Using Google Scholar Effectively

Google Scholar can be a blessing and a curse. On the one hand, it has an almost endless number of academic journal articles and books to choose from. On the other hand, it has an almost endless number of academic journal articles and books to choose from. And no one ever seems to teach you how to effectively narrow things down, meaning it can take years to trawl through the many options available to try and find that one key citation you’re looking for. Thankfully, I’ve learned some helpful shortcuts over time which can make using Scholar much easier. There are no doubt many more tricks I’ve yet to learn, but here are some of my favourite tips to help writers use Google Scholar more effectively.

A screenshot of one of my very helpful Powerpoint slides

Boolean Terms

Not the first thing I discovered about Google Scholar, but probably the thing that changed my research life most! Boolean terms (light green on the image) help you narrow the search so that it works more effectively. If, for example, you type climate change in the Scholar search bar, it will look for all of the key words separately. Climate and change will not need to appear together as a phrase. But typing it in as “climate change” tells Scholar that you specifically want to look for the term “climate change” and so it will generate answers which use it as a full phrase.

Scholar has many different Boolean terms which you can use to help narrow your search, but some of the most common include:

Boolean OperatorWhat it does
AND (must be in capitals)​Searches for content where both terms appear (e.g. internet AND identity)​
OR (must be in capitals)​Includes one term OR another (e.g. film OR television)​
()​Encapsulates AND/OR statements so that Scholar knows which terms are intended (e.g. (Facebook OR Twitter) and (academic OR scholar))​
-​Excludes term from search (e.g. -children)​
~​Searches for the term and its synonyms (e.g. ~academic)​
” “​Exact phrase (e.g. “climate change). Useful when multi-part term or phrase is needed. ​
*​Builds on the root word provided (e.g. stat* will return results relates to stat, state, states, statistics, etc). ​
More helpful advice can be found here.

Other Ways to Narrow Searches

The most obvious other way to narrow your Google Scholar search is to set the date range. In STEM-related and other fast-moving fields, this can be particularly important as you don’t want to rely on out-of-date information. Scholar gives a few suggestions of years to search from but you can also set your own ranges. Say, for example, you’re wanting to look up coronaviruses before the Covid-19 pandemic, you might set up a custom date range of 2013-2018 to see what was out there.

Another way to narrow your search further is to use Google Scholar’s Advanced Search, which you can access through the ‘burger’ menu in the top right (orange box in the image above). I will admit that I don’t use this feature much as the Boolean terms can do 99% of the same things, but this search can be particularly useful if looking through work by seminal authors or from particular journals. Naturally, this can make it very useful when writing a literature review or drawing upon the theories of a particular author (especially if they are a rather prolific author!).

You can also narrow by article type, though this is primarily only useful if you’re wanting to look at review articles or want to adapt the search to include patents. I am less familiar with these aspects of Google Scholar though.

Finding Related Texts

Finding papers you want to read, even with carefully selected key words narrowed by Boolean terms, is time consuming. Thankfully, Google Scholar has a few different ways that you can find related articles relatively quickly!

Related Articles

Does what it says on the tin. Clicking on Related Articles will show you articles it thinks are similar to the one you clicked under. If, for example, I click to find articles related to The return of the social author: Negotiating authority and influence on Wattpad (Ramdarshan Bold, 2016), Scholar brings up 101 results related to the article, covering subjects such as Wattpad, digital authorship, book history, and fan labour. This can be a great way to see connections between literature and generate new themes that you may not yet have explored in your research. The drawback of Related Articles is, however, that there’s no way to narrow your search within the related articles. Google Scholar seems to only bring up 101 results in related articles, making the trudge through the links more manageable, but somewhat less convenient than the next method.

Cited By

Like Related Articles, Cited By does what you expect from its name; it brings up other works which have cited your chosen article. This is wonderful for seeing what has come out after a particular piece of work and, as with Related Articles, you’ll often be able to use it to see connections between literature. Unlike Related Articles, Cited By doesn’t limit the results – the article noted above has 102 citations – but thankfully this time you can search within the results. So, for example, if you only wanted to look at results which mention digital authorship, you can tick “Search within citing articles” and make use of whatever keywords or Boolean terms you’d like to. Very helpful!

The Author Name

Less helpful for undergraduate writers, I’d imagine, but very useful as a postgrad, some academics have a Google Scholar profile which links together all their work. If their name (red box in the image above) is hyperlinked, this means they have other works you can look through. These other works can be sorted by year or by citation and can be helpful if you’ve realised a particular academic writes a lot in your field. I find this very helpful to check if I’m drawing a lot from one particular paper by a scholar as it can help me build a picture of how they built up to that paper, or where they have gone since. And it’s good to get familiar with the big names within your field.

