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Writing Fluency and Typing Speed

November 26, 2019 Leave a Comment

Great writers are crafters of mental imagery, masters of linguistics, and drivers of dialogue. When we think about those who write and write well, we describe their poetic word choice, their lucid description, and their unparalleled ability to put unspeakable ideas into print. It is the content of their writing that causes us to return again and again to their texts — the journalist who humanizes a campaigning politician in their profile or the mystery writer who moves the plot closer to crescendo with nothing more than a few turns of phrase between characters. We read, laud, and teach the craft and content of writing to our students with the same revery, encouraging them to use “juicy words” and “vivid description.” But, we are doing ourselves and our students a disservice by not discussing one of the most important skills writers share: their writing fluency.

We infrequently think about writing fluency or typing speed. It is an understood, but rarely talked about, building block to becoming a proficient and skilled writer. Furthermore, few schools systematically include handwriting instruction or typing instruction in their curriculum. Students are expected to somehow build fluency as both writers and typists without the sufficient, and fundamentally necessary, direct instruction and structured practice to achieve proficiency. The groundwork to a writer’s craftsmanship and skillfulness is their ability to expeditiously put pen to paper. Fluency is the silent key to every writer’s success. Not only do fluent writers get their ideas on paper quickly, but by writing or typing with automaticity, they free up mental resources that allow them to become more efficient and adaptable writers, editing and revising as they work, weaving analysis and sophistication into their work without worrying about the mechanical movements of the writing process.

Research and brain science support writing fluency as a key to writing success. Our working memory, the command center of our thoughts, is hardwired for efficiency. Efficiency comes at a cost, however. Our working memory can only hold about 7 pieces of information at a time (Miller, 1956). For the fluent writer, these seven pieces of information being stored could be poetic phrases, the framework for a multi-sentence paragraph, or pieces of plot twisting dialogue between two characters. For the novice writer who is still attending to the mechanics of writing or typing, these seven slots are quickly filled by thinking about how to form the letter m or where to find the comma on the keyboard. They simply do not have the working memory resources to attend to crafting engaging content while struggling to mechanically form letters with their pen or on the keyboard. Research on handwriting speed supports this and, in studies, increased transcription speed positively correlated to the overall quality of writing (Peverly, 2006). Fluent writers are ultimately better writers.

So, while we anecdotally and empirically understand the need for writing fluency and typing automaticity, it is often left unaddressed in the standard writing curriculum. Students learn craft and content and writing fluency is expected to develop along the way. For some, it naturally does and they become quick and accurate writers and typists. But, for those students who struggle to incidentally learn the efficient mechanics of writing and typing, their dysfluency continues to hold them back from developing a stronger repertoire of writing skills.

Luckily, writing fluency and typing automaticity can be developed with a little time and attention (and perhaps, even some fun!). Here are some ideas for how you can build you student’s typing and writing fluency:

Try out some engaging apps and computer programs that work to build mechanical automaticity in handwriting or typing. Typingclub.com offers free typing lessons and games. Apps like iTrace and Writing Wizard teach students letter formation on your iPad. Typing fluency can be achieved in no time while playing games! As your student becomes a more proficient typer, try a keyboard cover to make it more challenging!
Find a penpal: Writing is purpose driven. For the emerging typist, set up an email account and find a responsive recipient. Regular email correspondence to a favorite aunt or faraway friend from camp is a motivating force to sit down and type. This is true of the budding writer as well. Pick out some fun letter paper and make the walk to the mailbox a regular routine. Fluency builds when there is high motivation to write with length and strength to a loved one!
Lists, lists everywhere!: Make your student the captain of your household list keeping, either on paper or in a word document. Shopping lists are always a great excuse to write. But, there are plenty of reasons to make a list. Places to Visit, Questions About Outer Space, and the Definitive Ranking of Ice Cream Flavors make for great conversations and even better list writing.
Start a family blog or journal: Communal projects are a great way to build camaraderie and to sneak in some writing! Start a family journal or blog. Each family member can write a quick paragraph about their week with a snapshot. Your student will be excited to read and contribute, building their writing fluency as they go!

By Marisa Krohn, Ed. M. and Learning Specialist, and Brad Hoffman, M.S.Ed. and Certified Educational Planner

Miller, G. A. (1956). The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychological Review, 63(2), 81-97.

Peverly, S.T. (2006) The Importance of Handwriting Speed in Adult Writing. Developmental Neuropsychology, 29, 197-216.

