udent may choose only three cell components to define and focus his/her research on just a few modern approaches to these components study.

The information gained after the research level has been finished needs to be read in calm and careful manner. The reading process takes more time than goal setting and research levels. A student shall not just read, reading for study requires such activities

Study process includes five levels which should be followed in strict order and developed through the time. They are: goal setting, research, reading, comprehension, analysis and conclusion. All the levels differ much in their approaches, results and time consummation, but all of them are to be used with the same purpose – success.

Each new knowledge study should start with goal setting. Every student shall ask himself/herself why he or she is going to learn the information and what benefit he/she would get from this information. While the reasons of study may vary (pass the exam, write a term paper, get a higher degree etc.) the benefit is always the same – to be a successful student and use the knowledge for future development and career. The best way for students to demonstrate the set goal is to write a little outline (picture, scheme, word chain etc.) which will show the cause-result effect. For example, ‘If I learn … I will be able to… in a future.’

Once the study goal has been set up the next level of research would seem much clearer. The goal must be a good basis for research, for example, if a student needs to learn the cell structure and has a goal to become a microbiologist in a future he should focus on modern researches on cell structure. Research level should not be looked like ‘I am seeking everything about that.’ Research would not be effective till it is not narrowed to the only topic. If the topic is given it would be useful to outline the research process by defining a few tasks and dividing the topic into several subtopics. Taking the cell structure example, a student may choose only three cell components to define and focus his/her research on just a few modern approaches to these components study.

The information gained after the research level has been finished needs to be read in calm and careful manner. The reading process takes more time than goal setting and research levels. A student shall not just read, reading for study requires such activities

udent shall ask himself/herself why he or she is going to learn the information and what benefit he/she would get from this information. While the reasons of study may vary (pass the exam, write a term paper, get a higher degree etc.) the benefit is always the same – to be a successful student and use the knowledge for future development and career. The best way for students to demonstrate the set goal is to write a little outline (picture, scheme, word chain etc.) which will show the cause-result effect. For example, ‘If I learn … I will be able to… in a future.’

Once the study goal has been set up the next level of research would seem much clearer. The goal must be a good basis for research, for example, if a student needs to learn the cell structure and has a goal to become a microbiologist in a future he should focus on modern researches on cell structure. Research level should not be looked like ‘I am seeking everything about that.’ Research would not be effective till it is not narrowed to the only topic. If the topic is given it would be useful to outline the research process by defining a few tasks and dividing the topic into several subtopics. Taking the cell structure example, a student may choose only three cell components to define and focus his/her research on just a few modern approaches to these components study.

The information gained after the research level has been finished needs to be read in calm and careful manner. The reading process takes more time than goal setting and research levels. A student shall not just read, reading for study requires such activities

is to write a little outline (picture, scheme, word chain etc.) which will show the cause-result effect. For example, ‘If I learn … I will be able to… in a future.’

Once the study goal has been set up the next level of research would seem much clearer. The goal must be a good basis for research, for example, if a student needs to learn the cell structure and has a goal to become a microbiologist in a future he should focus on modern researches on cell structure. Research level should not be looked like ‘I am seeking everything about that.’ Research would not be effective till it is not narrowed to the only topic. If the topic is given it would be useful to outline the research process by defining a few tasks and dividing the topic into several subtopics. Taking the cell structure example, a student may choose only three cell components to define and focus his/her research on just a few modern approaches to these components study.

The information gained after the research level has been finished needs to be read in calm and careful manner. The reading process takes more time than goal setting and research levels. A student shall not just read, reading for study requires such activities

in a future he should focus on modern researches on cell structure. Research level should not be looked like ‘I am seeking everything about that.’ Research would not be effective till it is not narrowed to the only topic. If the topic is given it would be useful to outline the research process by defining a few tasks and dividing the topic into several subtopics. Taking the cell structure example, a student may choose only three cell components to define and focus his/her research on just a few modern approaches to these components study.

The information gained after the research level has been finished needs to be read in calm and careful manner. The reading process takes more time than goal setting and research levels. A student shall not just read, reading for study requires such activities

udent may choose only three cell components to define and focus his/her research on just a few modern approaches to these components study.

The information gained after the research level has been finished needs to be read in calm and careful manner. The reading process takes more time than goal setting and research levels. A student shall not just read, reading for study requires such activities as highlighting and selecting. It is useful to highlight and select the very paragraphs which can be used for further analysis.

Comprehension level requires re-reading of what has been highlighted and selected and it would be useful to repeat reading aloud. The information is comprehended much more successfully if both seeing and hearing abilities are involved. Comprehension in such manner should take less time than first reading.

Analysis would be made in best way if it is done through discussion. It is worth saying that discussion for analysis purpose does not really require interest person involvement. Students may speak about the information they are learning to anybody as such discussion is not aimed to teach the listener. It does not even require honest listening or understanding; the speaker just needs to speak about the new things. They say that if you have a problem, just speak about it and it will disappear. Discussion and analysis should not consume much time, an hour or so.

Conclusion shall be made upon all levels previously done: look at your goal, research outline and the highlights again; remember what you were thinking and talking about during comprehension and discussion. Then write draft again and again until you find three-four most successful ideas and can write them down in clear and perfect manner.