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Parts of Speech

A part of speech explains how a word is used. In traditional English grammar,


there are eight parts of speech. Knowing about each part of speech will help
you use words correctly when speaking and writing. Your communication skills
will be enhanced.

Here are the eight parts of speech and their most common meanings:

Noun: A noun is a word that names a person, place, or thing.

Examples:

(person) – Michael Jordan was a great basketball player.

(place) – I left my notebook at school.

(thing) – I enjoy reading a good book.

A noun that names only one person, place, or thing is a singular noun. A noun
that names more than one person, place, or thing is a plural noun. For
example, automobile is a singular noun, while automobiles is a plural noun.

Pronoun: A pronoun is a word that is used in place of a noun. Pronouns act


just like nouns.

Examples:

Bob gave me the best puppy in the litter.

Now that cute puppy is mine.

Adjective: An adjective is a word that describes a noun. It can tell what


kind or how many.

Examples:

(what kind) That was a wonderful movie.


(how many) Only several people attended the town meeting.

Verb: A verb is a word that shows action. A present tense verb shows action
that is happening now. A past tense verb shows action that has already
happened. A future tense verb shows action that will happen.

Examples:

(present tense) Please move the chair away from the wall.

(past tense) I walked home from school yesterday.

(future tense) We are going on vacation in the middle of July.

Adverb: An adverb is a word that describes a verb. It can tell how or when.

Examples:

(how) I try to eat my food slowly.

(when) I like Jamie because he never lies.

Conjunction: A conjunction is a word that connects words in a sentence.

Examples:

Susan and Anna are very close friends.

I will go to the park if you come too.

Preposition: A preposition is a word that links and relates a noun or pronoun


to another word in a sentence.

Examples:

I haven’t gone to the gym since Tuesday.


Tom said that he was against Bill’s idea.

Interjection: An interjection is a word that expresses emotion. It is usually


an exclamation that is followed by an exclamation point (!). Sometimes, an
interjection is followed by a comma (,).

Examples:

Wow! That movie was scary.

Oops, I didn’t mean to do that.

Knowing these eight parts of speech will improve your writing and speaking.
Succeeding in College

Just as in elementary school through high school, your success in college requires high
motivation and effort, strong study skills, effective time management, and good test-
taking strategies. These areas are covered in other screens here at www.how-to-
study.com. But college success requires much more. Once you move from high school to
college, you will generally find that students are more motivated and competent than in
high school; teachers are more demanding; the work is more difficult; and students are
expected to be independent. Further, if you are living away from home for the first time,
you will have many new experiences.

Here are some ideas that will help you succeed in college:

Have Clear Goals

College success requires commitment and a lot of hard work. You must be very certain
about the importance of a college
education.

• Be clear about why you are going


to college.
• Establish specific goals you wish
to accomplish.
• Know what it will take to reach
these goals.
• Be certain your goals are consistent with your interests and abilities.
• Be flexible – change your goals if needed based on your experience as you
progress through college.

Get Financial Aid if Needed

College is expensive. Even if you attend a public college or university and live at home,
you still must pay for tuition, fees, and books. There are many sources of financial aid
that can help you meet the high costs of college. Become aware of and pursue these
sources.

• Consider all possible sources of financial aid in addition to your college’s


financial aid office.
• Meet all deadlines for submitting applications and documentation.
• Respond quickly and completely to all requests for additional information.
• Be persistent in following up your application.
• If you do receive financial aid, meet all requirements to keep and continue your
aid.
Manage Your Money

There are many ways to spend money in the


college setting for other than education purposes.
Take steps to ensure that you do not waste the
money set aside for your college education.

• Set a budget and keep to it.


• Be careful about your use of credit cards.
Don’t overspend. Pay balances promptly to
avoid high interest costs.
• Open a checking account and carefully
monitor your balance.
• Keep your cell phone under control. Those minutes and fees can really add up.