Keys to Selective Attention and Goal Attainment

November 3, 2019 Leave a Comment

Activation, intention, and inhibition are essential cognitive functions for selective attention. Regardless of the task, the level of access to and employment of these cognitive functions will affect the level of effectiveness and efficiency in achieving a goal. Selective attention depends on alertness toward a task, the intention toward that purpose, and filtering out of unintended and irrelevant distractors.

From the moment that we awaken in the morning to the moment that we fall asleep at night, we are continuously processing information with varying degrees of awareness and action. Our sensory systems are bombarded by external sensory stimuli while our ongoing ‘internal tapes’ are running, rapidly shifting at a dizzying pace as we walk through our day. As we mature from childhood into young adulthood, our neurobiology assists us in developing functional capacities for self-regulation for effective cognitive and adaptive functioning. For students at varying levels of development, the process of meeting expectations over the course of a day requires balancing and managing the processes associated with activation, intention, attention, and inhibition relative to one’s age expectations.

We first need to be neurobiologically ready, alerting and activating our internal system toward an intention (e.g. “I am alert and ready to go!”). Intention is a cognitive construct that is associated with a plan of action toward a goal (e.g. “I have 30 minutes to complete this task.”). Intention needs to be specific and targeted in order to achieve a goal so as not to diffuse the available resources for selective attention (e.g. “During the next 30 minutes, I need to read 10 pages of text and answer questions 1 – 5). Intention is essentially partnered with selective attention and inhibition, passing along a continuum that proceeds from the passive process of intention to the active process of selective attention and simultaneous inhibition. Attention is a central, intentional, and controlled process for managing our perceptions and integrating a process into memory as well as a peripheral, automatic process that is derived from already learned and internalized functions that do not require resources for selective attention. We engage in both central and peripheral attentional processes all throughout the day, likely unaware of the more peripheral attentional processes that help us simply get through the day (e.g. engaging in behavioral routines; employing skills that have become automatized [keyboarding]). It is the central, controlled process of selective attention that needs to be preceded by activation and intention, and needs to be coupled with inhibition. As such, the flip side of active focused attention is active suppression of irrelevant stimuli. Selectively directing our attention to a particular stimulus is associated with exciting particular neural networks associated with the process, sparing the need for excitation of neural networks in those regions of the brain that are not associated with the targeted stimuli. Thus, each process along the noted continuum requires effort and rehearsal in order to selectively focus and sustain attention effectively and consistently.

The greater the intention toward selective attention to the task at hand (rather than divided attention [i.e. multi-tasking]), the greater the need for inhibiting and filtering out the competing distractors. If you think about how a camera lens may zoom in and out of visual focus or how varying levels of volume and clarity of sound impact auditory focus, you can imagine how the need for greater specificity of intention and selective attention requires greater suppression of the diffusion and distribution of the ‘noise’ or distracting background. The broader the area of focus, the greater the loss of clarity.

Thus, suppressing distractors, both external distractors (e.g. sounds and sights in a classroom) and internal distractors (e.g. happy thoughts [“Can’t wait until I can play xxxxx”]; intrusive and anxious thoughts [“I don’t remember anything that I studied last night!”; “I hope that the teacher does not call on me.”]) is critical in order to achieve selective attention and to sustain attention. The ever-increasing need to use electronics to perform academic tasks are unfortunately accompanied by ever-increasing externalized distractors that can also precipitate internalized distractors, and together, can sabotage one’s intention, attention, and inhibitory control necessary for task completion. One’s ability to inhibit these distractors requires awareness of the potential for the negative impact, the intent to suppress the distractors, and modification of one’s environment to minimize the impact (e.g. turning off electronics; class seating placement; use of cognitive inserts [“Focus! Get started! Don’t stop!”; “I’ll try my best.”; “I can do this!”.).

Thus, one’s ability to carry out these essential self-modulation functions depends on one’s level of maturation and development, individual differences in one’s neurobiological makeup, nature of the task, underlying skill development (i.e. content skills and executive functions) necessary for task completion, activation to the task, level of interest, investment, and confidence, specificity and selectivity of attention, duration of time needed, and the level, number, and intensity of the distractors.

As can be seen, the continuum associated with activation, intention, selective attention, and inhibition is a complicated sequence that requires intact neurobiology as well as a balance and integration of the factors noted above in order to set and achieve a goal with ease, efficiency, and consistency. Throughout the course of a day, students are confronted with demands for engaging in these self-modulation processes in order to process information, learn, retrieve information, and meet expectations toward achieving their goals.

