8.
Many students often say that they don't have “ enough time” to do all their schoolwork.
My 36 is often brief, “You have as much time as the president.” I usually carry on a bit about there being twenty-four hours in the day for 37 , and suggest that “not enough time” is not an 38 explanation of not getting something 39 .
40 in graduate school, I tried to prove to one of my professors 41 saying that I was working hard. His answer to me was, “That's irrelevant. 42 is important is the 43 of your work. ” Since then I have had time to think carefully about the 44 of “ hard worker” ,and I have come to some 45 — all relevant to the problem of how much time we have.
If you analyze the matter, you can identify two parts of the problem: There is, 46 , the matter of “ time” , which we can think of as 47 . Then there is the problem of “work” during that time. But, as my professor suggested, it's not how hard one works 48 the quality of the product that's important.
That led me to a new idea: the quality of the work. That 49 is perhaps best explained by a sign I once saw on the wall in someone's office: “Don't work harder. Work smarter. ”There are a lot of 50 in that idea.
If you can't get more time, and few of us can, the only solution is to improve the quality of the work. That means thinking of 51 to get more out of the same time than we might otherwise get. That should lead us to an analysis of our working habits. Since “work” for students usually means “homework”, the expression “working” habits should be read as “ 52 habits”.
Then, as a smart student, you will 53 to improve those skills that you use in study, 54 reading and writing. If you learn to read better and write better, there are big benefits that 55 in all your studies.