:Have you ever studied your butt off for a particular class, only to fail or at least not do as well as you had expected to? If so, it is possible that you studied using the wrong method.

In actuality, there is no right method to study. The trick is to study using methods that are consistent with your particular learning style. Learning styles are different approaches to learning and different people have different preferences. Some people learn best by seeing; some people learn best by listening; and others learn best by doing. In order to maximize your academic success, it is important to understand your preferred learning style. Knowing how you learn best allows you to tailor your study methods so that learning (and subsequent recall) is faster and easier. Although many people use a combination of different learning styles, most people have a primary learning preference. However, they often study using strategies from other learning styles and consequently, do not learn as effectively as they could. If you can learn what works best for you, you can maximize your learning potential. In essence, its about working smarter, not harder.Instructions: Complete the Perceptual Learning Preferences Survey by downloading the attached file entitled, “Paper #1 (Survey & Write-Up)”.
Score your survey, using the instructions at end of the survey. Once you have done that, you will have learned which of the four learning styles you prefer.
After completing and scoring the Perceptual Learning Preferences Survey, read the explanations of the four learning styles in the attachment (“Paper #1: 4 Learning Styles”). These are also described in the preface of your textbook. Based on what you have read, you are to create a study plan for yourself for this semesters classes (Note: Do NOT read the explanations until AFTER you are finished completing and scoring your survey because it may bias your results).
Write up your results and your study plan at the end of your survey in the same file (NOT a separate file). The first sentence has already been started for you. In your write-up:
Summarize your results. Review the order of your learning preferences. If you have more than one tied for first place, you can write about both or choose the one you thing best suits you,
Discuss your reactions to your results. Do you agree or disagree with them? Why or why not? Was this information surprising and/or helpful to you?
Based upon your results, develop a specific plan that incorporates the strategies mentioned in the explanation sheet (and others if you think of them).
The write up should be at least 3 full pages long (or more), typed in 12-point Times New Roman font, double-spaced, with 1 margins all around (NO headers or title as this will detract from the page length). Just use the attached file and write your narrative after the survey because it is already formatted.
Please submit it by attaching your file in one of the following formats (.rtf, .doc, .docx, or .pdf; Mac users-NO .pages format) (Please note: you will lose points if your file is not attached in the correct format).
I will be grading you relatively strictly on grammar and professional readability (in addition to content), so you should definitely proofread your paper before turning it in. I will not proofread rough drafts for you beforehand. Therefore, you might want to get help with it or have it proofread at the Writing Center (26B-100) before turning it in. See their website for more information about their services:
http://www.mtsac.edu/instruction/humanities/writingcenter/ (Links to an external site.)Links to an external site.
Grading Rubric: 50 pointsPoints for Length:16 points per full page of text (supposed to be at least 3 full pages). So, if your paper was only 2 pages, you will lose 16 points just for length, and then additional points for writing based upon the following rubric.Points for Writing:Minus 1 5 points = A level writing: paper is well structured and organized; thoughts are clearly communicated and organized; language is appropriate for an academic paper; good sentence structure; little to no grammatical or spelling errors.Minus 6 10 points = B level writing: paper is well structured and organized, but could use some improvement; thoughts are clear, but might be a little disorganized; language is appropriate for an academic paper; sentence structure could be improved; a few grammatical or spelling errors.Minus 11 15 points = C level writing: paper is a little disorganized; thoughts are unclear; language is too colloquial; incomplete or run-on sentences; more than a few grammatical or spelling errors.Minus 16 20 points = D level writing: paper is very disorganized; topics jump around; thoughts are unclear (perhaps a lot of switching between present and past tense); language is extremely colloquial (i.e., it does not read like an academic paper); several grammatical and spelling errors.Minus 21 or more points = F level writing: You clearly did not put any effort into it.