Signs that reflect problems of activation, intention, attention, and inhibitory control vary from individual to individual. They may include but are not limited to:

Having difficulty waking up, efficiently getting through morning routines, and getting out the door;
Appearing sluggish in class even after a good night’s sleep;
Having difficulty following instructions and needing repetition;
Having difficulty initially attending to and initiating task according to the task demand;
Having difficulty waiting and sitting still, quietly, and in one’s seat;
Having difficulty listening to, sustaining attention, understanding, and retaining information presented;
Having difficulty focusing when reading and needing to reread;
Making the same mistakes over and over again;
Having difficulty completing tasks and doing so in a timely manner.

Watching out for these signs and determining the breadth and level of severity of the signs that may inhibit or interfere with a student’s academic and adaptive functioning will help dictate the need for support to enhance those functions. It is important to determine whether or not the nature and level of concern regarding selective attention and related cognitive functions warrant a formal assessment conducted by a psychologist or psychiatrist to guide specific supplemental support services and/or treatments, eligibility for academic accommodations, or a change in academic placement. It is also important to keep in mind that regardless of a student’s intellectual capacities, significant self-modulation difficulties can exist and can be accompanied by learning difficulties, anxiety, and low self-esteem. Thus, it is also critical to monitor for accompanying vulnerabilities that may further complicate a student’s profile and capacity for self-modulation relative to developmental expectations. As always, early identification and support provide a student with increased opportunities to develop those cognitive capacities and habits that correspond to their neurobiological development, and together, provide greater access toward meeting goals for academic success while enhancing adaptive functioning throughout development.

Concetta M. DeCaria, Ph.D. is a clinical neuropsychologist in a child and adolescent private practice that focuses on conducting psychoeducational and neuropsychological evaluations. She is also a Clinical Assistant Professor in the Department of Psychiatry at the Icahn School of Medicine at Mount Sinai.

Reference Sources:

Bakker, S; Niemantsverdriet, K: The Interaction-Attention Continuum: Considering Various Levels of Human Attention in Interaction Design; International Journal of Design, 10(2), 2016, S. 1-14.

Bratman, M. (1987). Intention, Plans, and Practical Reason. Cambridge, Massachusetts: Harvard University Press.

Daitch, A.L., et al. (2013). Frequency-Specific Mechanism Links Human Brain Networks for Spatial Attention. Proceedings of the National Academy of Sciences, 110 (48), 19585. DOI: 10.1073/pnas. 1307947110.

Gaspar, JM & McDonald J.J. (2014). Suppression of Salient Objects Prevents Distraction in Visual Search. Journal of Neuroscience, 34(16),5658-5666. DOI: 10.1523/JNEUROSCI.4161-13.2014.

Herrero, J.L., et al. (2013). Attention-Induced Variance and Noise Correlation Reduction in Macaque v1 Is Mediated by Nmda Receptors. Neuron, 78(4), 729. DOI: 10.1016/j.neuron.2013.03.029.

Mueller A, et al. Linking ADHD to the Neural Circuitry of Attention. Trends in Cognitive Sciences. 2017;21(6):474-488. DOI: 10.1016/j.tics.2017.03.009.

Revlin R. Cognition: Theory and Practice. New York: Worth Publishers; 2013.

ADHD and Executive Function: The Power of Positive Routines

October 15, 2019 Leave a Comment

Most parents and educators are already aware that an ADHD (attention deficit hyperactivity disorder) diagnosis can correlate to significant academic challenges for students of all ages. From mindfulness to medication, there are lots of solutions out there for families looking to support their students’ success at school. But for kids with ADHD diagnoses to really shine, strategies at home are just as important as classroom strategies. Executive function techniques are a great way to build at-home supports for students dealing with ADHD, and it can be particularly helpful to focus on developing positive routines that make students’ lives more predictable. Here are three kinds of positive routines to consider if your child has an ADHD diagnosis:

1. Take charge of tools

Binders, backpacks, and plain old stuff can be enormous stumbling blocks for children with ADHD. Homework gets buried under sports gear; permission slips get crumpled into instrument cases; bags fill up with unneeded books until they’re too heavy to lift. Building positive routines around backpacks, binders, and anything else your student carries to and from school can be a powerful way to corral all the mess and minimize distractions from actual schoolwork. Make a daily rundown of these items part of your child’s routine; the idea is to glance—quickly!—at each item in each container and practice making decisions about where each one belongs. In general, it’s helpful for kids to think in terms of three categories:

Stays where it is;
Goes somewhere else (like a storage bin at home, back to the school library, or into the laundry);
Gets thrown away (or recycled).

