mostly inactive @smartstudy - Tumblr Blog

jca-archive

Masao Saito, 1983

chroniclesofchronicillness

This makes so much sense

snigepippi

May I add:

Too many I know, give more than asked and run themselves ragged.

I know you want to be good and kind to others and show your skills. But please don't. It just leads to more work because people think you can handle it, or uses you. If you can perform 100% of what is asked with 70% of your energy, do that and save the 30% for yourself.

image-identificationer

[desc begin: image one: an infographic by Saurabh Bhatnagar titled "When you only have 40% and you give 40%" below that are two circles, labelled "your tank" and "your effort" the "your tank" circle is partially (forty percent) filled by blue which resembles water, the "your effort" circle is filled to 100%. an arrow points from "you're tank" to "your effort" and below it is a secondary title which reads "you have 100%"

Image two: a second infographic made to mimic the original reads "your tank" which is filled to 80% and "what is asked" which is a smaller circle. The graphic is added onto further, with "your tank" now being at 20% and "what is asked" being at 100%. A sentence below reads "you gave 100% (enter) do not work more than needed, just because you can" end desc.]

bookishdiplodocus

Reblog the writers’ fortune cookie for luck!

redeadepression

Guys I reblogged this and then wrote an 8000 word story I didn’t even have a solid plan for. Reblog this shit.

blupoh

writing a garbage essay feels like you’re the cow who gave birth to the two headed calf. in the morning, my professor will wrap him in newspaper and dissect him on a cold operating table. but here he is alive, under the pale glow of my computer screen. he is beautiful. there are twice as many logical fallacies as usual.

jmtorres

in re plagiarism and citation and people not knowing how to do it

in the capstone class of my MASTER's degree, I had to do a group paper with fellow students who had all done 6+ years of collegiate study to get there

we shared drafts of our portions and they had no citations and i was like???? and they were like "it's a draft i'll put the citations in at the end" and i was like ???????

because by the time you're done writing the thing you're not going to remember what you got where and whether you synthesized information together! this is how "i thought i thought of it" plagiarism cases occur!!!!

anyway i told them at the bare minimum any time they referenced a numerical figure they needed to cite it, and since it was a paper on accounting fraud that mostly worked out. but i could tell they were citing stuff simply because i'd told them to cite where numbers came from, because they didn't bother to cite some non-numerical things that definitely needed it.

anyway this is why when you have classes that have multiple assignments for a paper to teach you how to write it, annotated bibliography comes before drafting. because you're supposed to have your sources and know what's in them when you start writing.

to current college students: PLEASE put the citations in as you're writing not as you're editing. i know it seems like a pita especially if you don't know the formatting well, but that's what tools like Purdue Owl are for. Tell it what citation format you're supposed to use, what kind of source you have, fill in the fields and it will format the citation for you.

jmtorres

i am extremely heartened by how many people are reblogging this with how they do placeholder or comment notes to themselves to put the full citation in later, or what software they use to handle citations, or how they manage citations in their workflow. i love you all you're doing great

velvetys

Every post about having plenty of time was written by the devil you do not have plenty of time

poetrylesbian

favourite indent

hanging indent

first line indent

Voting ended onJul 4, 2023

gothhabiba

humanities & social sciences tutoring / teaching hacks

ask them lots of questions to get them to analyse things. if they seem unsure about how to tackle the question, make the question more specific. if all else fails, make it an either/or or a yes/no question, then ask them to justify their answer.

"[paraphrase of their response to the question], is that what you mean?"

"there's no right answer—you could think about this in a few different ways, I'm just wondering what you think"

make it clear that your analyses and opinions are not the 'correct' ones ("the way that I thought about it was—"; "I'm not entirely sure what the author means here, but what makes the most sense to me is—")

"well-spotted! I hadn't noticed that about this text before"

if you have to explain something, tie it back to something that they said wherever possible ("I think it has to do with what you said earlier about...")

"how do you think this character feels about x? do they have a good reason to feel that way? why are they behaving the way they are?"

"why might the author have chosen to write x? how would it be different if they had written y?"

"what underlying assumptions does the author's argument rely on? do you agree with those assumptions?"

"this [essay structure, list of literary techniques, essay prompt] may seem a little arbitrary, but it's just to provide structure to get you used to doing this type of analysis. at a higher level you can write using whatever structure you want, as long as it's organised"

gothhabiba

let students know what the lesson plan is, short-term and long-term!

"today, we're going to learn x. this will fit into y and z, which we'll be learning in the next session. x, y, and z are all part of the broader skill A. this way we can practice these skills in a simple form, and then once we start getting into p and q (which are part of the broader skill B), we can transfer the A skills we learned to that new, more complicated context."

this gives a student structure so that they know what part of their overall goal is being worked towards, and why they're learning what they're learning, rather than feeling awash in a sea of information whose larger structure they don't understand. it also furthers trust that you are, in fact, always thinking of and working towards their overall goal.

try not to list off a bunch of stuff by rote without talking about why it matters and why they're learning it. this might sound like:

"this is the MLA style guide for in-text citations and your bibliography. you don't need to memorise any of this; you can always use the guide to help you out. this may seem a little arbitrary, but the exact formatting of the citations is just a standard that people agree on and not really the point of a citation; the point of citing your work is so that someone else who wants to trace your steps and read what you read so that they can come to their own conclusion, or learn more about what you've written about, can do so."