Title: Study Skills
Course: Question Banks

Q: Shay’s government instructor assigned specialized academic readings for each week of class to provide the basis for all of her in-class discussion. Each of these readings are around 15-20 pages, come from different sources, and are housed in the college library database. What type of reading was Shay assigned?
- Textbook. (Incorrect. Textbooks are often used consistently throughout a course, with assigned chapters for reading assignments and are usually purchased or rented for the semester. Since each of Shay’s reading assignment comes from a different source and can be found online in the college library database, this type of reading assignment is not a Textbook.)
- News articles (Incorrect. While news articles would provide the variance described in Shay’s example, most news articles are much shorter than 15-20 pages and can be accessed without the use of the college database.)
- Literature (Incorrect. While many pieces of literature can be 15-20 pages, literature is regularly available without the use of the college database.)
- Academic articles (Correct. Most academic articles are between 15-20 pages and are published in scholarly journals, which are not widely available to the public for free. Therefore, they are often housed in databases that the college library uses.)
A: Academic articles

Q: Patricia’s history teacher likes to assign poetry, dramas, and novellas to provide colorful narratives that expose different perspectives and themes of a given historical event. What type of reading assignments does Patricia’s teach assign?
- News Articles (Incorrect. While news articles may include interviews and provide a perspective, they generally simply report the facts of an event. They often are not written with literary techniques found in poetry or meant to entertain as a drama or novella.)
- Nonfiction (Incorrect. While poetry, dramas, and novellas can be based on real events, they differ from essays and other forms of nonfiction in that they use literary tools and techniques to create meaning.)
- Short Stories (Incorrect. While short stories may certainly be a type of reading that would complement the poetry, dramas, and novellas in Patricia’s class, a short story does not use the same techniques as poetry or the direction written into drama to convey meaning.)
- Literature (Correct. Literature uses certain devices and techniques to create and enhance meaning with the reader which are found in poetry, dramas, and novellas.)
A: Literature

Q: In Anthony’s Introduction to Economics class, his assigned reading consists of different chapters from the same source. The chapters are divided into headings defined by a particular concept with highlighted examples and vocabulary. Each chapter ends with practice questions and summaries of key concepts and vocabulary. With each chapter, Anthony learns about the foundations, theories, and concepts of basic economic principles. What type of reading is Anthony assigned in his Introduction to Economics class?
- Scholarly Articles (Incorrect. While scholarly articles focus on specific concepts, they do not contain foundational level summaries of key concepts or vocabulary; nor do they provide practice questions. Since Anthony’s reading assignments are all from the same source, they most likely are not scholarly articles, which are published in various academic journals.)
- Literature (Incorrect. The various forms of literature do not provide the supplemental summaries, practice questions, and definitions provided in Anthony’s weekly reading.)
- News Articles (Incorrect. News articles generally focus on reporting the facts of a specific event. They do not include the supplemental learning tools such as highlighted key concepts, definitions, and practice questions included in Anthony’s reading. Since Anthony’s reading assignments are all from the same source, they most likely are not news articles, which are published in various newspapers or sources.)
- Textbook (Correct. Introductory classes often rely on textbooks to explain the foundations of a given subject, including key concepts and vocabulary. They often include chapter summaries as well as practice questions at the end of each chapter. Textbooks are used throughout the entire class and the concepts mirror the class topics.)
A: Textbook

Q: Nick has an hour to complete his reading assignment before his next class. He quickly reads through the whole chapter, highlighting new vocabulary words and noting examples next to ideas described in the text. When he is finished, he has trouble remembering what he read, thinking of discussion questions for class, or even summarizing the chapter. What best explains Nick’s lack of reading comprehension?
- He did not review his notes before class. (Incorrect. Since Nick only had an hour before his class to read, the chapter should have been fresh in his mind. He, likely, was learning rather than reviewing during that hour before class.)
- The reading material was too dense. (Incorrect. Even with dense reading material, when all four reading strategies are utilized, the learner can usually understand the main ideas and key concepts. In fact, dense material may lead to more specific questions about the concept rather than the inability to summarize what was read.)
- He did not read the chapter at least 3 times. (Incorrect. Reading a chapter multiple times does not actually improve comprehension. In order to comprehend, active learning must take place during reading. This means that previous knowledge must be linked with the new material, curiosity about the material should be identified, and how the information fits together should be considered.)
- He did not contextualize the chapter before he read it. (Correct. Without previewing his chapter, Xander missed the opportunity to consider how the information will be presented and fits together, to apply his previous knowledge to the new concepts, and prepare questions and predictions about the information. Contextualizing the reading before actually digesting it helps the reader make sense of what is being read and frames how to comprehend it.)
A: He did not contextualize the chapter before he read it.

