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1. Study the Table of Contents and the Preface
   

   Understanding the logic of how the text is organized will make it easier to find specific information and will also give you a context for learning the information in the text. For this book, the organization of material is based on a model of the business plan. The topics in the first five modules are organized in the way that is most logical to explain a new business to a potential lender or investor. Modules 6-8 represent topics for alternative ways of getting into business, and Module 9 discusses more advanced business planning topics.

2. Pay Attention to the Learning Objectives
   

   Each module of the text starts with a list of learning objectives, or things you should actually be able to do after completing the module. These objectives will be similar to the objectives, or learning outcomes, in the outline for your particular course. The learning objectives are a good place to start when you are studying for an exam.

3. Use the Running Glossary
   

   The definitions that are provided in the margins are not intended as an alternative to reading the text. The real meaning of these terms is likely to stick in your memory only when you have read the explanations and examples given in the body of the text. The running glossary is there to highlight critical terms, and it can be used as an aid to review for tests.

4. Test Yourself
   

   The true/false questions found in the margin have answers at the end of each chapter. When using these as a study aid, don't just memorize the correct answers. Make sure you know why they are the answers. The questions on any tests you receive are likely to cover the same topics, but are unlikely to be the exact same questions in the same format. You must understand the concept behind each question.

   If you are using these while you read the text for the first time, if you get a wrong answer it is an indicator that your reading has not been productive. Try to take a break and go back a few pages when you resume reading.

There is lots of advice, some of it backed by documented studies, on how to prepare for tests in a general sense:

• Get a good night's sleep before the test.
• Eat high-calorie energy foods before starting the test.
• Arrive at the test room early to relax and become familiar with anything in the environment that might otherwise distract you.
• Listen to and read all test instructions carefully.

Specific preparation and strategies for any test, however, should depend on the nature and format of the test. Always be sure to get as much information as possible from the instructor about the number of questions there will be, the type of questions that will be asked, and how the test will be evaluated.

1. True/False Questions
   

   When dealing with true/false questions, answer the questions that you know the answer to with some certainty, right away. Leave questions where you don't know the answer and come back to them later. Sometimes the memory trigger for one question will appear in another question. Analyze the questions in an attempt to look for "tells," or information that will indicate the correct answer. For example, extreme qualifiers such as "always" or "all of" usually indicate a statement that is false. Qualifiers like "usually" or "most" are more likely to indicate a true statement. However, remember that attempts to decode questions are no substitute for study. The best way to review the information for a true/false test is to look for things in the text that could be turned into this kind of question.

2. Multiple Choice Questions
   

   Studying for multiple choice options should also involve "spotting" the questions by going through the text and your notes and looking for things that can be turned into multiple choice questions (short lists, definitions, recommended alternatives, etc.).

   Make sure that you know how the questions will be marked. If wrong answers will be deducted from correct answers to discourage guessing, then leave answers blank for questions where you do not know the answer, unless you can reduce the options to only two possible answers (i.e., a 50% chance of guessing correctly.) If wrong answers are not deducted from correct answers, then be sure to never turn in your paper with unanswered questions.

   When necessary, guess. But first try to eliminate options that you can identify as incorrect to increase your chance of guessing correctly. Again, try to decode the question, paying special attention to grammar. (Sometimes only a single option may be grammatically correct.) Always look for options that are qualified (see True/False Questions) or of anomalous length. For example, if there are three long options and one short option, the short option is more likely to be correct. Two options that mean the same thing will cancel each other out and be both wrong. Two options that mean the opposite of each other will often indicate that one of those two options is the correct answer.

3. Fill-in-the-Blank Questions
   

   Fill-in-the-blank questions will often have options using more than one word, so pay close attention to the spacing of the blanks that might indicate multi-word terms. If wrong answers are not deducted from correct answers, always attempt an answer. In cases where you understand the question, but cannot recall a specific term, you may attempt a multi-word answer hoping to convince the test marker that you understand the concept and should receive the mark.

4. Short Answer Questions
   

   Short questions can often be spotted from the course outline or the learning objectives in the text by looking for terms that the student will be expected to "define," "list," or "compare."

   Make sure that you know whether these questions are being marked for grammar or writing style and, if so, answer using complete sentences. Short answer question are effective for checking whether a student has committed specific definitions to memory, so study accordingly. The marking scheme will generally look for two or three specific points, so don't waste time over-answering these questions.

5. Essay Questions
   

   Essay questions can oftenbe spotted from the course outline or the learning objectives in the text by looking for the broader concepts or issues that the student might be expected to "discuss," "argue," or "explain."

   Carefully analyze what the question is asking you to do by underlining the key words, especially verbs such as "discuss," "compare," "argue," or "explain." Prepare a point-form draft of your essay. Write with careful attention to grammar, spelling, and style. (Even though specific marks may not be awarded for these, grammar issues will positively or negatively influence the marker.)

   Use any spare time at the end of the test to proofread and correct your work.