INGLÉS 5 2024 — 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:

 

— Perfectionism. A student's standard of performance may be so high for a task that it does not seem possible to meet that standard.

 

— Fear of Failure. A student may lack confidence and fear that he / she will be unable to accomplish a task successfully.

 

— Confusion. A student may be unsure about how to start a task or how it should be completed.

 

— Task Difficulty. A student may lack the skills and abilities needed to accomplish a task.

 

— 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.

 

— Difficulty Concentrating. A student may have too many things around that distract him/her from doing a task.

 

— Task Unpleasantness. A student may dislike doing what a task requires.

 

— 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:

 

• I often put off starting a task I find difficult.
• I often give up on a task as soon as I start to find it difficult.
• I often wonder why I should be doing a task.
• I often have difficulty getting started on a task.
• I often try to do so many tasks at once that I cannot do any of them.
• I often put off a task in which I have little or no interest.
• I often try to come up with reasons to do something other than a task I have to do.
• I often ignore a task when I am not certain about how to start it or complete it.
• I often start a task but stop before completing it.
• I often find myself thinking that if I ignore a task, it will go away.
• I often cannot decide which of a number of tasks I should complete first.
• 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.

 

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

VIDEO: Consejos para evitar la procrastinación

INGLÉS 5 2024 — CRITICAL READING

Critical reading applies to non-fiction writing in which the author puts forth a position or seeks to make a statement. Critical reading is active reading. It involves more than just understanding what an author is saying. Critical reading involves questioning and evaluating what the author is saying and forming your own opinions about what the author is saying.

Here are the things you should do to be a critical reader.

 

Consider the context of what is written. You may be reading something that was written by an author from a different cultural context than yours. Or, you may be reading something written some time ago in a different time context than yours. In either case, you must recognize and take into account any differences between your values and attitudes and those represented by the author.

 

Question assertions made by the author. Don’t accept what is written at face value. Before accepting what is written, be certain that the author provides sufficient support for any assertions made. Look for facts, examples, and statistics that provide support. Also, look to see if the author has integrated the work of authorities.

 

Compare what is written with other written work on the subject. Look to see that what is written is consistent with what others have written about the subject. If there are inconsistencies, carefully evaluate the support the author provides for the inconsistencies.

 

Analyze assumptions made by the author. Assumptions are whatever the author must believe is true in order to make assertions. In many cases, the author’s assumptions are not directly stated. This means you must read carefully in order to identify any assumptions. Once you identify an assumption, you must decide whether or not the assumption is valid.

 

Evaluate the sources the author uses. In doing this, be certain that the sources are credible. For example, Einstein is a credible source if the author is writing about landmark achievements in physics. Also be certain that the sources are relevant. Einstein is not a relevant source when the subject is poetry. Finally, if the author is writing about a subject in its current state, be sure that the sources are current. For example, studies done by Einstein in the early 20th century may not be appropriate if the writer is discussing the current state of knowledge in physics.

 

Identify any possible author bias. A written discussion of American politics will likely look considerably different depending on whether the writer is a Democrat or a Republican. What is written may very well reflect a biased position. You need to take this possible bias into account when reading what the author has written. That is, take what is written with “a grain of salt”.

INGLÉS 5 2024 — PANIC ATTACKS CONTROL

Every weekday, a CNN Health expert doctor answers a viewer question. On Tuesdays, it's Dr. Charles Raison, an associate professor of psychiatry and behavioral sciences at Emory University, and an expert in the mind–body connection for health.

 

QUESTION ASKED BY STEPHANIE VIA E-MAIL

I’ve been having a lot of panic attacks, almost every day; sometimes when I'm working, dealing with the kids or just nothing at all. I'll get shortness of breath, chest hurts on both sides or just one side, and a lot of my heart skipping a beat. And it scares me. I’m 29 years old and in good health. How can I control this?

