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.