Q: As part of his reading assignment, Andrew uses a notebook to jot down a few sentences that capture the reading’s main ideas and takeaways. What reading strategy is Andrew performing?
- Previewing (Incorrect. While taking note of the main topic and key concepts are a part of previewing, Andrew would not have any takeaways before completing the reading. When previewing, the reader should identify how information will be presented, draw connections to what is already known, and prepare questions and predications about what will be learned.)
- Reading (Incorrect. Reading involves reading to comprehend the information and concepts, making connections, and noting important examples and questions.)
- Reviewing (Incorrect. Reviewing involves skimming or re-reading notes and summaries to refresh the main ideas and takeaways of the reading before class or a test.)
- Summarizing (Correct. When the reading is still fresh in his mind, Andrew uses his own words to identify the main ideas and takeaways of the reading to use later in a review.)
A: Summarizing

Q: Carlisle is studying his reading before class to prepare for a quiz. What can he do to review?
- Reread the chapter (Incorrect. It is impractical to thoroughly reread the assignment from start to finish.)
- c Create extensive notecards writing down everything that is covered for each key concept (Incorrect. It is not necessary to remember everything that is covered for each key concept, in trying to remember all details, Carlisle may miss the context of the reading.)
- Test if he knows every definition and key concept from memory (Incorrect. In reviewing a reading assignment, ensuring understanding of the concepts discussed is more important than simply remember what the concepts are.)
- Reread his notes, summary, and skim the chapter noting the main points (Correct. Performing a quick refresh to remind himself of what was covered and the context of the reading assignment as well as important takeaways is an effective way to review.)
A: Reread his notes, summary, and skim the chapter noting the main points

Q: The assigned academic articles in Aaron’s physiology course contain many new words and unfamiliar jargon. They do not have a glossary to define the terms that Aarons is unfamiliar with. Which source should Aaron employ to learn the newly introduced words and phrases?
- A textbook glossary. (Incorrect. While a textbook may include basic fundamental terms used in a discipline, academic articles may use jargon beyond the introductory terms found in a textbook.)
- A standard dictionary. (Incorrect. Many disciplines use unique jargon and terms not found in a standard dictionary.)
- The instructor. (Incorrect. While the instructor can be a helpful resource for clarification, it is inefficient for both parties for Aaron to rely on his instructor to define terms found in the reading.)
- A disciple specific dictionary. (Correct! A disciple specific dictionary, such as a medical dictionary in Aaron’s case, will include terms and jargon unique to that disciple which often are not found in standard dictionaries)
A: A disciple specific dictionary.

Q: Archie struggles to make sense of the scientific study readings assigned in his biology class since he is not used to reading academic articles and studies. Which reading strategy can Archie use to improve his reading comprehension in this class?
- Look for main ideas and themes. (Incorrect. While this strategy, generally, is useful to help reading comprehension, since Archie is unfamiliar with the conventions of academic articles and studies, he may be unable to identify the main ideas and themes. Therefore, knowing how these articles are written and the purpose of each section will better prepare him to identify main ideas and themes.)
- Look for reputable online sources. (Incorrect. While this is an important strategy when choosing what to read, if the reading is assigned then this strategy will not help Archie.)
- Pay attention to visual information. (Incorrect. While many scientific studies and academic articles include visual information, such information is usually supplemental to the main idea, rather than the key concept or argument.)
- Get to know the conventions. (Correct! Since the format of academic articles and scientific studies is unfamiliar to Archie, he may find it difficult to contextualize what he is reading. Therefore, understanding what and how information will be presented will help him to organize and make sense of what he reads.)
A: Get to know the conventions.

Q: Marisha gets frustrated with her online reading assignments because they tend to give her a headache. What tip might help her read more successfully online?
- Get an application or program to disable social media websites. (Incorrect. While this strategy is helpful to help Marisha avoid distractions, it is unnecessary to help reduce her headache caused from online reading.)
- Download the reading as a PDF or Word document. (Incorrect. Since reading online is causing Marisha’s headaches, changing the type of document is not likely to reduce the eye strain causing her headache since she is still reading from a screen.)
- Use an application for highlighting and taking notes online. (Incorrect. This is a helpful tool for studying online, however, it is unlikely to do much for the eye strain that is causing Marisha’s headaches.)
- Adjust the screen to avoid glare and eye strain. (Correct! The blue light and glare of a screen can wreak havoc on our eyes, with the strain leading to a terrible headache. By darkening the background, adjusting the blue light, or even adjusting the size and color of the text, Marisha can be read comfortably for a longer period of time without eye strain to cause a headache.)
A: Adjust the screen to avoid glare and eye strain.

Q: Naima needs to memorize specific words for her Interior Design exam. Which vocabulary-building technique would probably be best to help her remember the words for the exam?
- Read everything and read often (Incorrect. This strategy is helpful when expanding one’s general vocabulary, but Naima is trying to memorize a specific set words rather than learn as many new words as possible.)
- Use context clues (Incorrect. Context clues are helpful when deciphering an unknown word, but Naima has already been introduced to the vocabulary words she will need to remember for her exam. A strategy that creates repetitive exposure to the words would be more useful.)
- Use root words (Incorrect. Root words can provide a hint at the meaning of a word if Naima has forgotten it or is reading it for the first time. Since she is trying to remember the definition of a particular set of words, she needs repetitive exposure to them.)
- Make index cards (Correct! When remembering a limited set of particular vocabulary words, flashcards are useful since they can be used repeatedly and often in drills and practice quizzes, alone or with others.)
A: Make index cards

Q: Which answer correctly fills in the blank?