Following Research

Keeping up-to-date with research in your field is important, particularly as you begin to narrow into specific subject areas in postgrad. Google Scholar has a couple of ways to help with this:

Follow Authors

Clicking on the Author Name, as detailed above, brings you to the academic’s scholar page and this can be helpful for seeing what else they have published. More importantly, however, you can also choose to follow them so that you stay up to date with their research.

Library

Going back to the burger menu (orange box), you can access your library of saved articles there. The star under an article allows you to save it to your library, which can be very useful if that article is particularly important to your research or you’re wanting to wait to read it later.

Alerts

And finally, you can set up alerts by accessing the burger menu once again. This will make it so that Google Scholar will email you if someone writes about a particular topic. Again, very helpful for staying up-to-date with what’s happening in your field.

There are no doubt many more tips and tricks associated with Google Scholar, but these are the ones I’ve gathered so far. I’d love to hear about any other advice for making Google Scholar work effectively. Otherwise, I hope these help with your research and supporting our writers!

Retrospective Planning

As we know, there are different kinds of writers. Most have some kind of plan in mind before they write, however detailed, but others will dive right in to get something on paper, especially if they are working to a tight deadline. In either case, though, serious (pre or post) shaping is needed to ensure the writing is ready for submission. This blog is specifically dedicated to those who have a draft that needs serious revision, as opposed to pre-planning essays.

Retrospective planning involves re-reading the draft in detail and making serious changes:

  • Go back through the work and colour/symbol code each paragraph (or sentence if the work is really in danger of being disorganised).
  • List somewhere – perhaps at the top of the work or on a separate sheet of paper, as an index, all the different topics and their relevant symbols/colours as they arise.
  • Use keywords/phrases to determine what topics are covered in each paragraph/sentence of the draft alongside the colour or symbol coding.
  • Revise the final mixed ‘rainbow’ effect seen in the draft, where topics crop up repeatedly throughout, or one topic seems to dominate while others have a flimsy single point or two, and so on.
  • Then think about how to organise the material into a logical order that
    • keeps topics together instead of scattered repetition,
    • moves smoothly from one topic to the next,
    • fills any gaps or reduces tangents,
    • explains terms and ideas clearly and fully,
    • ensures all points have been backed up as much as possible with academic sources,
    • and builds to the conclusion: the end goal/final argument/answer to the question, to ‘tell the best story’.
    • It is might be helpful sometimes to mind map at this stage as writers do when they pre-plan their work after thinking the topic through.
  • Move the points around in the draft as needed,
  • and then smoothen the transitions between the re-cobbled sentences/paragraphs. Phrasebank: https://www.phrasebank.manchester.ac.uk/ can help with this smoothening and signposting, making the journey from start to finish easier for the reader. Also, try thinking of every paragraph and bigger section in terms of needing their own miniature introductions and conclusions to help guide the reader too.
  • This stage should be followed by the usual proofreading to check that there are no punctuation, spelling, or grammatical errors; that all references have been included and are in the right format; that all wording is as clear but concise as it can be; and that all formatting follows the expectations of the marker.
  • It is always worth printing out to edit and definitely reading aloud at this stage, if not sooner, as this can really help to see what’s on the page, rather than what the brain skips over. Adding some time and space between writing and editing is also helpful, to create objective distance, to be able to see mistakes more easily.

For more on editing: https://www.bangor.ac.uk/studyskills/study-guides/editing.php.en

Preparing for semester two: PhD History

At the start of each semester, I tend to sit down and have a good think about how I need to prepare for the coming months. This is something I did throughout my Undergraduate degree and for my Masters degree as well. How you prepare will depend on you as a person and on your chosen course. I’m a PhD student who studies history, therefore most of my study is done alone. I don’t have seminar work to complete like I would have had in my Undergraduate and Masters degrees. However, it does mean that I have to really think about how I share my time. The following are a list of things I do before semester begins, so that I feel as prepared as I can be:

  1. Make a mind map of all the study tasks I want to complete that semester. I also bullet point the steps I need to take to complete those tasks.
  2. I then use a diary/planner to note down the tasks I want to complete each week or month. This helps me keep on top of the workload and break down my big tasks into smaller tasks.
  3. I will normally email my supervisors to make an appointment for a meeting. Even though my meetings have been held online throughout the academic year so far, they have still been useful to me. I think it’s good to meet with supervisors at the start of a semester to update them on where you’re at and gain some advice on where you can take your project next.
  4. Order any books that you need (whether that be from the library or online). I do this before semester starts and it helps me gain motivation for studying and ensures that I’m ready to start studying as soon as possible.
  5. I make sure I’ve got all of the equipment that I need such as notebooks before a semester starts.
  6. As I’m a mentor for the study skills centre too, I note down my work commitments in my diary/planner. I include appointment times, team meetings and time for writing blog posts so that I’m organising my time well.