Even just sorting into these simple categories can go a long way toward helping students with ADHD learn basic executive function skills. What’s more, there’s lots of room here for students to customize this routine. Some students might want to do this right after school; some might prefer after dinner. Some students might want to keep pencils in a fancy case, while others are happy stowing them all in a backpack pocket. Some students might want to carry a book to read for fun with them at all times (never mind the extra weight!), and some will enjoy the challenge of keeping their bags as light as possible. There’s no one right way for students with ADHD to decide what to with all their stuff; rather, the important thing is that they do decide, and that doing so becomes a positive routine with an outcome that they value.

2. Make homework predictable

For many students who have ADHD diagnoses, the issue with homework isn’t academic content; it’s figuring out how to tackle the homework process itself. Staring down a pile of assignments and a packed planner can leave even strong students feeling anxious. One great solution for this issue is to work with your student on building a personalized, positive routine to structure the homework process. This kind of positive routine will be different for different kids, but no matter the specifics, an effective homework routine should help students answer three key questions:

Where do I start?
What comes next?
How do I know when I’m done?

Accordingly, a positive routine for homework should always start the same way. For most students, part of this starting phase will be looking over assignments and gathering up stray materials, but it will also include different components for different students. For example, it could mean getting a favorite snack or drink, settling into a familiar workspace, or turning on a white noise playlist. The more consistent, the better, but again, this kind of positive routine works best when the student has a real say in shaping it—that is, forcing a student to sit at a desk when they’d rather work on the floor usually won’t do much good. Then, the homework routine should also include a predicable way to organize assignments: Should the hardest assignment come first? The easiest? Or maybe the math assignment? For students with ADHD, knowing how to tackle assignments is as important as mastering content. Finally, be sure that the routine ends on a positive, consistent note; this could be as simple as putting a sticker on the date in the student’s planner. Again, the idea is to reduce stress and demands on the the student’s attention by making homework as predictable as possible.

3. Expect the unexpected

Daily routines are great for students with ADHD, but it’s just as important to build positive routines into your student’s long-term planning. ADHD can sometimes cause students to get caught up in day-to-day concerns, which only creates more stress when they realize they’ve forgotten to plan for a big project or event. Try picking a time once a week to guide your student in thinking through the big picture of the coming weeks and even months. As with the positive routines described above, it’s helpful to do this at a consistent time and place—Monday evenings after dinner, for example. During this conversation, you and your student (along with other members of the family as necessary) will want to look over the following resources:

The student’s personal planner;
The school’s calendar and online schedule tool (be sure your student is familiar with how their school’s web resources work!);
The family’s overall calendar.

By checking each of these resources (and any others that serve similar purposes) on a regular basis, your student won’t be unpleasantly surprised by that science project, basketball tournament, or long weekend out of town. What’s more, this positive routine gives students a chance to plan out necessary steps ahead of time (like buying supplies for the project)—which can in turn give them an increased sense of mastery over their lives. Planning is empowering, and with practice, most students will learn to stick with this positive routine even without guidance from parents.

School can be daunting for students with ADHD, but by building these simple, positive routines outside the classroom, they’ll have another valuable tool for reducing stress and increasing focus.

Hannah Sheldon-Dean, MSW, is a private tutor and executive functions coach for My Learning Springboard.

Annotate Digital Texts Successfully

June 19, 2019 Leave a Comment

The Future of Reading

Taking notes is important when reading academic material whether the text is digital or analog. There is a growing group of young minds, particularly generation Z (born between 1995 and 2012) who prefer consuming content exclusively on digital devices. Not all of these students annotate digital texts efficiently. This generation is the first born completely immersed in the internet and its associated channels and devices. The phone, tablet, and e-reader have become integrated with their lifestyles choices, almost like extensions of their bodies. Paper and pen is now often optional. For a student and parent, there are immense benefits in consuming content on digital devices. Textbooks are usually cheaper if downloaded and also extremely portable. I remember the days when I had to carry ten pounds worth of textbooks in my school bag. Now more and more academic institutions are even switching over to tablets and laptops for content consumption. When I see students consuming content digitally, for some students there are challenges with new information being easily retained and accessed. This becomes very important when writing research papers when items in the text may need to be annotated. Fortunately, with a little planning (and a piece of paper) it’s not too difficult to ensure students annotate digital texts efficiently and access the information they need.

