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ResourcesAbout Academics Admissions Alumni Faculty & Staff News Research StudentsAcademicsAcademic Support ProgramsReading, Writing, and StudyStrategies CenterReading, Writing, and StudyStrategies Center FAQsReading, Writing, and Study Strategies CenterReading, Writing, and Study CenterResources (RWSSC)Below is a list of resource documents that can be viewed in theMicrosoft Word or Adobe format by clicking on the appropriatechoice. If you choose the Adobe format you will need the AdobeReader program,which you can download for free by going to theAdobe web site.ResourcesReading:Academic Support ProgramsCampus Center 1-1300UMass Boston100 Morrissey Blvd.Boston, MA 02125-3393617-287-6550 Reading Strategies - (Adobe Format Word Format) Critical Reading Questions - (Adobe Format Word Format) Patterns of Organiztion - (Adobe Format Word Format)Writing: Writing Process - (Adobe Format Word Format) Reader-Friendly Essay - (Adobe Format Word Format) Signal Words & Expressions - (Adobe Format Word Format) Signal & Transition Words - (Adobe Format Word Format) Verbs to Introduce Quotes - (Adobe Format Word Format)Time Management: Time Management Goals - (Adobe Format Word Format) Thinking Work Load - (Adobe Format Word Format) Weekly Planner - (Adobe Format Word erresources.htm (1 of 2)2/18/09 2:05 PM

ResourcesNote Taking: Active Listening - (Adobe Format Word Format) Note Taking - (Adobe Format Word Format) Note Taking Tips - (Adobe Format Word Format)Exam Prep and Test Taking: Exam Preparation - (Adobe Format Word Format) Multiple Choice Questions - (Adobe Format Word Format) Important Words in Essay Questions - (Adobe Format WordFormat) Organizing Essay Answers - (Adobe Format Word Format) Test taking Analysis - (Adobe Format Word Format)Academic Work Habits: Academic Work Habits Assessment - (Adobe Format WordFormat) Habits Assessment Analysis - (Adobe Format Word erresources.htm (2 of 2)2/18/09 2:05 PM

Academic Support ProgramsAbout Academics Admissions Alumni Faculty & Staff News Research StudentsAcademicsAcademic Support ProgramsAcademic Support ProgramsAcademic ProgramsCritical Reading and WritingCourses and First Year SeminarsEnglish as a Second LanguageCenterMathematics SkillsEDCG 671Sociology 444Pre-Admission ProgramDirections for Student PotentialProgramTutoring ProgramsGraduate Writing CenterMath Resource CenterReading, Writing, and StudyStrategies CenterSubject Tutoring ProgramAcademic Support ProgramsStaffAcademic Support ProgramsCampus Center 1-1300UMass Boston100 Morrissey Blvd.Boston, MA 02125-3393617-287-6550Overview:The mission of the Office of Academic Support Programs is tooffer comprehensive coursework and services to both native andnon-native speakers of English with the goal of helping studentsto succeed in their studies. The focus of the program is onacademic instruction and tutoring, following careful assessment ofstudent writing, critical thinking and mathematics capabilities.Program faculty and staff collaborate with departments acrossthe University with the aim of strengthening the undergraduateexperience.Academic programs include: General Education courses in CriticalAnalysis, Mathematics/Quantitative Reasoning, and academiccourses for non-native speakers of English; a Graduate College ofEducation course in teaching reading and writing across thecurriculum for secondary teacher candidates, and field placementin the Reading, Writing, and Study Strategies Center; and acooperative education field experience course in mentoring firstyear seminar students. Academic Support Programs facultyconduct assessments of writing and critical thinking for placementof all new students in Critical Analysis general education and ESLcourses. Academic Support Programs staff also offer consultingfor faculty seeking assistance in curriculum in undergraduate andgraduate programs in the College of Liberal Arts, the College ofScience and Mathematics, and the College of Nursing.Instruction in verbal skills, English for non-native speakers, andmathematics is offered through the alternative admissionsprogram, Directions for Student Potential.Tutorial programs include: individual and group tutoring in coursecontent across all disciplines through the Subject TutoringProgram; tutoring in quantitative reasoning, mathematics andcomputer science through the Math Resource Center; tutoring ingeneral education capabilities of writing and critical analysisthrough the Reading, Writing, and Study Strategies Center;tutoring for ESL courses; and consultations for graduate students,both native and non-native speakers, in critical analysis, researchand scholarly writing through the Graduate Writing m (1 of 2)2/18/09 2:05 PM