DeMarcus is unsure what “acrophobia” means but recognizes the ________ acro-, as in “acrobat,” which helps him infer that “acrophobia” is a fear of heights.
- Index word (Incorrect. Although index sounds similar to prefix or suffix, it is not actually a part of a word. Prefixes and suffixes are placed either before or after the root word.)
- Connecter word (Incorrect. A conjunctive word, or a word that link two similar elements in a sentence is also referred to a connector word. You may recognize “and” “or” or “so” as a connector word.)
- Context word (Incorrect. Since DeMarcus did not look at the surrounding words and their relationship to “acrophobia” to determine its meaning, he did not rely on context words.)
- Root word (Correct! By applying what the root of the new word to one that he already knows, DeMarcus is able to deduce the meaning of the new word.)
A: Root word

Q: If you are unsure about the meaning of an unfamiliar word in a reading assignment and you do not have access to the Internet, begin by rereading the
- Table of contents (Incorrect. The table of contents does not provide definitions. In a textbook, it may list the general concepts that are to be covered, but without further detail. In literature, the table of contents may be simply the titles of chapters.)
- Assignment (Incorrect. The assignment generally provides instructions for what is to be performed, rather than content of definitions. Rarely, it may include key words or new vocabulary to prepare for the reading, but it does not account for all the other terms in the reading that may be unfamiliar.)
- Root word (Incorrect. Depending on your own vocabulary, an unfamiliar word may share a root with another, more familiar word. There are many terms, however, that do not share a root word with another, or you may be unfamiliar with the root.)
- Text that surrounds the word (Correct! By applying what you already know to the words surrounding the unknown term and their relationship to it, you may be able to deduce the meaning of the unfamiliar word.)
A: Text that surrounds the word

Q: While high school writing assignments may have required you to master key conventions of English and explain concepts, the purpose of a college paper is more likely to have you
- Summarize and paraphrase (Incorrect. While summarizing and paraphrasing are tools that might be used in college writing assignments, they are not the purpose of it.)
- Correctly cite sources (Incorrect. Correctly citing sources is expected in college writing assignments, but does not serve as the purpose of it.)
- Employ proper grammar rules (Incorrect. Following proper grammar rules is expected in college writing assignments, but does not serve as the purpose of it.)
- Work out complex ideas (Correct! College writing assignments are often the best way to showcase original thinking, analysis, and evaluation of a topic, which support the purpose of critical thinking in college level writing.)
A: Work out complex ideas

Q: Annette’s high school history class had a very different grading rubric for her essays than the one in her History of the Roman Empire college class. Which of the following is the most important component of a college-level essay?
- A clear introduction (Incorrect. While high school writing assignments place importance on mastering this foundational writing technique, the content of a college essay is a more important component that the introduction.)
- A formal conclusion (Incorrect. While high school writing assignments place importance on mastering this foundational writing technique, the content of a college essay is a more important component that the conclusion.)
- The number of sources (Incorrect. While the number of sources are often included in the grading rubric of a college writing assignment, more weight is assigned to the content of the essay.)
- Original and ambitious thinking (Correct! While high school writing assignments are to show understanding of the material, college writing assignments place importance on exploring complex questions.)
A: Original and ambitious thinking

Q: Almost every college class will require some type of writing component. Which of the following best describes why writing skills matter?
- Your classes require this amount of work in college. (Incorrect. While students expect more work in college, the nature of writing assignments provides a specific beneficial skillset beyond the time management skills needed to adjust to the amount of work in college.)
- You will need to do all of your assignments. (Incorrect. While this is true, not all assignments are written. Further, the nature of writing assignments provides a specific beneficial skillset beyond the discipline needed to complete all assignments.)
- Longer essays convey more information than shorter ones. (Incorrect. Longer essays may include more information, but they also may lack the concise nature and vocabulary to efficiently convey the same amount of information in a shorter essay.)
- It is the most effective way to communicate what you've learned. (Correct! Writing assignments allow you to synthesize your ideas through the mastery of writing techniques and critical thinking.)
A: It is the most effective way to communicate what you've learned.

