The Academic: Issue 3 by The Academic

To my Nanny Joyce, who watched me pore over several articles while staying at her house for a near month, and my dad. Happy birthday Daddy. --Meadow To the Skype squad, for brightening many of my evenings with the best Skype sessions and for putting up with my love for Disney music. --Edye

The Academic ⋅ Issue 3 ⋅ August 1st, 2016

MEET THE STAFF DESIGNED BY JOANNA TASMIN STUDYBUZZ

editors-in-chief

EDYE BENEDICT @academla

I’m a 19-year-old ENFJ and Bostonian with a penchant for belting out Disney tunes while FaceTiming my friends, including a certain co-editor-in-chief. I’m excessively talkative, opinionated, passionate, and possess confidence of the “hard-won” and “it’s about time” variety. I have a strong personality, so watch out; I am not for the weak of heart. When I was adopted my parents were told that I was “clever, petite, se sensitive, and cried a lot,” which is still pretty accurate. I’m planning to get a Bachelor’s in psychology, but I’ve also been eyeing business management thanks to The Academic. superman

MEADOW PENDLEY I’m 17, and I’m from the United States. I’m very passionate about equality. I love cats and have one named Duke. Despite being an editor-in-chief of a successful magazine, I am klutzy, disorganized, and messy; I’m a trainwreck. But, this magazine is my baby, so I commit more time than I should (half my summer?) to it. I watch cockatoo videos too often. One of my favorite books is called My Big Fat Manifesto by Susan Vaught, and it has inspired me to pursue my dreams despite of my an weight as the main character does with her dream of publishing (ironic, right?). I hope to get a bachelor’s degree at Agnes Scott College in the future. iii

bubblegum

The Academic ⋅ Issue 3 ⋅ August 1st, 2016

writers SYDNEY GERBEL

@boardingschoolblr

cookie dough

I’m 16 years old, and although I’m from Chicago, I spend most of my time at boarding school in Connecticut. I am fueled by tea, spend way too much time at Sephora, and am a true science nerd at heart. When my head isn’t buried in a chemistry textbook, I’m often procrastinating by writing for this zine! I’ve been working with this amazing team since day one, and I could not have asked for a better experience.

NORA CULIK @studnt

I’m an 18-year-old Hufflepuff from the heart of Michigan. I cry every time I see a dog, and the hardest part of going to college will be leaving my Jack Russell (named Smooch) behind. Besides gawking at dogs, I enjoy writing, reading strange books, listening to music, and thinking about mathematics. I’m so grateful to be a new member of the zine, and it has been wonderful to be part of the team.

EMMA

cookies and cream

moose tracks

@moleskinestudies

I’m a 16-year-old 10th grader living in coastal Australia. I joined The Academic team because I love managing longer term projects outside of school and find that they give me a lot of gratification. Some things that I love include cheesecake, biology, coding, and crafts, and I also spend a lot of time playing the piano, at yoga class, and watching YouTube videos. Being a team member for The Academic has been a great new experience, and I’m so glad I took the opportunity to take on the role.

CAILEE DELA CRUZ @cskyestudy

I’m a 21-year-old living in Canada, currently in the process of getting a degree in Journalism. Outside of writing, I spend most of my time making music and laughing at memes. Honestly I don’t know much about myself yet, but I’m figuring it out. I am, however, a firm believer in love and happiness– I live my life according to the Three Gs: giggles, good vibes, and gelato. mint chocolate chip

*not listed: Grace | intellectus

The Academic ⋅ Issue 3 ⋅ August 1st, 2016

designers ALLYSON ARROGANTE @allydsgn

cookies & cream

Hiya! I’m a 19-year-old INFJ, Leo, and Graphic Design university student from Texas! I’m currently about to enter my third year in university and act as the Design Advisor (and a designer) for The Academic since Issue 2! I plan to stay on staff as I not only help the designers on their layouts, but also help myself with a great experience of teamwork, expanding my own portfolio, and improving my editorial design skills! It has truly been a great experience working on The Academic with our lovely designers and I hope to do more of it!

CANDYCE ZOTZ @studyvet

I’m a 15-year-old Capricorn, INFJ from Texas. I have three older sisters and one older brother, making me the youngest out of five children, and I currently have a male Turkish Van named Charlie and a female Yorkshire Terrier named Lilith. I’ve been a designer for The Academic since Issue 1 – and I don’t plan on leaving. However, while graphic design is a hobby of mine, I aspire to become a veterinarian because I love animals dearly.

cookies & cream

JOANNA TASMIN @studybuzz

green tea

I’m a 14-year-old self-proclaimed math nerd from Jakarta, Indonesia! Some of my favorite things in life are math, huskies, graphic design, and other nerds – not necessarily in that order. When I’m not in the library devouring over math books or puzzles, I’m probably on my laptop doing graphic work. I’m extremely thankful to have joined The Academic team since day one and have met all the wonderful staff members!

MAXINE

@mvkseen

I’m 17 and trying very hard to make something of my life. I live in the Philippines, but will be studying at Wesleyan University come the start of the school year! I like pretty clothes and pretty boys… among, rest assured, much less superficial things. Both writing/storytelling and drawing are passions of mine, so my goal is to be able to pursue both as a career, and possibly not starve trying. cookies & cream

The Academic ⋅ Issue 3 ⋅ August 1st, 2016

ELENA

pistachio nut

@lostlxmb

Hello! I am a 16-year-old aspiring artist searching for some direction in her future artistic endeavors! Starting with Graphic Design, I began experimenting other different art forms since 8th grade; now I’m just building and polishing my portfolio. Although I live in South California, I dread the hot and dry weather that exists almost year-round and prefer the rare cold and rainy days. Joining the zine and working with the team has been a wonderful and constructive experience!