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Untitled DocumentAbout Academics Admissions Alumni Faculty & Staff News Research StudentsAcademicsAcademic Support ProgramsReading, Writing, and StudyStrategies CenterReading, Writing, and StudyStrategies Center FAQsResourcesAcademic Support ProgramsCampus Center 1-1300UMass Boston100 Morrissey Blvd.Boston, MA 02125-3393617-287-6550Reading, Writing, and Study Strategies CenterReading, Writing, and Study StrategiesCenter FAQsQ: How do I sign up for a Reading, Writing, and Study Strategiestutor?A: Fill out an application at Academic Support Programs (CampusCenter-1-1300).Q: How do I find out if I have been assigned a RWSSC tutor?A: Stop by or call the Center at 617-287-6567, or 617-2876550.Q: Do I have to come for tutoring every week? If I don’t have anyassignments or papers due, do I still have to come?A: Yes. There is always something to work on, to plan for and/ordiscuss.Q: How many cancellations are allowed?A: You can cancel one appointment per semester if you call ahead(617-287-6550) to cancel.Q: What happens if I don't show up?A: If you don't let your tutor know ahead of time that you arecanceling, your time will be reassigned to another student. Youcan reactivate your request for tutorial help but you will be placedat the end of the queue and will have to wait for a time slot toopen up.Q: Do you do proofreading? Will you edit my papers?A: No, but we will help you to learn how to revise your papers onyour own.Q: What kinds of tutoring do you do at the Center?A: Graduate students and faculty help students with assignmentsfor their courses; for example, they help with paper writing, paperrevision, reading techniques, and with strategies for note-taking,studying, and test-taking. The specific type of tutoring anindividual student receives depends on the type of assignmentswith which s/he needs faq.htm (1 of 2)2/18/09 2:05 PM

Untitled DocumentQ: Who goes to the Center to get tutored?A: Students who want to improve their reading, writing, and studystrategies.Q: Where do I meet my tutor and what should I bring?A: Meet your tutor at the Reading, Writing, and Study StrategiesCenter, Academic Support Programs (Campus Center-1-1300).Bring your syllabi, instructions, paper drafts, and/or anything elsethat you need to work on your assignments.Q: Can I get more than one hour of tutoring per week?A: You can get only one hour of individual tutoring, but you canalso attend one of our workshops.Q: What kinds of workshops do you offer?A: Usually, we offer writing workshops and time-management/study strategies workshops weekly.Q: How much does it cost to get tutoring?A: Nothing. Tutoring is free to actively enrolled students.Q: Can a tutor in the Center help me prepare for the WPR exam orportfolio?A: No, but Center tutors will help you develop your writingprocess while working on your course work. Also, course papersthat you work on with a Center tutor may fit the guidelines for asupporting paper for the WPR enterfaq.htm (2 of 2)2/18/09 2:05 PM

Reading, Writing, and Study Strategies CenterCC-1-1300Academic Support ProgramsUMass BostonReading Strategies for College StudyActivate prior knowledge by asking Why am I reading this? What is the text about? What do I already know about this topic (brainstorm)? What do I already know about the reliability/credibility of the author and/or source? What do I predict that the author will say?Determine purpose by asking How does this section/topic fit into the syllabus, lecture, and other sources of prior information? How can I connect the topic with my prior knowledge and life experience?Prioritize by asking What will be expected of me for discussion, tests, labs, etc.? What do I need to read and understand first? Can I practice flexible reading, and choose what to read closely, and what to skim (at least for now)? Can I use study questions and make my own that will help focus my reading?Preview by asking How can I make use of the table of contents, boldface terms, subheadings, graphics, etc.? What are some of the main ideas stated in the first and last chapters and/or paragraphs? How do subheadings and subtopics fit into ideas stated in the first and last sections? How does the author organize the text: compare/contrast? problem/solution? cause/effect, etc.? Are there vocabulary lists and/or review questions at the end of the section? Has the instructor providedreview questions? Can I use these to determine what is important?Read interactively Predict: Form the "big picture" by anticipating the text's organization. Visualize: Picture the information (make a "movie" of the text). Annotate: Write marks, notes, questions, and connections in the margins of the text or on the text itself. Associate by asking: How does this new information fit with previous information? What details supportmain ideas? Is there overlap between lectures and the reading? Monitor by asking: Am I aware of my reading process? For example, how do I deal with new words (bycontinuing to read? by looking for contextual clues? by listing words to be looked up later?)? Do I need toswitch strategies or reading rate?Respond during and after reading by asking What is my reaction to the reading? What do I remember from the reading? How would I summarize the author's ideas? What do I need to make note of now, before I move on to something else? Now that I've read the reading, do I need to revise my knowledge and/or my judgments about other texts?Meesh/RWSSC/reading strategies rwssc