Stay Physically and Emotionally Healthy

You will need to be at your best to succeed in college. This means taking care of your
body and maintaining a good frame of mind.

• Get enough sleep.


• Don’t rely on coffee and drinks that contain high doses of caffeine to provide you
with energy. Foods such as pasta, peanut butter, non-sugar cereals, and fresh fruit
are healthy alternatives to provide the energy you need.
• Avoid junk foods. Fast food is convenient but usually not good for you.
• Use the services of the student health office. These services typically include
emergency treatment, low cost examinations, and low cost or free medication.
• Use the services of the counseling office. The professionals there can help you
overcome feelings of loneliness, depression, and anxiety.

Choose a Professor Carefully

In college you get to select your schedule of classes. Most classes offer more than one
section so that you can choose not just the day and time, but the professor who is teaching
that section. Often you will find student ratings of professors on the Internet. You can get
even more feedback by talking to other students. Try to choose a professor who
demonstrates the following characteristics.

• Maintains adequate office hours.


• Provides constructive feedback.
• Adapts to different styles of
learning.
• Grades fairly.
• Is highly competent in the subject
being taught.
• Establishes clear and reasonable requirements.
• Provides a positive learning environment.

Work With Your Advisor

As a student you will be assigned a faculty advisor to help you with both academic and
career issues. It is up to you to get the most out of this guidance.

• Know your advisor’s office location, schedule of office hours, and contact
information.
• Schedule an appointment with your advisor at any time you have problems that
affect your academic performance.
• Consider your advisor’s ideas when selecting your major or at any time you are
considering changing your major or career goals.
• Have specific questions in mind whenever meeting with your advisor.

Make Good Use of the Library

You are going to spend a lot of your time in college at the library. Take full advantage of
this major resource.

• Get to know the resources of the library as soon as you get to college.
• Learn to use its computer resources and card catalogs.
• Make good use of its equipment such as copy machines, microfiche readers,
production facilities, etc.
• Check out its quiet study areas. Sign up for their use if required.

Get Involved in Campus Life

There is a lot more to college than just classes. A college campus is an exciting, dynamic
environment that can provide you with many opportunities for enhancing your college
experience.

• Join a student organization that is


consistent with your interests. You will
find many organizations from which to
choose.
• Join a club in your major. This can not
only help you in your studies but can
provide contacts that may be very useful in
your future career.
• Join an intramural team. This is a great
way to keep yourself in good physical shape and make new friends.
• Attend social events. Your college experience should not be all work and no play.
Yes – success in college takes effort. But this effort will provide benefits to you
throughout your life. The ideas presented above can help you to make your college
experience a successful one.

Taking Notes in Class

In classes, your teachers will talk about topics that you are studying. The information they

provide will be important for you to know when you take tests. You must be able to take good
written notes from what your teachers say.

Taking good notes is a three-stage process in which there are certain things you should do
before class, during class, and after class. Here are the three stages of notetaking and what you
should do during each stage.

1. Get Ready to Take Notes (Before Class)

• Review your notes from the previous class session before you come to class. This will
help you remember what was covered and get you ready to understand new
information your teacher provides.

• Complete all assigned readings before you come to class. Your teacher will expect that
you have done this and will use and build upon this information.

• Bring all notetaking materials with you to class. Have several pens and pencils as well
as your notebook.
2. Take Notes (During Class)

• Keep your attention focused on what your teacher is saying.


Listen for “signal statements” that tell you that what your
teacher is about to say is important to write in your notes.
Examples of signal statements are “The most important
point…” and “Remember that . . . “ Be sure to include in your
notes information that your teacher repeats or writes on the
chalkboard.

• Write quickly so that you can include all the important


information in your notes. Do this by writing abbreviated
words such as med for medicine, using symbols such as % for
percent, and writing short sentences.