Q: Which kind of writing assignment reflects your understanding of a source and differentiates between major and minor ideas while maintaining neutrality about the topic?
- A defined-topic assignment (Incorrect. A defined-topic assignment will ask that the writer support a claim they have discovered or formulated about a particular topic or a narrow set of topic options.)
- A undefined-topic assignment (Incorrect. An undefined-topic assignment will ask that the writer demonstrate their ability to perform academic research, synthesize ideas, and apply the various stages of the writing process, rather than reflect their understanding of a specific assigned source.)
- A writing prompt (Incorrect. A writing prompt is another name for the description of the assignment. It explains the purpose of the assignment, the required parameters, and the criteria for evaluation.)
- A summary assignment (Correct! Although assignments that are only summary are rare in college, the components of a summary task is almost always used in college writing.)
A: A summary assignment

Q: Andrea cannot seem to get started on her writing assignment. Each time she tries, she feels blocked and does something else instead. What strategy should Andrea use to start her writing assignment?
- Re-read the writing prompt (Incorrect. While focused re-reading of the writing prompt can help frame how to approach the assignment, it does not address writer’s block or procrastination.)
- Ask her teacher for clarification (Incorrect. If Andrea’s confusion about the assignment is causing her writer’s block and procrastination, this may be a helpful answer. But the more likely culprit in this example is that she just needs to start writing something to avoid the procrastination cycle that leads to writer’s block.)
- Contextualize the assignment (Incorrect. If Andrea’s confusion about the assignment is causing her writer’s block and procrastination, this may be a helpful answer. But the more likely culprit in this example is that she just needs to start writing something to avoid the procrastination cycle that leads to writer’s block.)
- Free-write (Correct! Writing whatever comes to mind for a set period of time can provide the disciple to avoid procrastination and reveal questions or ideas that the write may have about the topic.)
A: Free-write

Q: Sean’s writing assignment directs him to pick a topic to write about. What type of topic should Sean select?
- A topic he already used in another class. (Incorrect. While Sean may think it will be easier at first, revising an essay to fit the prompt of another class is more challenging than starting with a fresh approach. Further, if Sean already knows a lot about a previously used topic, his lack of curiosity may create a boring paper for both him and his instructor.)
- A topic that is easy. (Incorrect. Often, what is considered “easy” turns out fo be a false assumption. Choosing a topic that he is not curious about may create a boring paper for both him and his instructor.)
- A topic that the teacher gave as an example. (Incorrect. If the teacher gives a topic as an example, it is likely that the teacher may know more about the topic than Sean or has read many claims about the topic before, both of which can lead to subconscious expectations by both Sean and his teacher about his essay.)
- A topic that he is interested in. (Correct! By choosing a topic he is interesting in learning more about, he will get the most value out of it and find it easier to work with.)
A: A topic that he is interested in.

Q: If you read over your paper and find several misspelled words and some misplaced commas, you are ________ your paper.
- Revising (Incorrect. Revising is “re-seeing” the content of the paper after a brief break to evaluate the strength of arguments, let thoughts mature, connections to arise, and gaps in content or argument to appear.)
- Reviewing (Incorrect. Reviewing is another term associated with the editing step of the writing process. It may be done by the author or by a peer or even professional editor. It encompasses both revising and reviewing.)
- Reconstructing (Incorrect. Reconstructing usually refers to shifting the way an argument is made or laid out.)
- Proofreading (Correct! Proofreading is the last step taken before turning in a project to ensure that the writing is professional and follows the proper grammar and spelling rules.)
A: Proofreading

Q: Jessie thought an interesting topic for an essay assignment in her history class. After doing some research, she decided on an argument she’d like to make about her topic. She then wrote the paper in one sitting and turned it in. What step in the writing process did Jessie skip?
- Research (Incorrect. Although the research step can be revisited often during the writing process, Jessie did perform some research during the process.)
- Write a draft (Incorrect. Although Jessie may have not written several drafts, the paper that was written in one sitting is, in fact, a draft.)
- Develop a thesis (Incorrect. The argument that Jessie will make about her topic is her thesis.)
- Edit/review (Correct! The editing/reviewing step of the writing process includes revision and proofreading. Revision requires taking a brief break from the draft to let ideas mature and proofreading involves carefully combing through the paper to ensure that proper grammar and spelling rules are followed.)
A: Edit/review

Q: Which of the following strategies is NOT a technique that can be used during the revision step of the writing process?
- Build in at least a day or two to set the draft aside before returning to work on the final version (Incorrect. This is a recommended technique during the revision step. By stepping away from the paper, one can see it with new eyes.)
- Read the paper aloud (Incorrect. This is a useful technique during revision, especially with little time to complete an assignment. Reading the paper aloud is helpful in reconceptualizing your own writing so you can approach it from a fresh perspective.)
- Read the paper backward (Incorrect. This is a useful technique during revision, especially with little time to complete an assignment. Reading the paper aloud is helpful in reconceptualizing your own writing so you can approach it from a fresh perspective.)
- Re-read each paragraph as soon as it is finished (Correct! Revision requires a brief break from writing before revisiting the draft to allow ideas to mature, connections to be made, or gaps in content to mature. Further, by only re-reading one paragraph at a time, the connection between the paragraphs and logical flow of the entire paper may be overlooked.)
A: Re-read each paragraph as soon as it is finished