Annotation Tips and Tricks on Kindle and other Tablet devices

E-readers such as the Kindle allow students to annotate digital texts through the highlighting feature and type in a note on the device. It’s later centrally stored and easy to access. However, this not always enough. When reading a print book, you can underline text, write some comments in the margin and even stick a small post-it note on the page. This ensures that the essence of the underline is remembered and immediately accessible. On a digital device, even though highlighting is possible, it can become time-consuming to type notes.

Kindle’s on-screen keyboard may be cumbersome to type notes for some students.

Recently I worked with two students reading the same book for class. One had the print version and the other had the Kindle. The first student was able to quickly use his pencil to underline text and write notes in the margin. The second student had to do a variety of swipes and presses and then carefully type in his notes in the rather clunky digital interface. However, there is a workaround to inputting text into the kindle device. Amazon has a digital notebook you can access on your computer with all the books downloaded and synced. All the student’s bookmarks and highlights are catalogued here and it’s very easy to copy and paste for quotations. Whenever you make a highlight in your Kindle device, it synchronizes the same text to your digital notebook. You can enter notes associated with every highlight in a corresponding text box online. This is usually faster than inputting on the kindle device with two thumbs. However, this means that you have to read with your Kindle and laptop, which might be off-putting and distracting for some students. Amazon does offer Kindle users the ability to read their books on their computers through a downloadable desktop application. The app has the same intuitive reading experience as on the Kindle device. But taking notes is still cumbersome in regards to accessibility. Once a student begins writing their assignment, it sometimes takes a while for them to find the information they are looking for in a very long text. Is there an alternative? Yes! There is. We recommend maintaining a master annotation sheet indexing all highlights in one location. A simple piece of paper is instantly accessible. For literary works with many chapters it can take much less time than accessing the corresponding highlights digitally. This is our little hack so students annotate digital texts more efficiently.

Using the Master Annotation Sheet

Digital annotation is very easy. We recommend the student split the paper in half longitudinally. In the first column, they write the chapter and letter pertaining to annotation. The number is for the corresponding chapter and the letter is for each idea. So three annotations in chapter 3 would look something like this:

3A Death of the queen

3B Riots in the streets

3C First kiss tension

Having this master sheet saves time for the student when they are writing their paper. They can quickly find the chapter and section highlighted, corresponding to the idea they would like to elaborate on.

Many students prefer to read on digital text and if it encourages students to read more, that’s a good thing. The Kindle is a powerful device with it’s built in dictionary and vocabulary builder. When you look up words definitions, they are automatically added to the vocabulary builder on the device. With vocabulary builder, you can use digital flashcards to later practice remembering these definitions. Most importantly, it is critical to make sure students can remember what they read and can easily access that information as effortlessly as possible. By having a little “old school” annotation sheet, they have a foolproof method to annotate digital texts and ensure their research writing is as efficient and effortless as possible.

By My Learning Springboard Editorial Team

Netiquette, part 2: Email Etiquette In College

May 2, 2019 Leave a Comment

Email Etiquette

Netiquette is the set of manners and expectations for writing on the Internet, but following specific email etiquette guidelines can help you communicate effectively. Your email messages make a difference; confusing, rude, or grammatically incorrect emails delay the response you need and want. Sometimes student emails are riddled with errors that make it difficult to understand their message; a lack of response may stem from the other person’s confusion. If messages lack greetings and signatures or crucial information, such as the name and time of the class, the person may not know how to respond. When messages are abrupt or excessively friendly, they may come across as disrespectful. Each of these formatting and wording choices must be carefully considered with regard to email etiquette.

Consider Your Emails to Avoid Bias

Research shows that a lot of students are less formal with female professors or professors of color; a classic on this subject is Presumed Incompetent: The Intersections of Race and Class for Women in Academia by Gabriella Gutiérrez y Muhs, Yolanda Flores Niemann, Carmen G. González, and Angela P. Harris. Young female professors of color get particularly personal treatment, often called by their first names without inviting students to do so, among other awkward social interactions.

