic in this book.
action and describe what happens next.
This process never ends. Each time you repeat the cycle, you Go online for added content. Look
get new results. It’s all about getting what you want and becoming ng for a recurring feature titled “You’re One Click
more effective in everything you do. This is the path of mastery, Away. . . .” These are reminders to go online to this
a path that you can travel for the rest of your life. text’s College Success CourseMate for useful ideas
that didn’t fit into the book.
You’re One Click Away . . .
from more suggestions for Discovery, Intention, and Action
n Get key points at a glance. Turn to
Statements. the back of this book for chapter summaries that
you can tear out and review when you’re on the
go. There’s also a one-page summary of the en-
tire book and a complete list of “You’re One Click
Away. . . .” features.

The Essential Guide to Becoming a Master Student 7

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 CAMPUS
RESOURCES—
You paid for them,
so use them FPO
A
supercharger increases the air supply to an internal
combustion engine. The resulting difference in power can
be dramatic.
You can make just as powerful a difference in your education
if you supercharge it by using all of the resources available to stu-
dents. In this case, your “air supply” includes people, campus clubs
and organizations, and school and community services. Libraries are a treasure chest on campus and employ people
Think about all the services and resources that your tuition money who are happy to help you locate information.
buys: academic advising to help you choose classes and select a major; Newspapers published on campus list events and services that
access to the student health center and counseling services; a career are free or inexpensive.
planning office that you can visit even after you graduate; athletic, Registrars handle information about transcripts, grades, chang-
arts, and entertainment events at a central location; and much more. ing majors, transferring credits, and dropping or adding classes.
If you live on campus, you also get a place to stay with meals School media—including campus newspapers, radio stations,
provided, all for less than the cost of an average hotel room. Web sites, and instructional television services—provide informa-
And, by the way, you also get to attend classes. tion about school policies and activities.
Name a challenge that you’re facing right now: finding money School security employees provide information about parking,
to pay for classes, resolving conflicts with a teacher, lining up a job bicycle regulations, and traffic rules. Some school security agen-
after graduation. Chances are that a resource on campus can help. cies provide safe escort at night for students.
Following are a few examples of services available on many Student government can assist you in developing skills in
campuses. Check your school’s catalog for even more. leadership and teamwork. Many employers value this kind of
Academic advisors can help you with selecting courses, choos- experience.
ing majors, career planning, and adjusting in general to the culture Student health clinics often provide free or inexpensive treat-
of higher education. ment of minor problems. Many counseling and student health
Alumni organizations can be good sources of information centers target certain services to people with disabilities.
about the pitfalls and benefits of being a student at your school. Student organizations offer you an opportunity to explore
Arts organizations can include concert halls, museums, art gal- fraternities, sororities, service clubs, veterans’ organizations,
leries, observatories, and special libraries. religious groups, sports clubs, political groups, and programs for
Athletic centers and gymnasiums often open weight rooms, special populations. The latter include women’s centers, multicul-
swimming pools, indoor tracks, and athletic courts for students. tural student centers, and organizations for international students,
Churches, synagogues, mosques, and temples have members who disabled students, and gay and lesbian students.
are happy to welcome fellow worshippers who are away from home. Student unions are hubs for social activities, special programs,
Childcare is sometimes provided at a reasonable cost through and free entertainment.
the early-childhood education department. Tutoring programs can help even if you think you are hopelessly
Computer labs, where students can go 24 hours a day to work stuck in a course—usually for free. Student athletes and those who
on projects and use the Internet, are often free. speak English as a second language can often get help here.
Counseling centers help students deal with the emotional pres- Note: Community resources—those located off-campus—can
sures of school life, usually for free or at a low cost. range from credit counseling and chemical dependency treatment
Financial aid offices help students with loans, scholarships, to public health clinics and churches. Check the city Web site.
grants, and work-study programs.
Job placement and career-planning offices can help you find
part-time employment while you are in school and a job after you You’re One Click Away . . .
graduate. from more resources that can save you time and money.

8 Chapter 1 • Getting Started and Getting Involved

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
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