Drafting Shuttle

I saw an interesting thread about drafting an essay or article on Twitter recently and thought it may be useful to some of our writers. Sometimes, when working on a new assignment, you get The Fear. It’s a pretty blank page, it’s supposed to become an amazing essay, but what if your work isn’t good enough? What if you make a mistake? Despite the fact that writing on a word document means that any mistake is easily erased, there’s something overwhelming about working from 0 to create a full draft. If you’re me, this leads to panic and procrastination (and a lot of sentences or paragraphs where I’ve changed my mind about what I’m saying part way through). Enter the drafting shuttle, as described on Twitter by Kathleen Lubey, an associate professor at St Johns University (and interim director of their writing centre).

As described in the Twitter thread, the drafting shuttle is a document separate from the main work where the writer can work on smaller sections, dump-drafting and then editing as needed, before cutting it over to its place in the main document being worked on. So, taking a lit review as an example, the writer might have four themes they want to write about. Rather than doing this all in the main document, the writer focuses on one at a time in the shuttle document before bring it over.

The thread further advises that the shuttle draft should not have any completed work in it at the start of each day, instead containing only a “cue sentence” to provide direction. The writer then writes based only off of this cue – no double checking the master yet! – until that section is done enough to be shuttled over. They then write the cue for the next day. It is explicitly stated in the thread that the writer should stop once they feel they have achieved their daily goal to ensure that their writing progress is sustainable. Once all the sections are complete and have been transferred into the master document, I presume the writer moves into editing and fine-tuning.

I do something similar in my own writing – I typically end up with two planning/pre-writing drafts and then move onto the main project – but I never thought to have a shuttle document that lets me write and then copy things into the master. It seems like a good idea though, roping in goal setting through the cue sentences and encouraging a work flow that is broken into more manageable chunks. I’m going to give it a go, for sure!

Am I studying enough?

Am I studying enough?

This is a question I’ve received many times over my year of being a study skills mentor. It’s a question I’ve asked myself quite often as a student too. Am I studying for enough hours each day? It’s a tricky question to answer, because studying is such a personal thing for each individual. Most people study more efficiently at different times of the day and at different locations from each other.

It got to a point in the third year of my undergraduate degree where I was concentrating more on the amount of hours I was putting in to the studying, rather than the quality of the studying/work itself. I realised that I needed to change my mindset on studying and started by contemplating when the best times for me personally were to study. I created a simple weekly timetable on an excel document so that I could change my routine up every week if I needed to, or if anything important came up. Firstly, I slotted in the times where I was doing paid work and other commitments, such as attending research seminars or clubs/societies. I could then see when I’d be able to study, just by looking at the timetable.

Personally, I’m at my best concentration wise and motivation wise in the mornings. I realised that my best studying was being done between the hours of 8am to around 1pm. I decided to slot the majority of my studying time into the mornings on my timetable. I tried this out for the next few weeks and saw a real difference in my attitude towards studying. Because I was studying at the times that were best for me, I was enjoying the process a lot more. I also noticed that the quality of my work improved as a result of this. Concentrating on enjoying my study times instead of focussing on the amount of hours of studying that I do has had a dramatic effect on my life as a student. I’m a PhD student now, but I still use a timetable and share out my week to work around my morning study sessions. The following is an example of a timetabled week for me as a PhD student:

TimeMondayTuesdayWednesdayThursdayFridaySaturdaySunday
8-9amStudyStudyStudyStudyStudyOFFOFF
9-10amMentor workMentor workMentor workStudyStudy  
10-11amStudyMentor workStudyStudyStudy  
11am-12pmStudyStudyStudyStudyStudy  
12pm-13.00StudyStudyStudyStudyStudy  
13.00-14.00LunchLunchLunchLunchLunch  
14.00-15.00StudyStudyStudyStudyStudy  
15.00-16.00Free timeFree timeFree timeFree timeFree time  
16.00-17.00Free timeFree timeFree timeFree timeFree time  

You’ll notice that all of my mentor work and most of my studying is done in the mornings. As I’ve said, these are the times where I’m at my best. This timetable does not take into consideration the short breaks that I tend to take every couple of hours of studying. These breaks are for snacks or drinks mostly. Three pm tends to be my cut off point for working/studying. I leave the rest of the afternoon free most of the time. This means that if I want to carry on studying I can, but I don’t need to. A lot of my work week involves studying because as a History PhD student, that’s the bulk of what I do. Studying for me can mean researching, writing, editing, all sorts.