• Place a ? next to information you write in your notes, but about


whose meaning you are not sure.
3. Rewrite Your Notes (After Class)

• Rewrite your notes to make them more complete by changing abbreviated words into
whole words, symbols into words, and shortened sentences into longer sentences.
• Make your notes more accurate by answering any questions you had when writing
your notes in class. Use your textbook and reference sources to obtain the information
you need to answer your questions. If necessary, ask your teacher or other students
for help.
• Check with other students to be sure you did not leave out important information.

Having good class notes will help you to be better prepared for tests.

Managing Your Study Time

There are only so many hours in a day, a week, and a term. You cannot change the
number of hours, but you can decide how to best use them. To be successful in school,
you must carefully manage your study time. Here is a strategy for doing this.

Prepare a Term Calendar

At the beginning of a term, prepare a Term Calendar. Update it as the term goes on. Here
is what to do to prepare a Term Calendar.

• Record your school assignments with their due dates and your scheduled tests.
• Record your planned school activities.
• Record your known out-of-school activities.

Prepare a Weekly Schedule

Each Sunday before a school week, prepare a Weekly Schedule. Update it as the
week goes on. Here is what to do to prepare a Weekly Schedule.
• Record your daily classes.
• Enter things to be done for the coming week from your Term Calendar.
• Review your class notes from the previous week to see if you need to add any
school activities.
• Add any out-of-school activities in which you will be involved during the week.
• Be sure to include times for completing assignments, working on projects, and
studying for tests. These times may be during the school day, right after school,
evenings, and weekends.

Prepare a Daily Organizer

Each evening before a school day, prepare a Daily Organizer for the next day.
Place a √ next to each thing to do as you accomplish it. Here is what to do to
prepare a Daily Organizer.
• Enter the things to do for the coming day from your Weekly Schedule.
• Enter the things that still need to be accomplished from your Daily Organizer
from the previous day.
• Review your class notes for the day just completed to see if you need to add any
school activities.
• Add any out-of-school activities in which you will be involved the next day.

Your Weekly Schedule should have more detail than your Term Calendar. Your Daily
Organizer should have more detail than your Weekly Schedule. Using a Term Calendar, a
Weekly Schedule, and a Daily Organizer will help you make the best use of your time.

Using Prefixes to Expand Your Vocabulary

What is a prefix?

You must understand what a root word is in order to understand what a prefix is.

A root word is a word you can change into a new word by adding a beginning and/or an
ending.

A prefix is a beginning that is added to a root word.

For example, take the root word “purpose.” By adding the prefix “multi” to “purpose,”
the new word “multipurpose” is formed.

Every prefix has its own meaning. When added to a root word, a prefix changes the
meaning of the root word to which it is added. The root word “purpose” means “an aim
or a goal one wishes to achieve.” The prefix “multi” means “many.” The new word
“multipurpose” means “designed or used for many purposes.”

Learning to identify prefixes and knowing their meanings are great ways to expand your
vocabulary. An expanded vocabulary will increase your listening and speaking
comprehension. It will also help you communicate more effectively when writing or
taking tests.

Some Common Prefixes

Here are some common prefixes. The meaning of each prefix is shown, as well as words
that can be formed by adding the prefix to root words. Using these prefixes and others
will expand your vocabulary.

Prefix Meaning of Prefix Words Formed Using the Prefix


re again replay, resend, replace
hyper over hyperactive, hypersensitive, hyperventilate
un not unclear, unsure, undecided
tri three triangle, tricycle, triweekly
pre before prepay, prepackage, predate
mis wrong misconduct, misspell, misunderstand
sub below subway, substandard, submarine

Some More Prefixes

Here are some more prefixes and their meanings. You can add these prefixes to many
root words to form new words and expand your vocabulary.

Prefix Meaning Prefix Meaning


ante before auto self
bi two circum around
equi equal im not
hypo under inter between
neo new omni all
poly many retro backward
semi half trans across

To build your vocabulary using prefixes, do the following:

1. When you see a prefix whose meaning you do not know, look up its meaning in a
dictionary.
2. Write the prefix and its meaning where you can refer to it easily and often.
3. Review the meaning of these prefixes from time to time.
4. Form words by adding these prefixes to root words.
5. Use these words when you speak and write.