Reading, Writing, and Study Strategies CenterCC-1-1300Academic Support ProgramsUMass BostonCRITICAL READING: Posing Questions and Examining LanguageBy asking questions of yourself and of the text, you will develop bothyour reading efficiency and analytic ability.Goals:To analyze a text instead of taking it at face valueTo assess the accuracy and relevance of a textTo clarify hidden assumptionsTo identify propaganda and rhetorical techniquesTo distinguish between facts and opinionsQuestions:Who is the author? What do you know about the author? What is the author's status: expert?politician? someone with vested interest?What is the author's purpose? To share information? To persuade? To advocate? To developan argument? To propagandize?What connotations are triggered by the author's word choice? Are there "buzz" or "shock"words (value-laden terms) that indicate biases?Who is the author's intended audience? (For example, members of the same group as theauthor? critics? opponents?)What reactions do words and statements evoke in you? Why?Was the author successful in reaching the intended audience? How? To what extent? Atwhich points in the reading?What kind of information does the author use as "evidence": reasoning? statistics?quotations? government documents? studies? material from websites? interviews? personalobservations? What are the sources of the evidence?What ideas or information are excluded or minimized by the author? How do theseomissions present clues about the author's value system?Meesh/RWSSC/Critical Reading Questions rwssc

Reading, Writing, and Study Strategies CenterCC-1-1300Academic Support ProgramsUMass Boston"Patterns of Organization" (from Quinn and Irvings's Active Reading)According to Shirley Quinn's and Susan Irvings's Active Reading, authors construct theirworks by following a "pattern of organization" (179, emphasis in the original). Thepatterns identified by Quinn and Irvings include "the list pattern, the order pattern, thecompare/contrast pattern, the cause-and-effect pattern, and the problem-solutionpattern" (179, emphasis in the original). When they discuss four different types of readingearlier in Active Reading, Quinn and Irvings claim that readers can perform better analysis ofreadings by identifying the types of organization authors use (5).EXAMPLESlist:Bring something to write with, your notes, and all your readings to the midterm.order (Quinn and Irvings identify several different order patterns (183-189)):chronological:They studied academic, then social and cultural, and finally technological literacy.process:First they read Atwan's Convergences and constructed an assignment based on it, and thenthey addressed the assignment.size or place:The class will usually meet in the classroom, but on Wednesdays it will meet in the library;once or twice during the semester, it will meet at an alternate location.importance:To do well on the test, it is paramount that you be able to apply techniques covered in thecourse (in addition, you should be familiar with the course vocabulary).compare/contrast:The students all passed the quiz; however, some of them passed minimally while othersreceived a "perfect" (100%) grade.cause-and-effect:Some students were able to refer to quotes from classmates effectively in their papersbecause they took notes well during class.problem-solution:If you are not performing well on the quizzes, you should attend a test taking workshop.Meesh/RWSSC/Patterns of Organization.doc