As a PhD student, I organise my own time. I decided that I would study in the week days at the start of my PhD. I leave weekends free so that I can create a clear work-life balance. Sometimes studying on the weekend is inevitable. If this is the case, I’ll normally work in the mornings only. I find that I need a break on the weekends to boost up my energy levels for the next week of studying/working. This was just an example of a week for me as a student. It changes somewhat from week to week, but mostly studying is confined to the mornings for me. I advise anyone unsure about when they should or can study to create a similar timetable to mine. It’s simple and straight to the point and will help you carve out your week without feeling like you need to fill every waking hour with studying.

Pam astudio PhD? Beth yw’r buddion?

Dyma gwestiynau roeddwn i fy hunan yn pendroni cyn i mi gychwyn ar PhD mewn Hanes Cymru. Mae PhD yn gwrs hir sy’n tueddu i gymryd o leiaf tair blynedd i’w gwblhau. Mae hyn yn golygu bod angen ystyried y buddion o astudio PhD cyn cychwyn arni a gweld os ydy PhD yn opsiwn da i chi. Yn y pen draw, chi yn unig sy’n gwybod os gallwch chi ymdopi a straen gwneud PhD yn ogystal â mwynhau ei gwblhau. Er hynny, mae’r rhestr ganlynol yn cyfuno buddion dwi wedi’i gael o astudio PhD hyd yn hyn (dwi ar yr ail flwyddyn), yn ogystal â chyngor awduron yr erthyglau sydd wedi eu cyfeirnodi islaw. Gobeithio bydd y syniadau yma o werth i chi:

  • Mae gallu astudio testun sydd o ddiddordeb i chi am dair blynedd yn gallu gwireddu breuddwyd i rai. Cofiwch ddewis testun sydd a digon i’w ddweud amdano a digon o ffynonellau neu ddata y gellir ei ddarganfod amdano. Os ydych yn gwneud hyn, bydd digon i chi wneud am dair blynedd yn ymchwilio i destun o bwys i chi, yr ydych yn ei fwynhau.
  • Byddwch yn gwneud darganfyddiadau newydd. Mae’n bosibl bydd eich thesis yn cyfrannu at yr astudiaethau am eich pwnc. Mae’n bosibl bydd eich thesis yn gallu cael ei gyhoeddi yn y pen draw. Mae PhD yn dangos eich gwerth academaidd ac eich gallu i weithio yn annibynnol i raddau helaeth (yn enwedig mewn pynciau dyniaethau) i gyflawni thesis o safon uchel.
  • Gallwch ddatblygu nifer o sgiliau trosglwyddadwy er enghraifft gweithio mewn tîm, datrys problemau a sgiliau cyfathrebu. Bydd y sgiliau hyn yn apelio i gyflogwyr. Neu, os ydych yn bwriadu cael swydd academaidd mewn ymchwilio neu ddysgu ar lefel Brifysgol mae PhD yn eich sefydlu am hyn. Gallwch gael profiad o ddysgu seminarau neu ddarlithoedd, sy’n brofiad pwysig ar gyfer gobeithion cyflogedig nes ymlaen.
  • Mae nifer o PhD wedi eu cyflogi gan Brifysgolion neu Sefydliadau eraill. Felly, gallwch gael eich talu am wneud gwaith ymchwil o ddiddordeb i chi. Os nad yw eich PhD wedi’i gyflogi, mae modd cael grantiau i dalu am eich ffioedd dysgu, ac mae’r cwmnïau Cyllid Myfyrwyr yn cynnig benthyciadau erbyn hyn hefyd.
  • Byddwch yn dod i gysylltiad ag academyddion eraill drwy fynychu seminarau ymchwil neu gynhadledd. Yn y modd yma byddwch yn creu cysylltiadau hirdymor a allai fod yn bwysig i chi yn eich gyrfa academaidd. Gallwch hefyd cyflwyno mewn seminar ymchwil neu gynhadledd eich hunan, a chael cyngor a safbwyntiau academyddion eraill am eich testun a allai fod yn werthfawr ar gyfer eich ymchwil.
  • I nifer o fyfyrwyr PhD, mae gweithio yn annibynol rhan amlaf yn golygu bod ymrwymiadau eraill yn gallu cael ei gyflawni hefyd. Gall PhD fod yn hyblyg tu hwnt, yn enwedig os yw’r myfyriwr yn dewis gwneud PhD rhan-amser.
  • Er bod PhD yn gallu bod yn galed arnoch ac achosi straen, mae’r canlyniadau personol a chyflogedig i chi yn y pen draw yn gallu bod yn werthfawr. Mae PhD yn gallu bod yn hwylus iawn os ydych yn gwneud y mwyaf ohono.