Watch your vocabulary grow!

Confusing Pairs of Words

Many pairs of words sound alike or nearly alike, but each has a different meaning. For
example, affect means to influence something, while effect means the result of
something. Words like these can be easily confused with each other.
You must be careful to use the correct word from a pair of such confusing words when
you are writing and speaking. If not, you may express something different than what you
mean to express.

For example, suppose you are writing about the importance of a good marriage. You
write that martial bliss is a wonderful thing. The word martial refers to war. You should
have written that marital bliss is a wonderful thing. The word marital refers to
marriage.

You wouldn’t want to embarrass yourself by addressing a letter to the administrator of


your school as “Dear Principle.” The word principle means a fundamental truth. You
should write “Dear Principal.” The word principal refers to the head of a school.

Here are some word pairs that are commonly confused. Learn the meanings of each of
the words so that you use them correctly.

Accept – to take something that is given to you


Except – to leave out

Altar – a raised place used in religious services


Alter – to change

Ascent – to climb
Assent – to agree

Brake – a device for stopping or slowing a vehicle


Break – to come apart

Cite – to document
Site – a place

Coarse – rough
Course – moving from one point to the next

Complement - something that makes a thing whole or perfect


Compliment – to praise

Conscience – a sense of right and wrong


Conscious – state of being awake

Descent – coming from a higher place to a lower one


Dissent – to disagree

Desert – a dry, hot, sandy area


Dessert – the sweet final part of a meal
Device – something made for a certain purpose
Devise – to invent something or develop a plan

Elicit – to bring out


Illicit – illegal

Eminent – famous or well respected


Imminent – about to happen

Faint – weak
Feint – a movement meant to deceive

Forth – forward
Fourth – an ordinal number

Here – at or in a place
Hear – to receive sound through one’s ears

Hoard – to save and store away


Horde – a very large group

Hole – an opening through something


Whole – an entire thing

Loath – reluctant
Loathe – greatly dislike

Palate – the roof of the mouth


Palette – an artist’s board for mixing paints

Peace – absence of fighting


Piece – a portion of something

Plain – clearly seen, heard, or understood


Plane – a flat surface

Pore – a very small opening in the skin


Pour – to cause something to flow

Precede – to come before


Proceed – to go forward

Shear – to cut the wool off a sheep


Sheer – so thin you can see through it
Stationary – to stand still
Stationery – writing paper

Waist – the part of the human body between the ribs and the hips
Waste – to use or spend carelessly

Weak – without strength


Week – a period of seven days

Don’t be CONFUSED! Learn the meanings of these words to use them correctly.

Confusing Pairs of Words

Many pairs of words sound alike or nearly alike, but each has a different meaning. For
example, affect means to influence something, while effect means the result of
something. Words like these can be easily confused with each other.

You must be careful to use the correct word from a pair of such confusing words when
you are writing and speaking. If not, you may express something different than what you
mean to express.

For example, suppose you are writing about the importance of a good marriage. You
write that martial bliss is a wonderful thing. The word martial refers to war. You should
have written that marital bliss is a wonderful thing. The word marital refers to
marriage.

You wouldn’t want to embarrass yourself by addressing a letter to the administrator of


your school as “Dear Principle.” The word principle means a fundamental truth. You
should write “Dear Principal.” The word principal refers to the head of a school.

Here are some word pairs that are commonly confused. Learn the meanings of each of
the words so that you use them correctly.