Reading, Writing, and Study Strategies CenterCC-1-1300Academic Support ProgramsUMass BostonWRITING PROCESSDepending on your individual writing process and the type of paper that you are writing, you may need to reorder,combine, skip, and/or add steps.PREWRITING, TOPIC DEVELOPMENTbrainstorming: talking or freewritingreadinggathering data: observing, taking notes, interviewingWRITING DRAFT #1form thesis or purpose based on prewriting data and on instructionsdevelop argument to support thesisGETTING FEEDBACK ON DRAFT #1focus on content issuesidentify the main point, thesis, or purposeestablish direction—this may mean narrowing topic down, or expanding moreREWRITING/DRAFT #2consider feedback and commentsmake sure you have included elaboration and analysiscut unnecessary summaryinclude necessary references and attribution to sourcesincorporate appropriate quotes effectivelyGETTING FEEDBACK ON DRAFT #2focus on reorganizing entire draftmake an outline, chart, or map if necessarymeet with a tutor, peer, or instructor, if you have not done so alreadyreorganize paragraphsdetermine if the writing conveys the intended meaningconsider intended audience—i.e., are syntax and diction appropriate?REWRITING/DRAFT#3enter the draft on a computer and save the file, if earlier versions were handwrittendetermine whether or not the introduction and conclusion correspond to the body of the paperconsider structure of individual paragraphsGETTING FEEDBACK ON DRAFT #3focus on syntax and punctuationreread, with someone else if possible, and note where changes need to be made to unify the paperREWRITING/EDITING/DRAFT #4read paper aloud and carefully check and correct structure, punctuation, and spellingdouble check format, title, and documentation pagesPROOFREADING/FINAL CHECKprint a new copy and read carefully one last timemake necessary changesFINAL VERSIONprint out the final version and make an electronic or paper copy for your own recordsMeesh/RWSSC/writing process

Reading, Writing, and Study Strategies CenterCC-1-1300Academic Support ProgramsUMass BostonDEVELOPING A READER-FRIENDLY ESSAY:REVISION STRATEGIESRevising is an important component of the writing process. Flexible revising strategies allow you tohave more control over your writing process because strategizing involves making choices aboutwhat you say and how you say it; develop a "to do" list and/or plan that reflects the purpose of theessay. There is no "correct" order in which to use these strategies; choose a sequence to fit yourneeds as you write.ObjectiveStrategiescheck organization outline your draft by labelling the topic of each paragraphthen compare to your plan and the assignment's requirementsdecide what stays, what goes, what moves, and what needs to beaddedclarify your views freewrite on the theme/topicreview your freewrite and draft to compare them and integratewhere necessaryreread the instructions to see how the assignment calls for yourviews get important descriptivedetails freewrite or brainstorm your observationsskim, looking for most precise exampleschoose the best locations to place additions in the draftcheck clarity and analysis ask yourself the function of specific sentences in relation to thetheme, purpose and demands of the assignmentdevelop the argument bygrasping review course materials for contrary positionsdiscuss with a peer who has a different viewpointMeesh/RWSSC/develop reader friend essay

THE READING, WRITING AND STUDY STRATEGIES CENTERSIGNAL WORDS & EXPRESSIONSContinuation of/in same directionmoreover, also, too, in addition,likewise, besides, furthermoreEmphasisadd to this, even more, above all,more importantSequencefirst, second, finally, last, next, then,after, from now on, formerly, before,later, previously, subsequently,thereafterTimebegins, soon, shortly, since then,from now onCause & Effectbecause, thus, since, accordingly,consequently, for this reason, if then,hence, therefore, on that account, as aresult, so, leading to, due toComparisonlike, in the same way, similar, also,likewise, all comparative formsof adjectives and adverbs (e.g. better,worse, faster, etc.)Contrast or Changebut, however, nevertheless, yet,still, though, former, rather,latter, different, on the other handConcession or Opposing Viewcertainly, naturally, it is true, acceptingthe data, granted that, of courseContinuation withargument after concessionnonetheless, all the same, eventhough, still, nevertheless,notwithstanding, whereas, in spite ofSummaryfor this reason, in brief, in conclusion,to sum up, finally, thus, in summary,all superlative forms of adjectives &adverbs (e.g. most, best, worst)

