Loving husband and father who feels guilty of every minute studying away
from them,
Keith
>----------
>From: Amy.Waldhauer@aig.com[SMTP:Amy.Waldhauer@aig.com]
>Sent: Thursday, February 05, 1998 9:21 PM
>To: jcourch@colognere.com; studygroup6@lists.casact.org;
>jcourch@colognere.com; studygroup6@lists.casact.org
>Subject: RE: Study Techniques
>
>I gotta ask...
>
>who puts the kids to bed at night? You? Significant other? No kids?
>
>This is an excellent study schedule -- I just printed it out -- but it is
>pretty intense. I read somewhere about a mother who would take only one exam
>per year, and study for it pretty much all year. It might work for other
>busy people as well.
>
>
> -----Original Message-----
>From: jcourch@colognere.com-@-INETGW
>Sent: Wednesday, February 04, 1998 7:42 PM
>To: Waldhauer, Amy; studygroup6@lists.casact.org-@
>Subject: RE:Study Techniques
>
>People have different techniques, and I 5'ed part 7 last time so mine isn't
>necessarily a good one.
>Personally, I think you are going very slow. If you are a genius and
>retain everything you read, nevermind.
>
>Here is my schedule. Of course I never actually follow it "perfectly,"
>because there are always distractions to studying. So far I am on track,
>but the hardest part is at the end, when you reach that "5" level and your
>marginal return from studying one more hour is near 0.
>
>Jan 1 - March 1: First Reading, use CSM outlines as base and write in my
>own notes, which are extensive, attempt a few problems (perhaps 5 per
>reading. If I can do them easily I stop at 5, if I struggle I reread
>sections and do another 5, until satisfied).
>
>March 1 - March 6: NEAS seminar which helps understand the hard papers, and
>see the "big picture" of how the papers are related.
>
>March 6 - May 1: Second and Third reading of "high point per page" papers
>expanding on CSM outline when necessary and doing every problem I can find
> - except the last 3 years which I save for the last week. I actively mark
>sections of the outline that I think could be "possible" quesitons that
>have never been asked before. Creating notecards - and using as I create -
>from my (now complete) CSM notes, seminar notes, practice problems and
>"other." Notecards are usually not "all inclusive," but stress areas that
>I need to know better. By May 1, I should no longer have to "learn"
>anything. (I have yet to reach this 1 week "buffer," of course you have to
>move on to the last phase, regardless.)
>
>May 1 -May 6: Practice exams (which are important to get used to the 4
>hour timeperiod as well as to do problems), review of notecards,
>rereading/memorizing A.S.O.P.and other small paper that ALWAYS get at least
>a point tested (Sometimes you could anticipate up to 10 points that get
>asked. While one would probably get 5 of these points correct anyways,
>your confidence DURING the exam increases). Flip though my "possible"
>questions from all papers.
>
>May 7: Read (intense reading of ALL notes can be completed in about 8
>hours) my CSM folder which is usually a rainbow of different colored
>pens/markers/highlighters/sticky-notes. By now you should know the areas
>that you need to slow down/speed up. Go to bed early (8pm)
>
>May 8: *$%!+#
>
>I find that by setting unattainable goals (like above), I avoid the "5"
>level problem I described at the beginning. You have a list of things you
>want to accomplish, so you keep going and going. .
>
>JC
>
>
>