Accept – to take something that is given to you


Except – to leave out

Altar – a raised place used in religious services


Alter – to change

Ascent – to climb
Assent – to agree

Brake – a device for stopping or slowing a vehicle


Break – to come apart
Cite – to document
Site – a place

Coarse – rough
Course – moving from one point to the next

Complement - something that makes a thing whole or perfect


Compliment – to praise

Conscience – a sense of right and wrong


Conscious – state of being awake

Descent – coming from a higher place to a lower one


Dissent – to disagree

Desert – a dry, hot, sandy area


Dessert – the sweet final part of a meal

Device – something made for a certain purpose


Devise – to invent something or develop a plan

Elicit – to bring out


Illicit – illegal

Eminent – famous or well respected


Imminent – about to happen

Faint – weak
Feint – a movement meant to deceive

Forth – forward
Fourth – an ordinal number

Here – at or in a place
Hear – to receive sound through one’s ears

Hoard – to save and store away


Horde – a very large group

Hole – an opening through something


Whole – an entire thing

Loath – reluctant
Loathe – greatly dislike
Palate – the roof of the mouth
Palette – an artist’s board for mixing paints

Peace – absence of fighting


Piece – a portion of something

Plain – clearly seen, heard, or understood


Plane – a flat surface

Pore – a very small opening in the skin


Pour – to cause something to flow

Precede – to come before


Proceed – to go forward

Shear – to cut the wool off a sheep


Sheer – so thin you can see through it

Stationary – to stand still


Stationery – writing paper

Waist – the part of the human body between the ribs and the hips
Waste – to use or spend carelessly

Weak – without strength


Week – a period of seven days

Don’t be CONFUSED! Learn the meanings of these words to use them correctly.

Good Listening In Class

It is important for you to be a good listener in class. Much of what you will have to learn
will be presented verbally by your teachers. Just hearing what your teachers say is not the
same as listening to what they say. Listening is a cognitive act that requires you to pay
attention and think about and mentally process what you hear.
Here are some things you should do to be a
good listener in class.

Be Cognitively Ready to Listen When You


Come to Class. Make sure you complete all assigned work
and readings. Review your notes from previous class
sessions. Think about what you know about the topic that
will be covered in class that day.

Be Emotionally Ready to Listen When You Come to


Class. Your attitude is important. Make a conscious
choice to find the topic useful and interesting. Be
committed to learning all that you can.

Listen with a Purpose. Identify what you expect and


hope to learn from the class session. Listen for these things as your teacher talks.

Listen with an Open Mind. Be receptive to what your teacher says. It is good to
question what is said as long as you remain open to points of view other than your own.

Be Attentive. Focus on what your teacher is saying. Try not to daydream and let your
mind wander to other things. It helps to sit in the front and center of the class, and to
maintain eye contact with your teacher.

Be an Active Listener. You can think faster than your teacher can speak. Use this to
your advantage by evaluating what is being said and trying to anticipate what will be said
next. Take good written notes about what your teacher says. While you can think faster
than your teacher can speak, you cannot write faster than your teacher can speak. Taking
notes requires you to make decisions about what to write, and you have to be an active
listener to do this.

Meet the Challenge. Don't give up and stop listening when you find the information
being presented difficult to understand. Listen even more carefully at these times and
work hard to understand what is being said. Don't be reluctant to ask questions.

Triumph Over the Environment. The classroom may too noisy,


too hot, too cold, too bright, or too dark. Don't give in to these
inconveniences. Stay focused on the big picture - LEARNING.

Making an Oral Presentation

When making an oral presentation in class, you must know your


subject well and convince your audience that they have something
to gain from listening to you. Here are some things you can do to
make an effective oral presentation.
Be prepared. Research your subject to ensure that you are
knowledgeable. Practice your presentation until you feel
comfortable. Make sure you can present your information
within whatever time limits you will have. Anticipate
questions you may be asked and prepare answers to these.

Know your audience. Tailor your presentation to your


audience’s level of knowledge about the subject of your
presentation, what they need to know, and their interests.

Be positive. Make it clear that you are knowledgeable and enthusiastic about your
subject.

Don’t read your presentation. Talk to your audience. Use your notes as prompts as
needed.