Reading, Writing, and Study Strategies CenterAcademic Support Programs CC-1-1300UMass BostonAddition/list forminga fewadditionallyagainalong withalsoandand thenanotherat the same timebesidesequallyfinallyfirst of allfurtherfurthermoreimportant(ly)in additionin like mannerin the first placein the same waylastlylikewisemanymoremoreovernextnot only. but alsooneseveralsimilarlytooComparisonasat the same timecorrespondinglyin like mannerin the same wayjust asjust ntedit is true thatof coursethere is no question thatto an extentto be suretrue (ly)whilewithout doubtContrastafter allSignal and Transition Wordsalthoughconsider the followingand yetfor exampleanyhowfor instancebetterspecificallybutsuch asconverselyto cite a casedespiteto illustratedifferentlyeven thoughOrder/Timefor all thatafterformer. latterafterwardshoweverand thenin contrastas soon asin spite ofat lengthinstead (of)at that timejust the samebeforeneverthelessbeginsnonethelessby and byon the contraryconcurrentlyon the other endwhereaseventuallyworsefinally lwaysin conclusioncommonlyin the meantimeconsistentlylate rmallynownow and fterin any eventwhereuponin alongsideof coursebelowsurelybesidethe point d ina case in pointinsideas proofjuxtaposednearnearbynext toon the/to the atelyfor the endin order thatin order topurposelyto achievewith this in mindwith this objectiveRepetitionagainas aboveas mentionedas notedin other wordsthat isthen tooResultaccordinglyall in allaltogetheras a resultbecauseclearlyconsequentlydue tofinallyfor this reasonhenceit follows thatnamelyso thatthenthereforethereuponthusSynthesis/summaryin briefin shortin summaryon the wholeto concludeto reassessto reexamineto reviewto simplifyMeesh/RWSSC/signal transition

Reading, Writing, and Study Strategies CenterCC-1-1300Academic Support ProgramsUMass BostonVerbs that can be used to introduce quotes and other ounds onfiguresfindsfinishesMeesh/RWSSC/introducting quotes verbsidentifiesillustratesinquireslistsmakes clearmakes the casemeasuresnotesobservespoints onsrationalizesreducesrefers nswrites

Reading, Writing, and Study Strategies CenterAcademic Support Programs CC-1-1300UMass BostonTime Management:Goals:To organize your schedule and find more time for relaxationTo set both short term and long term goalsTo set prioritiesTo avoid procrastinationQuestions and Suggestions:What is most important to you? What must you accomplish today? Tomorrow? Nextweek? Next month? This year? Be realistic about what you need to accomplish, andwhen.What is your peak efficiency time during the day? Are you more focused in the morning,afternoon, or at night?When do you work on your most difficult assignment? For instance, writing a paper for ahistory class, reading a difficult article, and/or studying for a biochemistry exam? Doyou try to work on the most difficult assignment during your peak study periods?When do you do housework? When do you type a lab report? When do you check youre-mail? When do you do your laundry?Make a long-term schedule. Write down major due dates. Write reminders of when youneed to start working on a project.Make a schedule for each week. Make a specific schedule for study times. Whenestimating time, consider how much time you need, the number of assignments, how fastyou read, how difficult the subject is for you, and how much time you need to just thinkabout readings and writings.Reevaluate your schedule after every week.-Did you overestimate or underestimate the time needed for each type of assignment?-Did you find conflicts invading your schedule? What did you do?-Could you have prevented the conflict?-What will you do next week if a conflict or an over- or underestimate occurs again?Schedule leisure time. As a transition, think positively: Concentrate on what youaccomplished and look forward to what you will accomplish.-List a few big time wasters and describe how you might change them.-List at least three time-savings strategies you have used before.-Decide how you will use short breaks.Meesh/RWSSC/time mang goals

Reading, Writing, and Study Strategies CenterAcademic Support Programs CC-1300UMass BostonTHINKING THROUGH YOUR WORK LOADInstructions: Listed below are a number of the activities to which you give timeeach week. Think about each one carefully and figure out how much time youneed to spend on each item per week. There are additional lines for any otheractivities that take your time each week. After you have totaled up all theitems you can think of, see how much “free” time you have. See if you canremember what you did with that amount of time last week.1.Dress and breakfast hrs.2.TravelTo and from school hrs.To and from workhrs.3.Regularly scheduled class timehrs.4.Hours for outside employment hrs.5.Time for study--preparationhrs.6.Time for study -- reviewhrs.7.Time for meals hrs.8.Outside physical activity hrs.9.Planned recreation -- movies, TV, etc. hrs.10.Social activities, responsibilities hrs.11.Home responsibilities er of hrs. in a weekhrs.

Subtract total number of hrs. above hrs.Total free hoursRoberta/RWSSC/thinking your work load.dochrs.

