You Ought to Know by Now Midterm Review Questions

Please read this page before reading the review questions.

Use these review questions throughout the term. Continual reviewing will put the information into your long-term memory.

“T” note-taking suggests studying any notes within twenty-four hours of taking them and studying all your class notes immediately prior to each class session.

Since I am doing less lecturing, it is more important to review your reading notes. The review questions are based on your reading and are written in a two-column format to help you review. Fill in the answer column, and then cover the answer column with a sheet of paper. Read each question and see if you know the answer. Lower the sheet of paper covering the answer column to check yourself.

These questions are very similar, and in many cases identical, to unannounced quiz questions. In-class research shows people who do well on the quizzes usually do well on the tests. Students who received 90% or above on Test #1 reviewed their notes three times a week for 10-15 minutes per session.

In addition, research indicates you should never study more than forty minutes without taking a break. Your most efficient studying occurs during the first ten minutes and the last ten minutes of a forty minute period.

Finally, if you have any suggestions for improvement, have any questions, or notice any errors in these review pages please let me know.

Good luck to you! Enjoy learning!

Steven Ginley

You Ought to Know by Now Midterm Review Questions

Questions Answers

1. “T” note taking helps people remember better because it puts critical information into what type of memory?	1. long-term memory
2. Why do you use a three-ring notebook and loose-leaf paper when you are taking “T” notes?	2. This allows you to rearrange pages, recopy and replace messy pages and add notes from different sources.
3. When creating a “T” shape on your note paper, how far down from the top of the page should you draw the horizontal line representing the top of the “T”?	3. two inches down from the top of the page
4. When creating a “T” shape on your note paper, how far in from the left-hand margin should you draw a vertical line?	4. 1/3 of the way in from the paper’s left-hand margin
5. Where in relationship to the “T” do you write the date the notes were taken?	5. above the “T” on the right hand side
6. Where in relationship to the “T” do you write main ideas?	6. below the “T” in the left-hand column
7. Where in relationship to the “T” do you write the title of the lecture?	7. above the “T” on the right hand side
8. Where in relationship to the “T” do you write your instructor’s name?	8. above the “T” on the right hand side
9. Where in relationship to the “T” do you write definitions of important terms?	9. below the “T” in the right-hand column
10. Where in relationship to the “T” do you draw any illustrations given?	10. below the “T” in the right-hand column
11. Where in relationship to the “T” do you write the page number of the notes?	11. above the “T” on the right hand side
12. What is the purpose of writing the course name, instructor’s name, date the notes were taken, the lecture’s title and the page number of the notes in the upper right hand corner of each page?	12. It organizes your notes. If you’re looking for a piece of information, you only need to check the top right-hand side of each page.
13. Why is the right-hand column below the top of the “T” larger than the left-hand column below the top of the “T”?	13. It takes more space to write the term’s definition (right hand column) than the term itself.
14. Assume you’re using the “T” note-taking system and you’ve just finished skimming a chapter of assigned reading. What do you do next?	14. Look over the end-of- the-chapter questions and the chapter summary.
15. Why is it important to read the end-of-the-chapter questions and chapter summary before you begin highlighting?	15. It gives you a better idea of what to highlight by letting you know what the author thinks is important.
16. Approximately how much of each paragraph of assigned reading should be highlighted?	16. ¼ to 1/3
17. Why should you sit in the front of the classroom when you’re taking lecture notes?	17. It keeps you actively involved with the lecture by minimizing distractions and allowing you to maintain eye contact with your instructor.
18. What two things will lecturing instructors frequently do to indicate they are making important points?	18. 1.) use key words 2.) change their voices by slowing their rate, pausing or repeating important ideas
19. Why shouldn’t you try to write everything your instructor says during a lecture?	19. You’ll end up missing important information later because your instructor can speak faster than you can write.
20. Why should you skip lines between new thoughts and definitions when you are taking “T” notes?	20. Skipping lines eliminates any confusion about where the notes for each idea begin and end.
21. Assume you’re using the “T” note-taking system. When should you revisit the notes you took in class today?	21. As soon as possible after class. Within 24 hours.
22. How much of a lecture will an average student who doesn’t revisit his/her notes forget after two days have past?	22. ¾ or 75%
23. What would you be doing if you covered one of the columns of your “T” notes with a blank sheet of paper?	23. Reviewing. You’d see if you knew what was written under the paper.
24. Assume you’re using the “T” note-taking system. When should you revisit all of the notes you have taken in the class?	24. Prior to each class meeting on the same day your class meets.
25. What is a synthesis?	25. a collection of notes you don’t know well assembled a week or two prior to a test. You place your study emphasis on your synthesis.
26. If you’ve been reviewing throughout the course of the term, approximately how long will your synthesis be?	26. one page long
27. After you have answered the questions “Why am I talking?” and “Who’s listening?”, what’s the first thing you must decide upon when you begin to write a speech?	27. general purpose
28. What are the general purposes for speaking?	28. persuasive, informative and entertainment
29. What is the goal of an informative speech?	29. to educate, to teach the audience something new
30. What general purpose presents objective facts?	30. informative
31. What general purpose is also called “after-dinner speaking?”	31. entertainment
32. What is the goal of an entertainment speech?	32. to amuse the audience
33. What is the goal of a persuasive speech?	33. to convince the audience to change their opinions and make their opinions more like the speaker’s opinion
34. What general purpose tells the audience either the pro or the con of an issue?	34. persuasive
35. What general purpose uses subjective facts?	35. persuasive
36. Why is it important to choose your topic quickly?	36. It allows you to spend more time writing a high-quality speech.