Provide examples. Try to make your presentation as concrete and “down to earth” as
possible. Add appropriate anecdotes and humor to drive home a point.

Use visual aids. Supplement what you say with visual aids such as handouts, charts,
transparencies, and slides. Make sure that everyone can easily see the visual aids. Don’t
use visual aids that are so complex that the audience will spend its time trying to read
them instead of listening to you. Visual aids are supplements to what you say, not
replacements for what you say.

Maintain eye contact. Shift your eye contact around the room so that everyone feels
that you are talking to them.

Actively involve your audience. People can only listen so long without their attention
wandering. Making your presentation interesting will help you to capture and keep your
audience’s attention for a while, but you must do more. Build in some simple and quick
activities for your audience so that they are actively involved in your presentation. Ask
questions that you are confident your audience will be able to answer.

Use your voice effectively. Vary the tone of your voice and be careful not to talk too
quickly.

End on a high note. Leave your audience feeling upbeat about what they have just
heard.

Metaphors
What is a Metaphor?

A metaphor is a figure of speech in which a word or phrase that denotes a certain object
or idea is applied to another word or phrase to imply some similarity between them.

Examples of Metaphors Using Words and Phrases

1. The inside of the car was a refrigerator.


o A refrigerator is very cold. In this example, “refrigerator” is a metaphor
because it is being applied to “the inside of the car” to imply that the
inside of the car was very cold.
2. The teenage boy’s stomach was a bottomless pit.
o A bottomless pit can never be filled. In this example, “bottomless pit” is a
metaphor because it is being applied to “the teenage boy’s stomach” to
imply that his appetite could never be satisfied (that is, his stomach could
never be filled).

Why Use a Metaphor?

Speakers and writers use metaphors for several reasons:

• Metaphors can help readers or listeners to better understand something about the
object or idea to which the metaphor is being applied.
• Metaphors can make speaking and writing more lively and interesting.
• Metaphors can communicate a great deal of meaning with just a word or a phrase.
• Metaphors, because they imply rather than directly state relationships, can get
listeners and readers to think about what they are hearing or reading.

Some More Metaphors

Depending on what you are trying to communicate when writing or speaking, just about
any word or phrase can be used as a metaphor. Here are some sentences in which a
metaphor is used. In each sentence, the metaphor appears in bold print. What the
metaphor implies is shown after each sentence.

1. The teacher got to the bottom of the problem. (This implies that the teacher got
to the source of the problem.)
2. My dad was boiling mad. (This implies that my dad was very, very angry.)
3. His idea was difficult to swallow. (This implies that his idea was hard to accept.)
4. The homework was a breeze. (This implies that the homework was very easy to
do.)
5. They showered the birthday girl with gifts. (This implies that they gave the girl
many gifts.)
6. My memory of the event is foggy. (This implies that my memory of what
happened was unclear.)
7. Her dog, Jake, was the sunshine of her life. (This implies that Jake was the
brightest or best part of her life.)
8. Mary stole the spotlight with her performance. (This implies that Mary’s
performance made her the center of attention.)
9. If I were you, I would steer clear of that topic. (This implies that you should stay
away from that topic.)
10. After graduating from college, William decided to market himself as a computer
specialist. (This implies that William decided to present himself as a computer
specialist when looking for a job.)
11. Alice was thrilled when her idea began to bear fruit. (This implies that Alice’s
idea produced results.)
12. I knew he was just joking because I could see a smile sprouting from the edges of
his lips. (This implies that a smile was forming and growing.)
13. Helen and Maria hatched a plan to help Maria become president of her class.
(This implies that Helen and Maria came up with a plan.)
14. Each year, a new crop of students entered Harrison High School. (This implies
that each year a new group of students entered whose skills and abilities would
grow during their years at Harrison.)
15. The suspect clammed up when the police began to ask him questions about
where he had been the night of the crime. (This implies that the suspect shut his
mouth and said nothing.)