WEEKLY PLA NN ERMonda :00Reading, Writing, and Study Strategies CenterTues dayWedn es dayThurs dayCC-1-1300sFrida yAcademic Support ProgramsSatur dayRoberta/RWSSC/weekly plannerSunday

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The Reading, Writing, and Study Strategies CenterAcademic Support Programs CC-1-1300UMass BostonAC TIVE LISTE NING A ND NOTE T AKINGActive listening involves a process and strategies similar to effective reading: predicting,associating, and using contextual cues. A lecture, like a test, can be better understood byasking questions such as those below. Developing the habit of asking questions helps you tolisten more effectively and take better notes.1. PREDICTING: Formulating and following the ‘big picture’ by trying to pr ed ict- What’s next- What major point will be elaborated on- The sequence of the lecture2. ASSOCIATING: Connecting different pieces of rel ate d information-What has already been said, and how does it fit with new information?Which details support which main ideas?How does lecture material relate to the textbook and other readings?How does the material relate to other course information/ideas?How do the syllabus topics relate to each other?3. FINDING CUESListen for words and phrases that signify i m po rt a nce- “A vital point is .”- “An important concept.”- “The significance of.”Look for numbered/unnumbered s eri e s:- “The steps are.”- “Five causes are.”- “There are several reasons.”Listen for c o ncl udi ng/s um ma riz ing phrases- “Finally.”- “In conclusion.”- “In summary.”4. GETTING BACK ON TRACKIf you find yourself mentally wandering, try asking some focusing questions- What was the last statement made?- What are the main points recently mentioned?- How does the current statement fit in with previous comments?- Try to think of your own focusing questions.5. FOLLOW UPAsk yourself:

-Roberta/RWSSC/active listening.docAre my notes legible?Do they make sense?Are there any gaps that can be filled by course reading?Do I have any questions for the instructor?

NOTE TAKINGI. Note Taking: Central to Being a Good StudentA. Can’t remember all information from classB. Taking several classes – unconnected subjectsC. Importance of being organized!1. Buy notebook and folder for each class2. If possible, buy matching colors for each class (easier to bring correctnotebook to class)II. What to Write Down: Be an ACTIVE StudentA. Understand themes of the course and how professor is organizing information1. Predict topics of lecture before class begins (pay attention to syllabus)2. Read notes after each class and get any missing informationa. Are notes legible?b. Do they make sense?c. Are there any gaps?3 . Read entire notebook once a weeka. Establish regular study schedule for reviewing notesb. Helps to prepare for examsc. Makes picture of class information by connecting themesB. Learn how to evaluating information1. Decide what is important and needs to be written downa. Better to write too much than not enoughb. If it’s on the board, it’s important (but don’t limit notes toinformation on the board)c. Pay attention to body language – professors signal importantinformation (voice emphasis, repetition, hand movements,numbers, raised eyebrows, etc.)d. use note taking skills to speed recording of information

NTTKG(Note Taking)SUGGESTEDSYMBOLS ---plus/positive/andmore/very muchminus/negativeless/much use0nothing/no/noneincrease/riseGENERAL NOTE TAKINGTIPSOMIT VOWELSbkgd, gvt, pplABBREVIATE by writing onlythe first syllable of the word, orenough to recognize it .assoc; intro; subjINITIALIZE names and phrases(after writing them out in full thefirst time)JFK (John F. Kennedy)WW2 (World War II)UMB (U. Mass Boston)decrease/lowerless thangreater than/more than equal/same/similaris different/does not equalUse APOSTROPHE to cut outunnecessary syllablesgov’t; dep’ttherefore/consequentlybecomes/leads tochange/effecte.g.i.e.for examplethat is/that ithin42forto or, too/also#womanmannumberMAKE A NOTE to yourself (like amap legend) whenever youinvent a new abbreviation constitutionREREAD YOUR NOTESafter class:a. fill in more infob. hi-light important pointsc. add page #’s from textbookwhere info from book andteacher overlapd. prepare questions forclarification

The Reading, Writing, and Study Strategies CenterAcademic Support Programs CC-1-1300UMass BostonEXAM PREPARATION STRATEGIES SELF-INVENTORY1.Do I have and use a study schedule specifically made for tests?2.Do I know what material will be on the test or quiz?3.Do I ask instructors questions during or outside of class for clarification?Yes No Depends on the instructor4.Do I work with

Academics Academic Support Programs Reading, Writing, and Study Strategies Center Reading, Writing, and Study Strategies Center Reading, Writing, and Study Strategies Center FAQs Resources Academic Support Programs Campus Center 1-1300 UMass Boston 100 Morrissey Blvd. Boston, MA 02125-3393 617-287-6550 Reading, Writing, and Study Strategies

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