Q: Geoffrey has condensed the main idea of a source into a much shorter overview in his essay. What is this technique called?
- A paraphrase (Incorrect. A paraphrase is not necessarily shorter, nor is it an overview. A paraphrase simply rephrases a quote in one’s own words.)
- A quotation (Incorrect. A quotation is using the exact wording of a source.)
- A signal phrase (Incorrect. A signal phrase is used to indicates that Geoffrey is moving into the material from the source, it is not actually a part of the source or the information used.)
- A summary (Correct! A summary outlines the source’s most important points and general position to create a short overview.)
A: A summary

Q: What is a good reason to use a direct quotation?
- To prove that the information comes from a reputable source (Incorrect. The source citation, regardless of whether it is used as a direct quote, paraphrase, or summary, will provide the reader with source credentials.)
- When the quote has a lot of technical information (Incorrect. The specific wording may actually confuse the reader if it is too technical. Paraphrasing or summarizing may help to simplify the information so it is more digestible to the reader.)
- When you need to fill space to meet the page limits of an assignment (Incorrect. A long quotation or many quotations that take up space is an evident trick for teachers to spot. Further, using a quotation without a reason that enhances one’s own arguments and ideas can impact the writer’s credibility.)
- When the language of the quote is significant (Correct!)
A: When the language of the quote is significant

Q: Marcus has cited a source in his paper by using a signal phrase, providing the paraphrase, and the citation. What else should Marcus add to provide context for his source?
- Where his source can be found in the bibliography (Incorrect. Bibliographies, which follow a specific style guide structure, are simply the full citation of the sources which were cited internally in the assignment. There is no need to add the location of each cited source in the attached bibliography.)
- Quotation marks (Incorrect. Since Marcus has paraphrased his source, he does not need quotation marks.)
- Italicized text so the source is easy to identify (Incorrect. Unless the specific style guide instructs to italicize a part of the citation, there is no need to italics when paraphrasing.)
- An explanation of the material’s relevance to his argument (Correct! Sources generally serve as evidence to support an argument. Marcus must connect the evidence to his argument by providing his own reasoning.)
A: An explanation of the material’s relevance to his argument

Q: Alex has an assignment in his Political science class to deliver an informative presentation about the history of voting rights in the United States. What type of information should Alex leave out of his presentation?
- Research providing environmental and cultural context to voting rights (Incorrect. Although Alex is delivering an informative presentation, he can make his topic interesting by providing environmental and cultural context to his topic, rather than just stating timelines and facts.)
- Visual information including maps and pictures associated with voting rights (Incorrect. Visual information like pictures, maps, or graphs can enhance a presentation. The difference between a presentation that uses visual information and a poster presentation is that a poster presentation should stand alone while visual information in another type of presentation must be explained.)
- The impact that voting rights has had on election turn-out and outcome (Incorrect.)
- Research to support an argument that election fraud should be addressed (Correct! While some informative speeches address benefits and drawbacks of a given topic, Alex must be sure to remain neutral by avoiding “should” arguments in an informative speech.)
A: Research to support an argument that election fraud should be addressed

Q: Anton’s professor has allowed each student to decide if they want to participate in a group project or undertake an individual one. What is the main difference between a group and an individual presentation?
- A group project does not grade on individual performance or effort (Incorrect. While some group projects may have grades assigned equally to every group member, many instructors assign individual grades to account for variance in performance and effort.)
- A group project is much harder (Incorrect. Some students think group presentations are harder and others find individual presentations more difficult. While a group presentation requires collaboration, individual presentations put all of the responsibility for preparation, research, and delivery on you. Both types of presentations are equally challenging.)
- A group presentation takes less time (Incorrect. While a group presentation divides the workload, the collaborative nature of a group presentation requires more time.)
- A group project requires the work of dividing and delegating tasks (Correct! In an individual presentation, all of the work is done by one person without delegation.)
A: A group project requires the work of dividing and delegating tasks

Q: Elisa must deliver a persuasive presentation about a topic that she selects. She has only given informative presentations before. How does a persuasive presentation differ from an informative one?
- Persuasive presentations use research (Incorrect. Both persuasive and informative presentations rely on research to support ideas.)
- Persuasive presentations do not use visual images (Incorrect. Both persuasive and informative presentations may use visual images such as charts, graphs, or images to support an idea. Persuasive presentations usually use visual images to appeal to emotion.)
- Persuasive presentations are about current events (Incorrect. Both persuasive and informative presentations can be about current events. The main difference between a persuasive and an informative presentation is that a persuasive presentation takes a stance about the topic while an informative presentation remains neutral.)
- Persuasive presentations form arguments to convince the audience of something (Correct! The purpose of a persuasive presentation is to try to convince the audience to change their belief, attitude, behavior, or policy to align with your stance on a topic.)
A: Persuasive presentations form arguments to convince the audience of something

