Analyzing Continuing Academic Success Essay

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Academic success is the foremost goal of all who enroll as students in educational institutions, particularly for tertiary-level education. This necessitates cultivation of many skills, including superior communication skills, and most vitally, the ability of synthesizing information and filtering it for key, relevant knowledge (Ellis, 2015). Thus, this paper assumes the view that academic success continuance involves the aspects of planning, learning style knowledge, effective written communication, academic integrity, and university resource utilization in all assignments.

Planning

Many individuals have their own notion of how they want their life to be. These are fuzzy, warm ideals about wanting to lead a virtuous life, attain financially security, or achieve happiness. But such vague ideas often do not generate required results. A better option would be: translating these ideas into distinct goals. For this, goals should be identified, examined, and made as realistic as possible. They must be stated as clear actions and quantifiable outcomes. A thorough reflection of how one's life will change after goal attainment is helpful; these changes must be listed out. For instance, one's goal can be studying harder and excelling academically (Ellis, 2015). This is one powerful direction, but one needs to be specific and translate this goal into behavior (e.g., a decision to study double the time one spends in class). If one aims at acquiring good education, it can be translated into: a decision to earn an engineering degree, with honors. My personal career aspiration is as follows: complete my higher education, enter the corporate sphere, and ascend the organizational ladder to bag the senior-most managerial post.

The information contained within the 'Ethical Lens Inventory' is valuable in sound planning and goal-setting. The above tool offers a review of the likely difficulties, which may only be surmounted via sound planning and adhering to the preset plan. For instance, one difficulty is the likely crisis of isolation, guilt, and exhaustion, which can result from overwork. One can overcome it by prioritizing tasks, socializing more, and taking breaks. The Inventory constitutes a key planning resource. By means of constant reexamination and evaluation, the Inventory can inform a well-balanced, effective plan for my academic as well as professional careers. Breaks while studying help refresh the mind, thereby improving comprehension.

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Meanwhile, in one's career, associations facilitate the forging of resourceful, healthy networks.

Knowledge of a learning style

One becomes a master after attaining a skill level that surpasses technique. For masters, procedures and methods become reflex responses to tasks. Mastery can bring about flashy results -- for instance, an incredible short story or painting. By design, man is a learning machine with innate learning ability and room to develop and improve. Masters aren't afraid of the unknown. Instead, they welcome it, even that which is unknown in themselves. They are open to environmental and personal changes. One of the indications of masters is the sense of immense satisfaction manifested within them. Distractions fade and time stops (Writing Styles, 2016). Their work becomes more like play. Following hours of persistent practice, establishing explicit goals and soliciting precise feedback, masters learn absolute control. Simultaneously, they even relinquish control. Results occur effortlessly, without any anxiety or toil. The above statements are clearly hard to accept -- mastery itself is hard to accept as it defies scrutiny. One can only experience it, not explain it (Ellis, 2015).

The entire 'learning styles' concept has garnered considerable attention in the area of higher education. But after entering the workforce, this topic is less-frequently discussed. For extending one's knowledge of learning styles, one can attend relevant workshops or enroll in courses, or share one's personal knowledge with colleagues. Such training can also be organized in one's company.

Effective written communication

In the context of writing, more will not necessarily mean better. I do not need to jot down my lecturer's speech word-for-word. Effective note-taking entails instantaneous decisions regarding key words to be recorded. These words/phrases are those that contain the gist of communication, and include numbers, names, technical terms, equations, and adjectives/adverbs like least, most, quicker etc. Key words/phrases are full of associations. That is, they evoke associations and images with other ideas and words. A keyword is capable of initiating recollection of an entire cluster of concepts. Keywords can forge chains out of which the whole lecture can be reconstructed (Writing Styles, 2016).

I can improve my written communication through the following strategies: (1) Using standard abbreviations with consistency:….....

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