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THE COMMON ROOM by George Wilmot
Page 124
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The way to use books as an aid
to study TUDGING by queries I have had, students taking various al transport examinations leading to awards are in a good deal of confusion about the purpose of the list of books which is invariably attached to an examination syllabus. As most transport classes, following examination awards, are due to begin in September, it is timely to look at this problem.
Sometimes as many as 25 or 30 books are annexed to an examination syllabus and some students feel it is necessary to read through each one from cover to cover. A marathon output of pages will, they feel, be reflected in propitious examination results. If they have not been completely wearied long before the end of this exercise, I am afraid they will be sorely disappointed with the examination result obtained. Others consider that all the books will include every aspect of the course and all that is required for examination success is to take one book and know its contents thoroughly, even to the extent of learning passages by heart. Again, students will be disillusioned when the examination results are announced.
These are the extreme views but between these wings I come across some odd interpretations of the use of a book-list. Many of the examination bodies are at fault in not explaining rather more carefully the intention of the recommended reading. They assume that a lecturer taking a class or a supervisor in a correspondence course will explain the purposes of book-lists--the majority do; but some seem to omit this important exercise.
Normally a book-list will indicate the standard and the detail required of a student taking a course. This list is a selection of works which the examining body feel that a student should be acquainted with—a rough guide to the depth and complexity of
understanding required. The syllabus by itself does not always perform this function; sometimes the descriptive wording of a syllabus will be much the same for an elementary examination as for an advanced examination. But the book-lists help to set the guidelines of the very different standards needed.
Some examination bodies are helpful in dividing their reading lists into various major sectors—like: (a) textbooks, which are "dictionaries" marking out the route of the course; (b) detailed reading on particular aspects of the course; (c) reading to put the subject in general perspective; and (d) current reports and periodicals. Not all bodies make this convenient classification but it is important at the outset of the course to find out in which section each book should be placed.
One of the basic textbooks should be obtained and kept by one's side throughout the course to serve as a constant reference. Since nobody taking the course is expected to know every section of the course in detail—nearly all transport examinations give a wide choice of questions—it is best to select a few topics for concentrated effort. The reading should be aligned to these topics and should dig much deeper and wider than the recommended books; on the other hand, works in other sections can well be omitted. Course lecturers should give advice' on this more detailed reading—if little information seems to be forthcoming then the student should press for more data.
The reading of books, reports and periodicals is a vital feature in any course. But it needs a carefully planned approach if real benefit is to be derived and translated into successful examination awards.
Mr. Wilmot is Lecturer in Transport Studies, University of London.