 

EXPERT ANSWER:

Dear Stephanie,

I don't need to tell you that panic attacks are among the most hideous experiences a human being can have. They are such strange occurrences. While being in no physical danger at all, you feel as if you are in mortal peril. In the midst of perfectly good health, you feel as if you are on the edge of sudden death. And telling yourself that there is no real danger is of almost no help whatsoever.

 

My strongest piece of advice is that you make an appointment to see your doctor immediately. Many primary care doctors feel comfortable treating panic disorder or will know a clinician who does.

Like everything else in psychiatry, treatment options come in two general flavors: medications and psychotherapy.

 

The best proven psychotherapy for panic attacks is similar in many ways to the type of therapy that I've described several times before for obsessive-compulsive disorder. It has two main components, neither of which is pleasant, but which are in the aggregate often highly effective. First, the therapist would work with you to gradually expose yourself to situations that cause panic. Then, once you are in these situations, he or she would teach you to tolerate the terrible panic feelings when they arose.

 

I suspect that just thinking about doing this might have you breaking out in a cold sweat, which is why it is so important to get professional help.

 

Among psychotropic medications, two classes are particularly effective for panic, and they are very different from each other. Benzodiazepines, like Valium, Ativan or Klonopin, have powerful anti-anxiety effects that happen very rapidly after they are ingested. If you have long panic attacks, or attacks that come in prolonged volleys, these medications work quickly enough that they can interrupt things in mid-attack.

 

Most antidepressants also treat panic attacks, but unlike benzodiazepines, they require several weeks of being taken daily before their effects are usually seen. For this reason, many clinicians will start patients on an antidepressant and a benzodiazepine. Once the antidepressant has been on board for several weeks, the benzodiazepine can often be discontinued.

 

Let me alert you to a few challenges in these treatments. Psychotherapy is great, but depending where you live and the state of your finances, it can be hard to find and expensive. Benzodiazepines work extremely well but have addictive potential when taken long term. If you elect treatment with an antidepressant, make sure that your clinician starts you on the lowest dose possible, because –paradoxically– antidepressants can cause panic attacks when they are first taken and can certainly worsen them in people already afflicted.

 

The good news is that all these treatment options are effective, so it is very likely you will be able to gain control of your symptoms, find relief and continue with your life.

 

http://thechart.blogs.cnn.com/2011/08/30/how-can-i-control-my-panic-attacks/

Follow @CNNHealth on Twitter.

INGLÉS 5 2024 — HOW TO WRITE A SUMMARY

Read the passage carefully. Determine its structure. Identify the author’s purpose in writing. (This will help you to distinguish between more important and less important information.) 

 

Reread, label, and underline. This time divide the passage into sections or stages of thought. The author’s use of paragraphing will often be a useful guide. Label, on the passage itself, each section or stage of thought. Underline key ideas and terms.

 

Write one-sentence summaries, on a separate sheet of paper, of each stage of thought.

 

Write a thesis –a one-sentence summary of the entire passage—. The thesis should express the central idea of the passage, as you have determined it from the preceding steps. You may find it useful to keep in mind the information contained in the lead sentence or paragraph of most newspaper stories –the what, who, why, where, when, and how of the matter—.

For persuasive passages, summarize in a sentence the author’s conclusion.

For descriptive passages, indicate the subject of the description and its key features.

 

Note: In some cases, a suitable thesis may already be in the original passage. If so, you may want to quote it directly in your summary.

 

Write the first draft of your summary by (1) combining the thesis with your list of one-sentence summaries or (2) combining the thesis with one-sentence summaries plus significant details from the passage.

 

In either case, eliminate repetition. Eliminate less important information. Disregard minor details, or generalize them. Use as few words as possible to convey the main ideas.

 

Check your summary against the original passage, and make whatever adjustments are necessary for accuracy and completeness.

 

Revise your summary, inserting transitional words and phrases where necessary to ensure coherence. Check for style. Avoid series of short, choppy sentences. Combine sentences for a smooth, logical flow of ideas. Check for grammatical correctness, punctuation, and spelling.

Writing and Reading Across the Curriculum, by L. Behrens and L. Rosen.

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