Q: Which should Alyssa AVOID using in her presentation in order limit misunderstandings from her audience?
- Succinct and clear wording (Incorrect. Alyssa should use, not avoid, succinct and clear wording to avoid misunderstandings from her audience.)
- Vivid descriptions (Incorrect. Alyssa should use, not avoid, vivid descriptions to help her audience envision what she describes.)
- Specific ideas (Incorrect. Alyssa should use, not avoid, specific ideas to ensure that the audience can easily follow along with her reasoning and support.)
- Jargon (Correct! Technical language created for and used by particular user groups can isolate and cause confusion for an audience member who is unfamiliar with the term.)
A: Jargon

Q: If Amaya is trying to persuade her audience to register to vote, which question will help her create specific action steps that her audience can perform?
- What examples or reasoning will appeal to my audience? (Incorrect. This question may be useful to change her audience’s attitude about registering to vote, but if Amaya’s goal is to get them to register but attitude is different from behavior. If Amaya’s goal is to have them take action, she should ask a different question.)
- What does my audience need to know to understand my topic? (Incorrect. While this is an important question to make sure your audience learns and understands a topic, understanding is a different goal than taking action. If Amaya’s goal is to have them take action by registering, she will need to ask additional, more behavior-oriented questions.)
- What is the size of the audience? (Incorrect. While this question is helpful to address audio/visual requirements, it will not likely derive the information Amaya needs to achieve her goal of having her audience register to vote.)
- What actions are they willing or capable of taking? (Correct! By asking what actions they are willing or capable of taking, Amaya can create several small and achievable action steps that her audience will more likely perform.)
A: What actions are they willing or capable of taking?

Q: Jeremy is putting together a presentation about Cybercurrency. Which question can help him decide what needs to be included or excluded in his presentation?
- Will my audience be live or asynchronous? (Incorrect. While this is helpful to determine whether content should be provided as a stand-alone message or if Jeremy will need to provide further explanation or answer questions, it should not drive what information Jeremy includes or excludes in his presentation.)
- What do I want to say about Cybercurrency? (Incorrect. Jeremy must consider his audience and construct a message that appeals to them in order to have a successful presentation. Sometimes that means he must edit information that he wants to include because it does not appeal to the audience either emotionally or intellectually.)
- What is the size of the audience? (Incorrect. While this question is helpful to address audio/visual requirements, it will not likely derive the information Jeremy needs to decide what needs to be included or excluded in his presentation.)
- What does my audience need to know to understand my topic? (Correct! This question will help Jeremy decide how basic or in-depth his information should be to in order for his audience to understand his presentation.)
A: What does my audience need to know to understand my topic?

Q: Alan created a PowerPoint to use during his presentation. He mostly used images without any text. When he did provide text, he used Times New Roman 26-point font. He even displayed funny images to entertain his audience as he transitioned from one idea to another. What should Allen change to avoid a common visual aid pitfall?
- He should make his font more interesting (Incorrect. Font should be easy to read and see from any point in the room. That means that using a sans-serif font that is at least 24 points, which Alan has done.)
- Nothing. There are no common pitfalls in Alan’s PowerPoint. (Incorrect. An effective visual aid uses only images that clearly align with the content, is easy to read from anywhere in the room, uses text minimally and uses color wisely.)
- He should add descriptions next to his images. (Incorrect. Since Alan is delivering his presentation alongside his visual aid, he can easily describe what the audience needs to know about an image. It is difficult for an audience to read and listen at the same time, so Alan should avoid using text whenever possible.)
- He should remove the funny images during transitions (Correct! An effective visual aid uses only images that clearly align with the content of the presentation to avoid creating a distraction or confusion.)
A: He should remove the funny images during transitions

Q: Mary’s presentation is 10 minutes long and she is worried the audience will lose interest or be unable to follow her ideas. Luckily, she is able to use a PowerPoint during her presentation. How can Mary best use her PowerPoint to help her audience understand and remain interested while avoiding common visual aid pitfalls?
- She should use bright colors (Incorrect. Bright colors, either as a background or as text, make a slide reading very challenging and can be distracting to an audience.)
- She should provide a detailed outline of her presentation (Incorrect. Visual aids should enhance a presentation instead of being a copy of everything that the presenter is saying.)
- She should provide the definitions of every important terms (Incorrect. Since the audience cannot read and listen at the same time, Mary should provide definitions verbally. She can use her visual aid to enhance her definitions by displaying the word that is being defined without writing the definition alongside since she should avoid using too many words on a slide.)
- She should use relevant images (Correct! Relevant and interesting images can help to clarify information as well as maintain interest.)
A: She should use relevant images

Q: Michelle’s PowerPoint has a yellow and green patterned background with Ariel 28-point font. How can she change her PowerPoint to avoid a common visual aid pitfall?
- She should add images (Incorrect. Although images can be very powerful as visual aids, Michelle’s PowerPoint will still contain a common visual aid pitfall even with more images.)
- She should increase the font size (Incorrect. Font should be easy to read and see from any point in the room. That means that using a sans-serif font that is at least 24 points, which Michelle has done.)
- She should use bold and capitalized text (Incorrect. It looks like you’ve identified that the text may be difficult to read, but that does not mean that it should be bold and capitalized in order to be seen. Their slides may be difficult to read for another reason.)
- She should simplify her background (Correct! While a fun background may look nice, a visual aid is not an art project. Distracting colors or patterns will make slides difficult to read.)
A: She should simplify her background