Llyfryddiaeth:

Borrell, Lucinda, ‘5 Reasons to Study a PhD’, Safle wê Postgraduate Search, https://www.postgraduatesearch.com/advice/phd-research/reasons-study-phd/ap-23263/#:~:text=Your%20Chosen%20Field-,Many%20students%20who%20pursue%20a%20PhD%2C%20do%20so%20because%20they,to%20conduct%20your%20own%20research. (golwg diwethaf-19/10/20).

‘Why a PhD is worth it!’, Safle we Top Universities, <https://www.topuniversities.com/student-info/careers-advice/why-phd-worth-it&gt; (golwg diwethaf-19/10/20).

Blwyddyn academaidd newydd/ New academic year

Paratoi ar gyfer blwyddyn academaidd newydd-ychydig o gyngor o safbwynt myfyrwraig

  1. Gwnewch yn siŵr eich bod hefo’r holl gyfarpar hanfodol ar gyfer eich pwnc astudio. Gallai hyn gynnwys adnoddau syml fel offer ysgrifennu, cyfrifiannell neu ffolderi. Mae bod yn berchen ar yr holl offer hanfodol cyn i’ch cwrs ddechrau yn iawn yn eich galluogi i fod yn drefnus o’r cychwyn.
  2. Ceisiwch gael gafael ar eich rhestr darllen mor fuan â phosibl er mwyn cael gweld y darllen hanfodol ar gyfer eich cwrs. Mae’n bosibl y byddech yn cael eich annog i brynu rhai llyfrau perthnasol, felly byddwch yn drefnus a gwneud hyd gyn gynted â phosibl.
  3. Sicrhewch eich bod hefo safle astudio cyfforddus i chi, boed hyn mewn llety myfyrwyr neu yn y cartref teuluol. Darganfyddwch eich hoff le i astudio, neu symudwch o ystafell i ystafell os ydy hynny yn gweithio yn well i chi.
  4. Dewch i adnabod eich amserlen. Ydych chi angen darganfod ble mae ystafelloedd penodol yn y Brifysgol? Neu a ydy eich seminarau a darlithoedd yn cymryd lle ar lein erbyn hyn? Oes angen i chi ddod i adnabod adnoddau ar lein benodol?
  5. Cofiwch edrych ar eich e-bost myfyriwr yn rheolaidd er mwyn cael y wybodaeth ddiweddaraf am eich seminarau, darlithoedd a modiwlau yn gyffredinol.
  6. Darllenwch drwy lyfrynnau gwybodaeth eich modiwlau cyn dechrau term newydd. Mae’n bwysig i chi allu gweld pryd mae asesiadau angen cael eu cyflwyno erbyn a beth sy’n cael ei ddisgwyl ohonoch mewn seminarau ac yn y blaen.
  7. Meddyliwch am unrhyw gwestiynau allech chi ofyn i’ch cynllunydd modiwl, boed hynny am asesiadau neu yn gyffredinol am y modiwl. Gofynnwch iddynt ar ddiwedd gwers neu dros e-bost. Os ydych yn bryderus am unrhyw beth, gofynnwch i’ch cynllunydd modiwl a byddent yn fwy na bodlon ateb eich cwestiynau.
  8. Defnyddiwch wasanaethau’r Brifysgol i’ch helpu chi i gyflawni gyda’ch astudiaethau. Mae nifer o weithdai a sesiynau sgiliau studio a chyflogadwyedd i ddatblygu eich sgiliau tra yn y Brifysgol. Daw’r dolenni canlynol gan wefannau gwasanaethau Prifysgol Bangor a allai fod yn ddefnyddiol wrth ddatblygu sgiliau astudio:

https://www.bangor.ac.uk/studyskills/

https://www.bangor.ac.uk/skills-and-employability/current-students.php.en

https://www.bangor.ac.uk/doctoral-school/training.php.cy (wedi eu rhedeg gan yr Ysgol Ddoethurol).