Student bias is sadly present and students need to watch for it, just as professors are required to judge their students independently. Though a 2016 study reported in Educational Researcher found that students generally liked faculty of color, their appreciation did not necessarily translate into professional respect according to the authors, Hua-Yu Cherng and Peter F. Halpin. Many studies show student prejudice against the professional acumen of faculty based on perceptions of gender, race, and sexual identity.

These biases are culturally instituted and we all have to work to overcome them. They occur in school and they occur in the workplace. Learning to recognize your own unconscious prejudices is awkward in the beginning. It feels “unnatural.” That’s okay. You are learning new habits of treating any faculty member, or boss, with the respect they deserve for their position and knowledge, rather than for their superficial qualities. It will become “natural” one day, too. Check how you engage with all faculty, treating each one with respect, and you will avoid an awkward encounter with a female colleague or manager of color later when you are working and your behavior can directly impact your career.

Since email is a place where we rush, biased attitudes slip out most easily there. Many faculty enforce email etiquette guidelines in order to help students establish useful lifelong habits; they may require that you rewrite the email before offering a response to your query, for example. Review your emails to ensure you didn’t slip into any language that wasn’t appropriate for the class and the relationship you have with the professor.

You likely know how to write an email, but in the mad rush of college assignments and demands, it becomes very easy to forget email etiquette basics. Don’t.

Formula for Writing an Email

Recipient (“to”). In school, when you write your professors, you likely have no reason to include anyone else. If you “cc” (copy) people on a message, then you are suggesting they need to know about this communication, but are not expected to reply as it does not directly concern them. Avoid “bcc” (blind copy) unless you have a very good and clear reason for including that person without any one else knowing about it.

Subject line. Your subject line tells your reader what to expect. You often need to go back and edit the subject after you’ve finished the email to update the topic, similar to changing the title of an essay when you are done. No matter what, don’t leave the subject line blank.

Salutation. Don’t skip the greeting. It helps your readers know if the email is meant for them. Avoid being casual if you are starting an email communication; after going back and forth, it becomes acceptable if the person in a position of authority does it first. Even so, be careful not to become more casual than they have.

Introduction. Make sure your readers know who you are, how you’ve met, or how you know them. Administrators work with hundreds, if not thousands of students every day, and some professors teach as many as four or five classes every semester, tracking well over a hundred students, many of whom are in different sections of the same class. Asking readers to figure out who you are, puts your email at the bottom of their to-do pile.

Message. Explain your situation as succinctly as possible. If you have a complicated situation, are replying to an email request for information, or are responding to a series of questions, then consider putting the information in a list, separating points in paragraphs, or somehow dividing each element from the rest. Edit your response when you are done to see if you can make it clearer.

Request. Make your question, request, or need clear. If you need documentation of some kind, state the names of the documents you need. If you want to know something, ask for it; don’t write “I can’t find the info,” when you could write: “What time is the event?” Be direct but polite.

Signature. Always include some form of closing statement followed by a comma and your name on the next line. Avoid closing with demands like, “Please get back to me immediately” because not everyone has access to their email throughout the day and some professors schedule their email replies. A signature can include your email address, phone, Skype or Google ID, any social media handles, titles or positions you might hold on campus, and physical address. Avoid sentimental closings of any kind.

Charlotte Kent, PhD is a tutor and academic coach for My Learning Springboard. She has a textbook forthcoming for first year college students, Writing for College and Beyond: Life Lessons from the College Composition Classroom.

Writing Fluency and Typing Speed

Keys to Selective Attention and Goal Attainment

ADHD and Executive Function: The Power of Positive Routines

1. Take charge of tools

2. Make homework predictable

3. Expect the unexpected

Annotate Digital Texts Successfully

The Future of Reading

Annotation Tips and Tricks on Kindle and other Tablet devices

Using the Master Annotation Sheet

Netiquette, part 2: Email Etiquette In College

Email Etiquette

Consider Your Emails to Avoid Bias

Formula for Writing an Email

Related:
Netiquette, part 1: Social Media and Message Board Basics

Company Overview

Private Tutoring

Test Preparation

College Counseling

1. Take charge of tools

2. Make homework predictable

3. Expect the unexpected

The Future of Reading

Annotation Tips and Tricks on Kindle and other Tablet devices

Using the Master Annotation Sheet

Email Etiquette

Consider Your Emails to Avoid Bias

Formula for Writing an Email

Related: Netiquette, part 1: Social Media and Message Board Basics

Company Overview

Private Tutoring

Test Preparation

College Counseling

Related:
Netiquette, part 1: Social Media and Message Board Basics