Q: As Oscar begins speaking, he begins to feel very nervous. What technique can he use to reduce his anxiety during his presentation?
- Apologize and tell the audience he is nervous (Incorrect. This response can actually increase anxiety since it impacts the confidence that you know your presentation better than the audience.)
- Ignore his nerves (Incorrect. Unfortunately, it is almost impossible to ignore anxiety and nerves. If Oscar pretends that he does not feel it, the anxiety may intensify. Instead, he should recognize it and either embrace the nervous energy or a use calming technique.)
- Imagine the audience naked (Incorrect. While this is a common idea, it serves to distract the presenter far more than to alleviate anxiety. Oscar should remember that his audience is rooting for him.)
- Breath (Correct! The physiological response to taking a restorative breath can slow the heartbeat and relax the body, reducing the symptoms of anxiety.)
A: Breath

Q: Jerome is about to start a College Algebra class at his local community college. He hasn’t taken a math class in two years. What is the BEST way for Jerome to prepare for this class that starts in two weeks?
- Skim through the entire course textbook. (Incorrect. This would not be a good use of his time because it will all be new concepts he hasn’t seen before and lots of them. It’s very unlikely anything useful will stick in his mind.)
- Hire a tutor to teach him all of Module 1 before he goes to class and the professor teaches it to him. (Incorrect. It is a good idea to preview the material you are about to learn in a class, but spending additional money and time learning the entire chapter and then having to sit through a class on the same material, would not be the best use of Jerome’s time.)
- Nothing. The professor will teach him exactly what he needs to learn, he just needs to show up on time and listen. (Incorrect. Although showing up on time and listening are important steps to learning new material, going to class with no memory of prior math concepts or a common vocabulary is going to make it difficult for him to learn because he won’t be able to focus on the core of the lesson.)
- Look over his last math course textbook to refamiliarize himself with those concepts. (Correct! This is an example of reviewing prerequisite material. This will provide a reminder of the vocabulary and concepts that he needs to be able to better understand the new concepts.)
A: Look over his last math course textbook to refamiliarize himself with those concepts.

Q: Cici did not pass her Precalculus course and must retake it this summer. Last term, she looked over the material prior to class, took detailed notes and marked places of confusion, spoke up frequently in discussions with questions and contributions, and completed all her required homework - but her assessment scores were extremely low. What area should she work on improving?
- Actively participate (Incorrect. Cici actively participated in class, both asking questions and contributing to discussions.)
- Annotate her notes (Incorrect. Cici took detailed notes, even marking places of confusion to clarify later.)
- Connect ideas (Incorrect. If Cici is unable to successfully show mastery of the concepts on an assessment, she will struggle to then connect those concepts to other ideas. Cici does not understand the concepts enough in her class to be able to connect them to other concepts she has or will learn.)
- Carry out practice, practice, practice (Correct! Most likely Cici completed her HW but did not practice the problems enough times to feel completely comfortable with the content or how the questions might be asked in a slightly different way.)
A: Carry out practice, practice, practice

Q: Abigail was told by her professor that she needs to ask more questions in class. What type of question is the professor suggesting she ask?
- What is the thing in the middle of your work? (Incorrect. The language here is not helpful, nor specific enough to get a clear answer that will connect the dots in her head. She should learn the basic vocabulary so that she can communicate her questions effectively.)
- When are the assignments due? (Incorrect. This is something she can look at the syllabus or calendar to find. It will not help deepen her understanding of the material.)
- Can you walk me through that again? (Incorrect. This question has not identified the source of confusion, or what specifically she is struggling to grasp.)
- Why did you use [latex]x=0[/latex] in this problem when you used [latex]y=0[/latex] to solve the last problem? (Correct! This question shows that Abigail has identified exactly what she is confused about, and the feedback she will receive from asking the question will be helpful to her.)
A: Why did you use [latex]x=0[/latex] in this problem when you used [latex]y=0[/latex] to solve the last problem?