Preparing for a new academic year-some advice from the perspective of a student

  1. Make sure you have all the essential equipment for your course. These could include simple equipment such as writing materials, a calculator, or folders. Being prepared from the start by having the appropriate equipment sets you up for being organized from the very beginning.
  2. Try to get hold of your reading lists for your modules as soon as possible so that you can see the essential reading for your course. You may be asked to purchase copies of particular books, so be organized and buy your books as soon as you can.
  3. Set up a study space that is comfortable for you, whether you are living in student accommodation or at home. Try to find your favourite place to study or move from room to room if that works better for you.
  4. Get to know your timetable. Do you need to find out where particular rooms are located in the University? Or are your lectures and seminars taught online? Do you need to get to know the online resources or websites that you will be using?
  5. Remember to check your emails regularly for the latest updates about your seminars, lectures and modules in general.
  6. Read through the module handbooks before a new term starts. Module handbooks are important as they give you key information about assessment submitting dates and what is expected of you in seminars and so on.
  7. Think of any questions you may want to ask your module convener, whether they be about assessments or just general questions about the module. Ask them at the end of a lesson or by email. If your unsure about anything, ask your module convener and they will be more than happy to answer any of your questions.
  8. Use the University’s services to help you to achieve in your studies. Many Universities offer workshops and study skills/ employability sessions to develop your skill set whilst in University. The following links are to some of the workshops and study sessions offered at Bangor University which may be useful when developing your study skills:

https://www.bangor.ac.uk/studyskills/

https://www.bangor.ac.uk/skills-and-employability/current-students.php.en

https://www.bangor.ac.uk/doctoral-school/training.php.cy (run by the Doctoral School).

Arholiadau o adref/ Take-home exams

Arholiadau o adref:

Oherwydd y sefyllfa ar hyn o bryd, mae’n bosibl bod nifer o Brifysgolion wedi penderfynu gosod arholiadau o adref, yn hytrach na chael arholiadau yn y Brifysgol ei hun. Dyma fath o asesiad sydd yn cynyddu mewn poblogrwydd mewn Prifysgolion, ond sy’n gallu digalonni rhai myfyrwyr. Mae’r rhestr isod yn gyfuniad o syniadau fy hunan fel myfyriwr, ond mwy na dim syniadau o’r llyfryddiaeth isod am sut i gynllwynio am arholiad o gartref.

  • Dewiswch ystafell i gwblhau’r arholiad ynddo ddim heb unrhyw wrthdyniad.
  • Rhaid cynllwynio eich amser yn ofalus. Rhowch digon o amser i ymchwilio amdano a’i ysgrifennu. Gallwch ymarfer ysgrifennu am gyfnodau hir cyn yr arholiad.
  • Defnyddiwch digon o ffynonellau cynradd ac eilradd yn eich atebion.
  • Cymerwch ychydig o amser i gynllwynio eich ateb cyn dechrau ysgrifennu.
  • Gwnewch yn siŵr eich bod yn deall rheolau’r arholiad, er enghraifft oes angen i chi fynd a chopi o’r papur i’ch tiwtor?
  • Cymerwch seibiant a gwnewch yn siŵr eich bod yn yfed digon o ddŵr a bwyta byrbryd iach. Os yw’r arholiad yn para rhai diwrnodau, gwnewch yn siŵr eich bod yn cysgu.
  • Darllenwch y cwestiwn yn ofalus, cyn i chi camddeall.
  • Rhowch amser ar ddiwedd eich cyfnod ysgrifennu i olygu a phrawf-ddarllen.
  • Ceisiwch ganolbwyntio cymaint â gallwch chi. Mae’r amser yn mynd yn sydyn ac mae angen i chi wneud y mwyaf ohono.
  • Ar ôl yr arholiad, ailwefru. Efallai allech chi wneud ychydig o ymarfer corff, mynd am dro neu gwrdd â ffrindiau.

Llyfryddiaeth:

‘Exam Tips’, The University of Queensland Australia, study skills- ar lein, https://my.uq.edu.au/information-and-services/student-support/study-skills/exam-tips (golwg diwethaf-17/03/20).

