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TURNITIN FEEDBACK OF TERM-1 AES MIDTERM 

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TURNITIN FEEDBACK OF TERM-1 AES MIDTERM 

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(note-taking)

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Evidence of Where the Team Has Worked On ActionPoints

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Evidence of Where the Team Has Worked On ActionPoints

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To: sacc@utwente.nl

From: justine.b@gmail.com

Hi,

My name is Justine and my student id is 2429593. I am writing this e-mail because I have some problems about both personal and academic. First of all, I failed my term-1 economics module and I need to do a re-sit in four weeks. I think I have to create myself weekly timetable that can make me more organising and systematical student. What do you advise me to put it in my timetable? I also know that with „creating timeable“ you can make a space for your hobbies and you can study to your other subjects and presentations. I also have a presentation over the next few weeks. I hope that my problems are done but I also have a problem with my home. I have an angry landlord and he makes pressure on me for fix the window but as I already told that I don't have time to do that. Can you also help me about it? What can I say to him? I want to see you as soon as possible because of that I want to make an appointment with one of the student psychologist. Please answer this e-mail as soon as possibe.

Justine B.

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Your writing plan is nice. Your planning and ordering skills are fascinating but you used very informal language. While you are writing a letter or an e-mail to departments of the universities, you should use strictly formal language. If you do that, they can be more careful when they are reading your mail or letter.

Summarizing the miistakes that I learned from feedback
-Start with "Whom It May Concern," .
-Do not use "don't ,can't". Use "do not, can not" instead of shortcuts
- Be careful  to your grammer.
- Add " Yours Sincerely, Kind regards or Regards, to the end of end of the e-mail.

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In one of the Uniersity Skills class, me and my group did a presentation about limits (in math). Here is the quick definition of LIMIT. Limit (mathematics) ... In mathematics, a limit is the value that a function (or sequence) "approaches" as the input (or index) "approaches" some value.Limits are essential to calculus (and mathematicalanalysis in general) and are used to definecontinuity, derivatives, and integrals.

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Our Group Work About Reflective Thinking. It is is a part of the criticalthinking process referring specifically to the processes of analyzing and making judgments about what has happened.

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Our Hard-Working Team

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1. Describe ... e.g. to define clearly what you are talking about, say exactly what is involved, where it takes place, or under what circumstances. Fulfilling this function helps you to introduce a topic. More complex description will become analysis.
2. Analyse ... e.g. examine and explain how parts fit into a whole; give reasons; compare and contrast different elements; show your understanding of relationships. In this way analysis forms the main part of any in-depth study.
3. Evaluate e.g. judge the success or failure of something, its implications and/ or value. Evaluations lead us to conclusions or recommendations and are usually found at the end of a piece of academic work, a paper, chapter or other text.

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In everyday life the term ‘critical’ is often seen as negative or destructive. Being critical in academic life, however, does not mean questioning things randomly, or for the sake of ‘nit-picking’. Instead, academic work aims to get as near as possible to the truth. Critical thinking in any subject or discipline is the way in which this is done, along with the more specialised applications of theory, the methods and techniques, which have been developed for the subject

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It is important to ensure that you have identified clear goals as this will help you focus and motivate yourself throughout the year. After you make your goals you need to ensure that they are updated to reflect your current situation; to make sure that they are fit for purpose.

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Team-work is an essential element in both university and work life and, like taxes, is inevitable! In the Dutch education system there is a particularly strong emphasis on team-work and grades are often awarded as a team!

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Academic: relating to your classes, modules, programmes and exams.

Personal: relating to your physical and mental health and well-being

Practical: relating to ‘life’ problems such as dealing with housing, getting letters in another

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Be personally engaged physically and mentally, in making sense of what you learn, ’deeper understanding’.

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enhanced learning techniques:  space out study sessions over time (Baddeley & Longman, 1977)
 experience the material in multiple modalities (Kobus et al., 1994)
 test yourself on the material (Roediger & Karpicke, 2006)
 elaborate on material to make meaningful connections rather than engaging in activities that involve simple repetition of information (Craik & Lockhart, 1972)

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There are many, many ways to study but it depends on your S.H.A.P.E. profile as to which ones work best. As you’ve already seen from your reading, researchers claim that there are some key study strategies that have been proven to be beneficial to all, regardless of style or preference.

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It is important to be clear on your goals for this year as it will help you focus on what you need to achieve, as well as helping you develop a plan on how to get there. There will be a continuous cycle of goal setting, reviewing and rewriting over the course of your time here in Holland ISC. This will ensure that you develop and refine your goals, making practical and realistic aims for both the short and long term.

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https://www.scientificamerican.com/article/the-problem-with-learning-styles/

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 3 timekeeping or organisational strategies

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 3 timekeeping or organisational strategies

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-The “old school” calendar

-Keep a regular routine

-Find the balance

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- Revision timetable

-Learning maps

-Note-Taking

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S.H.A.P.E. – Evaluating your Learning In order to ensure you have the most effective approach to studying in university, we must first look at where you are now. This means evaluating your current approach to studying using the S.H.A.P.E. method. This is a way of reflecting on and categorising your previous learning so you can see what habits you’ve slipped into. From there, we will be able to reconstruct your studying and learning to match the expectations and realities of university.

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Not only does this means approaching your study, assignments and exam preparation in an intelligent manner; you also need to be pro-active outside of this!

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- Creative: to have the confidence to apply imagination to your learning and problem solving. - Reflective: to be able to sit with your experience, analyze and evaluate your own performance and draw lessons from it. Try to make use of the feedback you got from tutors. - Effective: to organize your time, space, priorities, state of mind, resources, and use of technology to maximum benefits. Also, relate your study to real life and make connections between what you study with the different subjects. - Active: Be personally engaged physically and mentally, in making sense of what you learn, ’deeper understanding’. - Motivated: be clear about outcomes you want to achieve, the steps you need to take to achieve these, and what you will do to build and maintain your engagement and enthusiasm.

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to organize your time, space, priorities, state of mind, resources, and use of technology to maximum benefits

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Expectations of a University Student: Timekeeping and personal organisation skills

- to identify importance of timekeeping and time-management from a daily and termly perspective

- to reflect on previous strategies of time management - to identify and classify different time

-management strategies

- to review programme requirements for Term 1 and create a 12 Week Overview - to use basic IT resources