A Strategy for Using Metaphors

1. Identify the object or idea that is the subject of what you are writing or saying.
For example, suppose you are trying to describe a sunset.
2. Identify what it is you want to communicate about that object or idea. You want
to bring out how beautiful the sunset is.
3. Identify another object or idea that strongly implies what you want to
communicate. You decide that the idea of “painted” would be a good way to
communicate the beauty of the sunset.
4. Construct a sentence in which you link the idea of painted with sunset. For
example, you could write or say, “The sunset painted the sky with vibrant
colors.”

Congratulations! You have just used painted as a metaphor.

Using metaphors when you write and speak will allow you to communicate more
effectively and in a more interesting way.

Procrastination
What is Procrastination?

Procrastination is putting off or avoiding doing something that must be done. It is natural
to procrastinate occasionally. However, excessive procrastination can result in guilt
feelings about not doing a task when it should be done. It can also cause anxiety since the
task still needs to be done. Further, excessive procrastination can cause poor performance
if the task is completed without sufficient time to do it well. In short, excessive
procrastination can interfere with school and personal success.

Why Do Students Procrastinate?

There are many reasons why students procrastinate. Here are the most common reasons:

1. Perfectionism. A student’s standard of


performance may be so high for a task that it does
not seem possible to meet that standard.
2. Fear of Failure. A student may lack
confidence and fear that he/she will be unable to
accomplish a task successfully.
3. Confusion. A student may be unsure about
how to start a task or how it should be completed.
4. Task Difficulty. A student may lack the
skills and abilities needed to accomplish a task.
5. Poor Motivation. A student may have little
or no interest in completing a task because he/she
finds the task boring or lacking in relevance.
6. Difficulty Concentrating. A student may have too many things
around that distract him/her from doing a task.
7. Task Unpleasantness. A student may dislike doing what a task
requires.
8. Lack of Priorities. A student may have little or no sense about
which tasks are most important to do.

How Do I Know if I Procrastinate Excessively?

You procrastinate excessively if you agree with five or more of the following statements:

1. I often put off starting a task I find difficult


2. I often give up on a task as soon as I start to find it difficult.
3. I often wonder why I should be doing a task.
4. I often have difficulty getting started on a task.
5. I often try to do so many tasks at once that I cannot do any of
them.
6. I often put off a task in which I have little or no interest.
7. I often try to come up with reasons to do something other than a
task I have to do.
8. I often ignore a task when I am not certain about how to start it or
complete it.
9. I often start a task but stop before completing it.
10. I often find myself thinking that if I ignore a task, it will go away.
11. I often cannot decide which of a number of tasks I should complete
first.
12. I often find my mind wandering to things other that the task on
which I am trying to work.

What Can I Do About Excessive Procrastination?

Here are some things you can do to control excessive procrastination.

1. Motivate yourself to work on a task with


thoughts such as “There is no time like the present,” or
“Nobody’s perfect.”
2. Prioritize the tasks you have to do.
3. Commit yourself to completing a task once
started.
4. Reward yourself whenever you complete a
task.
5. Work on tasks at the times you work best.
6. Break large tasks into small manageable parts.
7. Work on tasks as part of a study group.
8. Get help from teachers and other students when you find a task
difficult.
9. Make a schedule of the tasks you have to do and stick to it.
10. Eliminate distractions that interfere with working on tasks.
11. Set reasonable standards that you can meet for a task.
12. Take breaks when working on a task so that you do not wear down.
13. Work on difficult and/or unpleasant tasks first.
14. Work on a task you find easier after you complete a difficult task.
15. Find a good place to work on tasks.

Above all, think positively and get going. Once you are into a task, you will probably
find that it is more interesting than you thought it would be and not as difficult as you
feared. You will feel increasingly relieved as you work toward its accomplishment and
will come to look forward to the feeling of satisfaction you will experience when you
have completed the task.

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