Nelson, Ben, ‘Why Take-Home Exams should be banned and five tips for conquering one’, Law School Tool Box, https://lawschooltoolbox.com/why-take-home-exams-should-be-banned-and-five-tips-for-conquering-one/ (golwg diwethaf-17/03/20).

‘Take home exam tips’, Learn Law Better-fideo YouTube, https://www.youtube.com/watch?v=mdFDN3CwvME (golwg diwethaf-17/03/20).

‘Tips for take home exams’, Survive Law, https://www.survivelaw.com/post/1529-tips-for-take-home-exams (golwg diwethaf-17/03/20).

Take-home exams:

Because of the current situation, it’s possible that many Universities will decide to set take-home exams, instead of holding exams at the Universities themselves. This type of assessment has increased in popularity in Universities but can cause some students a lot of stress. The list below is a combination of my own ideas as a student, but mostly ideas from the bibliography below, which could help when planning for a take-home exam.

  • Choose a room with no distractions in it to complete the exam in.
  • Plan you time effectively. Give yourself enough time to plan and write. You could practice writing for long periods of time before the actual exam.
  • Use enough primary and secondary sources in your answers.
  • Take some time to plan your answers before you write.
  • Understand take-home exam etiquette- for example, do you need to take a copy of your finished paper to your tutor?
  • Take breaks if you can and make sure to drink enough water and eat healthy snacks. If the exam lasts for a few days, make sure that you get enough sleep.
  • Read the exam question carefully, in case you misunderstand.
  • Give yourself enough time to edit and proof-read.
  • Try to concentrate as much as you can. The time goes really quickly, and you need to make the most of it.
  • After the exam-recharge. Maybe you could exercise, go for a walk or meet friends.

Bibliography:

Syniadau am sut i ysgrifennu holiadur da yn y Brifysgol:

Dyma gyfuniad o syniadau o’r safleoedd we sydd wedi eu rhestru isod, yn ogystal â syniadau fy hunan o safbwynt myfyriwr sydd newydd ysgrifennu holiadur fy hunan.

  • Ym Mhrifysgol Bangor, mae angen cynnwys tudalen wybodaeth gydag eich holiadur i amlinellu eich testun ymchwilio ac unrhyw oblygiadau moesegol. Yn ogystal, mae’r holiadur a’r dudalen wybodaeth eich hunan angen eu gwirio gan adran foesegol y Brifysgol cyn i chi allu dosbarthu’r holiadur. Mae’r holl wybodaeth am y broses yma i’w gael ar wefan y Brifysgol, sydd wedi’i nodi islaw.
  • Gwnewch yn siŵr bod eich cwestiynau yn berthnasol i’r testun ymchwilio, i wneud y mwyaf ohono fo.
  • Sicrhewch fod strwythur clir i’r holiadur a bod y cwestiynau wedi eu rhannu mewn categorïau perthnasol.
  • Yn ogystal, cofiwch sicrhau bod y cwestiynau eu hunan yn glir a dealladwy. Cadwch nhw yn gryno gan osgoi termau cymhleth neu amwys. Gofynnwch gwestiynau penodol.
  • Cyn i chi ddosbarthu eich holiaduron, gofynnwch i deulu neu ffrindiau eu harbrofi er mwyn cael adborth arno.
  • Dewiswch faint arbrofi addas. Peidiwch â cheisio dosbarthu gormod o holiaduron, neu bydd yn anodd i chi drefnu eich canlyniadau. Er hynny, gwnewch yn siŵr eich bod yn dosbarthu digon er mwyn gallu gweld tueddiadau yn y canlyniadau.
  • Gwnewch yn siŵr eich bod a digon o opsiynau ateb yn yr holiadur. Mae gan bobl syniadau gwahanol iawn am y ‘run testun yn aml.
  • Mewn rhai achosion mae’n gwneud mwy o synnwyr i ddosbarthu copïau papur o’r holiaduron. Yn ogystal, mae modd creu holiaduron ar lein am ddim heddiw a all fod o werth ystyried os ydych yn meddwl casglu gwybodaeth gan unigolion o bell.
  • Trafodwch gyda’ch goruchwyliwr yn aml am eich holiaduron (sut maent yn mynd yn eu blaen, beth allech chi wneud i’w gwella). Rhowch ddrafft o’ch holiaduron a’ch tudalen wybodaeth i’w goruchwyliwr er mwyn cael adborth arno.
  • Defnyddiwch gyfryngau cymdeithasol fel Facebook a Twitter i ddosbarthu eich holiaduron.
  • Gwnewch y mwyaf o’r adborth, a rhowch ganlyniadau mewn graffiau neu dablau er mwyn eu defnyddio yn eich gwaith mewn ffordd strwythurol.