37. What are the three places I suggested you look if you’re having trouble choosing a topic?	37. 1.) magazines 2.) newspapers 3.) Reader’s Guide to Periodical Literature
38. Why should you narrow a speech topic?	38. It allows you to do less work and produce a better speech. Narrowing the topic limits your research and permits you to tell more detailed stories with emotional impact.
39. Assume you’ve decided to present a speech about the general topic area of “Courses at Morton College.” How would you narrow this topic?	39. Narrowing picks a more specific aspect of a general topic area so “Speech 101 at Morton College” would be an example of a narrowed topic. (More than one correct answer is possible.)
40. Assume you’re preparing an informative speech on the broad topic area of “education”. How could you narrow this topic to suit an audience of high school juniors?	40. “How to choose a college” or “How to study for your SAT Test” would be examples. (More than one correct answer is possible.)
41. Assume you’re preparing a persuasive speech on the broad topic area of “education”. How could you narrow this topic to suit an audience of high school juniors?	41. “You should enroll at Morton College” or “Don’t drop out of school” would be examples. (More than one correct answer is possible.)
42. Assume you’re preparing an informative speech on the broad topic area of “education”. How could you narrow this topic to suit an audience of high school drop outs?	42. “Job training that doesn’t require a high school diploma” and “How to register for the GED Exam” would be examples. (More than one correct answer is possible.)
43. Assume you’re preparing a persuasive speech on the broad topic area of “education”. How could you narrow this topic to suit an audience of high school drop outs?	43. “You should take the GED Exam.” and “Go back to school.” would be examples. (More than one correct answer is possible.)
44. Assume you’re preparing an informative speech on the broad topic area of “education”. How could you narrow this topic to suit an audience of college students?	44. “How to improve your study skills” and “Graduation requirements” would be examples. (More than one correct answer is possible.)
45. Assume you’re preparing an informative speech on the broad topic area of “education”. How could you narrow this topic to suit an audience of parents of 3-year-old children?	45. “Pros and cons of pre-school” and “How to prepare your child for kindergarten” would be examples. (More than one correct answer is possible.)
46. Assume you’re preparing an informative speech on the broad topic area of “education”. How could you narrow this topic to suit an audience of senior citizens?	46. “Continuing education courses at the local community college” and “Upcoming public lectures” would be examples. (More than one correct answer is possible.)
47. Assume you’re preparing an informative speech on the broad topic area of “education”. How could you narrow this topic to suit an audience of college professors?	47. “Better teaching techniques” and “Seminars in your field” would be examples. (More than one correct answer is possible.)
48. What expresses the “desired audience response” of a speech?	48. specific purpose
49. After what portion of the speech do you read your specific purpose to the audience?	49. The specific purpose is never read to the audience.
50. What are the three things all good specific purposes should have or do?	50. 1.) one major idea 2.) be to the point 3.) be worded in terms of the audience.
51. What is incorrect about the following specific purpose, “to convince the audience to attend Morton College”?	51. The word “convince” is incorrect. Correct specific purposes begin “ ‘to persuade’, ‘to inform’ or ‘to entertain’ the audience…”
52. What is incorrect about the following specific purpose, “to persuade people to attend Morton College”?	52. The word “people” is incorrect. Correct specific purposes begin “ ‘to persuade’, ‘to inform’ or ‘to entertain’ the audience…”
53. What is incorrect about the following specific purpose, “to inform the audience Morton College is a good community college”?	53. “Good” is a subjective word. The specific purpose should begin “to persuade the audience…”
54. What is incorrect about the following specific purpose, “to persuade the audience Morton College is conveniently located and inexpensive”?	54. Specific purposes should only have one idea. This specific purpose has two: “conveniently located” and “inexpensive”. It needs to be more general. “Conveniently located” and “inexpensive” will probably end up as main points in the outline.
55. Which part of the speech do you write first; the introduction, the body or the conclusion?	55. the body
56. What presents the most general idea of a speech?	56. thesis statement
57. Where is the thesis statement usually found in a speech?	57. the first sentence of the body
58. In what main point organizational pattern is the thesis statement never the first sentence in the body?	58. problem/solution order
59. Assume you’re presenting a speech to a group of senior citizens encouraging them to engage in power walking. State an appropriate specific purpose for this speech.	59. to persuade the audience to try power walking (More than one correct answer is possible.)
60. State an appropriate thesis statement for the previously-mentioned speech.	60. You should try power walking. (More than one correct answer is possible.)
61. Assume you are presenting a speech to this class explaining how to change a flat tire. State an appropriate specific purpose for this speech.	61. to inform the audience how to change a flat tire (More than one correct answer is possible.)
62. State an appropriate thesis statement for the previously-mentioned speech.	62. I’ll be showing you how to change a flat tire. (More than one correct answer is possible.)
63. After the thesis statement, what is the next slightly more specific type of outline point?	63. a main point
64. How are main points designated in an outline?	64. Roman numerals (I., II., III., IV., V., VI., etc.
65. What type of outline point carries the organizational pattern of a speech?	65. main points
66. Main points must be relevant. Relevant to what?	66. to the thesis statement
67. What is meant by the phrase “main points must be distinctly different”?	67. no two main points should overlap by covering the same material
68. What organizational pattern uses a time-based step-by-step format?	68. procedural order
69. “January,” “February,” “March” and “April” would be examples of main points for what organizational pattern?	69. chronological order
70. State three chronological main points without using months.	70. I. Monday II. Tuesday III. Wednesday or I. 2001 II. 2002 III. 2003 (More than one correct answer is possible.)
71. What organizational pattern is frequently used in recipes?	71. procedural order
72. What is the only organizational pattern that may be used correctly with less than three main points?	72. comparative order
73. “North”, “South”, “East” and “West” would be examples of main points for what organizational pattern?