Check Moodle for a unit guide for each of your units. They should be available by week one.
assessment details - what assignments, tests or exams are involved and what each task contributes to your final mark.
The unit guide will also give you an idea of the amount of time you need to commit to reading, going to classes, working on assignments and preparing for exams.
provide a structure for exam revision.
Your unit guide will also list the teaching staff for the unit and the 'chief examiner' (the lecturer in charge). Don't hesitate to ask for their help if you have problems with classes, reading or assignments.
Planning might sound boring, but don't underestimate the importance of being organised. Without some kind of plan you're likely to fall behind. You'll feel less stressed if you've set yourself a timetable to manage study, work and other commitments right from the start of semester.
Your semester plan is your broad timetable based around your fixed commitments.
Use your Google calendar or a printed weekly or monthly calendar to help you plan your semester-long timetable.
time for relaxation, sports, socialising and family.
If you're doing a course with placements, add these to your calendar.
Assignment due dates. Add these to your student calendar.
What each assignment is worth. You'll need more time for assignments that carry more weight.
Dates to start working on each assignment.
Estimate the time each step may take - you'll get better at this as you do more assignments.
Work back from the assignment due date, scheduling in each assignment step.
calendar - see if you have assignments coming up that you need to start work on, or placements you need to prepare for.
three-hour-plus time-slots are needed for more detailed work on assignments, particularly writing.
ask your tutor or lecturer for help to prioritise readings based on what you're interested in, struggling with, or need to focus your assignment on.
You'll get the most out of the time you spend reading if you know why you're reading or what you need to get from the text.
Reading critically means questioning the text and the author's stance rather than accepting it at face value. Reading critically means thinking about the following kinds of questions.
What is the text really about? What are the underlying assumptions? Does the author have a particular agenda?
What issues has the author focused on? What issues are not considered? Why?
What theoretical perspective has the author taken? Which other authors have influenced the author's view (whom do they cite approvingly)? Which other authors is this author reacting against (whom do they cite disapprovingly)?
What criteria or arguments is the author using to support their view or critique the views of others?
What assumptions, explanations or evidence does the author rely on? Are these adequate, relevant, persuasive?
Are the problems with the author's approach or questions that remain on unanswered?
What does the structure of the text reveal? Are theories or viewpoints compared? Is the material framed historically? Are arguments made in order of importance?
It's absolutely fine to skim-read academic texts. You need to do this to decide which texts to read more closely, when you're reading to get an overview of a topic, or when you're just trying to get the general idea or gist of a text.
Finding the text too difficult?
re-read any old lecture notes that might be related to this topic.
Sit closer to the front. You'll be able to hear and see better if you're closer to the lecturer. And you'll be able to concentrate better – most chatting, texting and distractions happen at the back of the lecture theatre.
Take notice of the lecturer's use of voice and body language. Emphasis, repetition, a change in tone, meaningful pauses, an upraised finger or eyebrows can indicate the lecturer is making an important point.
Sometimes it can be hard to understand a lecturer if you're not familiar with the words they're using, or they have an accent you're not used to hearing. It's okay to raise your hand and ask them to go a little slower or speak louder. If you're not comfortable doing that in class speak to the lecturer outside.
Don't make a mistake of trying to write down everything a lecturer says. You won't usually be able to, and more importantly, you won't have time to think about what's being said.
You need to make your own judgements about what to write down, but the following might help.
Find out if the presentation slides will be available later. If they are, don't bother copying everything that's on them.
Information written on the board during the lecture might be important to make note of.
Underline or circle any important points in your notes so you'll easily be able to see them later.
don't leave it too long to clear up any issues - being unclear about this lecture might affect your understanding of the next.
rearrange material if you feel a different order or hierarchy would be more effective.
get clear about any of the topics, issues or concepts you're unsure of.
write down anything you're unsure of (from the lecture, readings or upcoming assignments) or would like to raise for discussion.
discuss any issues or concerns with teaching staff.