Llyfryddiaeth:

‘Adran Moeseg Ymchwil- Coleg y Celfyddydau, Dyniaethau a Busnes’, Prifysgol Bangor, https://www.bangor.ac.uk/arts-humanities-and-business/ethics.php.cy (golwg diwethaf-08/03/20).

‘How to write a good questionnaire’, Qualtrics blog, https://www.qualtrics.com/blog/writing-great-survey-questions-week-2/ (golwg diwethaf-08/03/20).

‘Postgraduate Study Skills- Using a questionnaire’, The Open University, https://help.open.ac.uk/using-a-questionnaire (golwg diwethaf-08/03/20).

‘Tip sheet on question wording’, Harvard University, https://psr.iq.harvard.edu/files/psr/files/PSRQuestionnaireTipSheet_0.pdf (golwg diwethaf-08/03/20).

Astudio ar gyfer arholiadau hanes:

Mae’r cyngor yma yn gyfuniad o wybodaeth o’r llyfrau yn y llyfryddiaeth isod a chyngor o safbwynt fy hunan, fel myfyriwr hanes.

Yn ystod yr amser astudio:

  • Dechreuwch astudio mor gynnar â phosibl.
  • Un ffordd dda o astudio ar gyfer arholiad yw darllen dros eich nodiadau a’u crynhoi. Arholwch eich hyn ar beth ydych yn gwybod hyd yn hyn i weld beth ydych angen canolbwyntio arno fwy.
  • Gofynnwch i ffrind neu aelod o’ch teulu i arholi chi ar eich nodiadau.
  • Gallwch greu cardiau astudio sy’n amlinellu’r gwybodaeth mwyaf pwysig am destun. 
  • Defnyddiwch cyn-bapurau arholiad i gael syniad o’r math o gwestiynau all ddod i fyny. Gallwch amseru eich hunan yn cwblhau’r papur arholiad hefyd.
  • Lluniwch amserlen astudio a rhannwch eich amser rhwng modiwlau. Roeddwn i’n tueddu i astudio un modiwl yn y bore ac un yn y prynhawn (ond mae fyny i chi pryd i astudio) Cofiwch roi amser hamdden i’ch hunan hefyd.
  • Ceisiwch ymarfer ysgrifennu ‘dan amgylchiadau arholiad pob dydd yn yr wythnos cyn yr arholiad i gryfhau’r cyhyr yn eich llaw.
  • Cynlluniwch eich amser arholiad ymlaen llaw. Gallwch chi gynllunio faint o amser ydych chi am roi i bob cwestiwn arholiad i wneud yn siwr bod pob cwestiwn yn cael ei ateb.

Ar ddiwrnod yr arholiad:

  • Rhowch larwm ymlaen i wneud yn siwr eich bod yn ddeffro ar amser ac yn gallu gadael y ty am yr arholiad mewn amser da.
  • Cofiwch eich offer ysgrifennu, cerdyn myfyriwr ac unrhyw beth arall fyddwch chi angen. Roeddwn i yn arfer pacio fy mag y noson ynghynt.
  • Gwnewch yn siŵr eich bod hefo’r papur arholiad cywir. O brofiad, mae’r papur arholiad anghywir yn gallu cael ei roi i chi weithiau!
  • Darllenwch y cwestiwn ar y papur arholiad yn drylwyr! Mae’n hawdd i gamddeallt neu ceisio ateb cwestiwn bydden well gennych chi ateb.
  • Nad yw arholiadau hanes yn eich arholi am eich holl wybodaeth. Ceisiwch ddangos eich bod yn deall y cwestiwn ac yn gallu ei ateb mewn ffordd ddealladwy.
  • Ceisiwch orffen gyda phum munud o leiaf yn sbâr er mwyn i chi gael amser i ddarllen dros eich gwaith yn sydyn.
  • Gwnewch y mwyaf o’r holl amser. Gallwch chi fynd yn ôl at gwestiwn blaenorol i ychwanegu mwy os ydych hefo amser.

Llyfryddiaeth:

Black, Jeremy a Donald. M. Macraild, Palgrave Study Skills-Studying History-Third Edition (Efrog Newydd, 2007).

Cottrell, Stella, Palgrave Study Skills- The Study Skills Handbook (Hampshire, 1999).