Q: Gerald is taking notes during his calculus class but doesn’t really grasp what the professor is explaining. What note-taking strategy should Gerald use?
- Look the concept up on the laptop he is using for his class notes before moving on (Incorrect. Gerald should continue paying attention in class. If he is distracted by looking something up, he may miss what the professor says during that time.)
- Leave anything he doesn’t understand out of his notes (Incorrect. Even if he doesn’t understand a concept as it is being discussed, he should write down what he can and denote that that he has a question about it. Otherwise, he might forget to look for an answer.)
- Read through the notes from the last class until he understands what the teacher is saying (Incorrect. While it is helpful to read over previous notes to prepare for the next class, doing so during class could cause Gerald to miss important new information that the professor discusses.)
- Write down what he doesn’t understand and indicate that he has a question (Correct! Even if he doesn’t understand a concept as it is being discussed, he should write down what he can and denote that that he has a question about it. That way, he can remember to ask for clarification at the earliest opportunity.)
A: Write down what he doesn’t understand and indicate that he has a question

Q: Angela is taking her first math class in college. How will taking notes during this class differ from the notes she will take in other disciplines like History or English?
- She will need a laptop (Incorrect. When considering how she will keep her notes, in a math or science class, she may need to draw an object or graph quickly, which may be challenging if she uses a laptop.)
- She should use the Cornell method (Incorrect. While Cornell notes can be helpful, they require some deeper thinking than Angela may be able to do on the fly during a lecture. She should have Cornell notes for use while reading her textbook.)
- She should avoid taking notes during class (Incorrect. It is very important to take notes during class so that she can quickly address any questions she had, use her notes while completing homework, and review her notes to study.)
- She may need to draw graphs or objects (Correct! When considering how she will keep her notes, in a math or science class, she may need to draw an object or graph quickly, which may influence what she uses to take notes.)
A: She may need to draw graphs or objects

Q: Dustin wants to make sure that he remembers key terms and definitions that he used when solving a practice problem. What note-taking strategy can help him accomplish this goal?
- Use Cornell notes (Incorrect. Cornell notes are more useful for critically thinking about a topic, rather than examples and definitions.)
- Title his homework set (Incorrect. While titling his homework set is important to keep track of the progressive lessons, it does not address his specific concern.)
- Make sure he is current with his assignments before the next class (Incorrect. Since math concepts build on each other, it is important that Dustin completed his previous assignment. However, his specific concern about linking key terms and definitions to the types of problems they address is not solved by staying current with his assignments.)
- Place practice problems into corresponding readings in the text (Correct! By providing an example of the problems that the terms and definitions are used to solve, he can easily review and study.)
A: Place practice problems into corresponding readings in the text

Q: Maricel does not have much time to read through her assigned chapter before her math class. What strategy is helpful for Maricel to focus her energies and get the most out of the text?
- Skip over boxes with definitions or examples and focus on the regular text (Incorrect. Most of the important information in a math text is in the definitions, examples, and notation that are often found in breakout boxes or visual images.)
- Do not continue until each notation and definition is understood (Incorrect. While it is important to eventually understand notations, it may take longer than one reading to grasp them. Maricel can circle or use another method to indicate that she needs further clarification about a notation and continue reading the rest of the assignment.)
- Skip over graphs, tables, charts, or images and focus on the text (Incorrect. Although they take longer to read, these types of visual material contain valuable information to help Maricel more deeply grasp a topic.)
- Identify the main ideas (Correct! As a college student, Maricel is not expected to understand every single word or idea presented in a reading, but she will get more out of the class or homework practice if she can identify the main concepts in a reading.)
A: Identify the main ideas

Q: Jacob is reading his first college math textbook. What are the main ideas and themes he should identify in his text?
- Mathematicians. (Incorrect. While other disciplines may place center on influential theorists, math texts tend to place less emphasis on the mathematician as a main idea or theme and focuses more on the concept or model.)
- Example problems (Incorrect. Example problems are very helpful to provide context and explain the main ideas and themes discussed in the text, but they are not, themselves, the main ideas and themes.)
- Notations (Incorrect. While notations are important to recognize and understand how they are expressed, they are not considered a main idea or theme of an overall concept.)
- Definitions or classifications (Correct! Math texts most often present a definition or classification as main concept and then support it with examples.)
A: Definitions or classifications

Q: Lena is confused by all of the letters and numbers and symbols she finds dotting the pages of her math textbook. Which strategy should Lena use until she better understands confusing mathematical expressions?
- Highlight the Arabic numerals in the equation (Incorrect. Generally, the numbers are not the most confusing part of a mathematical expression. By highlighting them, she will likely remain confused about the overall expression.)
- Stop reading until she fully understands the notations (Incorrect. While it is important to eventually understand notations, it may take longer than one reading to grasp them. Lena can circle or use another method to indicate that she needs further clarification about a notation and continue reading the rest of the assignment)
- Check in the glossary (Incorrect. The glossary, if the textbook has one, can serve as a helpful reminder of a specific term but often does not have mathematical expressions or provide more detail than the text about specific terms.)
- Rewrite the mathematical equations as words (Correct! Rewriting something unfamiliar, such as a mathematical expression, in more familiar terms, such as words, help Lena understand the expression. Further, doing so can provide the phrasing she needs to ask her instructor for further clarification.)
A: Rewrite the mathematical equations as words

Q: Archie finds the symbols, numbers, and letters throughout his math textbook confusing. Which strategy should Archie use until he better understands confusing mathematical expressions?
- Highlight the Arabic numerals in the equation
- Stop reading until she fully understands the notations
- Check in the glossary
- Rewrite the mathematical equations as words
A: Rewrite the mathematical equations as words