MATTIE

@messy-studying

Hi! I'm a 17-year-old hardworking student from Sweden where I'm majoring in social science. I used to study media but it didn't work out because of certain reasons and joining The Academic has been a way for me to work on and improve my graphic design skills. I've learnt so much and every step of this journey has been amazing. I really feel like I've improved, not only as a designer but as a team player and individual as well. In my spare time I like to pretend I'm a singer, artist, photographer, and writer but I'm really just a st student with too many hobbies and too little time.

vanilla

editors ISABEL HO

@studyscribbles

mint chocolate chip

I’m a 19-year-old Ravenclaw, INFJ, and bookworm from Virginia. I love bubble tea, biology, books, and blogging (and alliteration, apparently). When I’m not studying and dreaming about being a surgeon, I love dancing and playing the piano, among other things. Reading and writing have been a part of my life for as long as I can remember, and I’m so excited to be able to bring my skills to the zine! Working with everyone has been a wonderful experience and I’m so glad to have met them.

SAMANTHA MITCHELL @collegerefs

I’m a 20-year-old from the Chicagoland area who studies sociology and English at the University of Illinois Urbana-Champaign. In my free time I enjoy writing, drawing, and obsessing over musicals. This is my first issue as an editor for this zine, but my experience thus far has been wonderful! I love being part of a team of such creative and intellectual people who care so deeply about this amazing project. vi

chocolate

The Academic ⋅ Issue 3 ⋅ August 1st, 2016

CAROLYN HSU @studiix

vanilla

Hello! I’m Carolyn, but I usually go by Carol. I’m an incoming senior in high school, INFP, passionate caps lock and exclamation mark user, and aspiring art major grappling with her ADHD. I listen to music pretty much all day long; my taste is whatever I like to listen to, but my favorite artist is EXO ( I’m a diehard fan of Byun Baekhyun.) I’ve been a follower of The Academic since its earliest days, but only with this issue had I decided to apply! My experience with the zine has been massively rewarding. This team is overflowing with zeal and intellect, and an I’m excited to be a part of its growth in the student community.

RYN LEAMOND

@prismaticstudying

I’m a 17 year old Charlestonian, an INFP, and a rising college freshman. I plan to attend the University of South Carolina this fall where I intend to major in biological sciences and minor in psychology. I’m obsessed with music, creative writing, pizza, cats, and Lin-Manuel Miranda. I discovered The Academic right after I started getting involved with the studyblr community; I thought the concept was amazing and the first issue was lovely, so I decided to apply. I’m very glad I did because being a part of such a talented team has been absolutely wonderful!

chocolate moose tracks

A huge thank you to all our staff. You’re all great!

vii

The Academic · Issue 3 · August 1st, 2016

S TEPS TO

STUDYING SUCCESS Written by EdyE BEnEdict | acadEmla edited by carolyn Hsu | studiix designed by a llyson a rrogantE | allydsgn

As you approach your secondary and higher education, studying begins to take over your academic (and, if you aren’t careful, personal) life. You’ve no doubt seen countless posts and articles online about the “right” way to study. However, everybody learns differently, and what is effective for one person may not work for another. The most important part to studying is finding the process which best suits you as a student. Seeing as I run a studyblr, it seems only fitting for me to share my personal study process. I do consider myself to be a fairly successful student who has fine-tuned a set of skills and methods that set me up to perform my best; that said, no study process is going to be the magic bullet. The most important goal in school is to be the best student that you can be. Many of the tips I am about to share are mostly applicable to classes based on lectures and presentations. For classes such as English and social studies, which are focused around writing or discussion, I use other methods in addition to or in lieu of some of the ones listed here. Most of these steps can apply to middle or high school as well as college, but there may be variation based on different school systems. Without further ado, let the study process commence! 11

The Academic · Issue 3 · August 1st, 2016

BEFORE CL A SS: If your teacher teaches straight from the book and posts readings ahead of time, it can be helpful to read your textbook before class. Knowing what chapter is being covered puts you at a tremendous advantage: since teachers tend to supplement the readings during the lesson, you will have a basic understanding of the material already. Similarly, if your teacher posts the homework beforehand, at least scan that. This way, you’ll know exactly what information you’ll need to keep an eye out for. Teachers put the most important content in their homework assignments, so even if you aren’t penalized for smaller homework assignments, it’s still a good idea to complete them!

The Academic · Issue 3 · August 1st, 2016

DURING CL A SS: Although some people like recording lectures, I find it tedious to skip around the recording and find specific points later – but if you find that useful, go ahead! If you do record, make sure you’re still paying attention. The recording can sometimes seem like a security blanket; if you check out, you can just go back and re-listen to it. But re-listening takes extra time you don’t have, and if you aren’t paying full attention you may still miss important information.

I preferred notebooks for several years, but recently I’ve found loose leaf to be preferable for me. (You’ll see why later.) Date each page of notes, and if you have multiple sheets of paper for one class, use letters to keep them in order. For example, write 6/7 A on the first page, 6/7 B on the second, 6/7 C on the third, and so on.

During the lecture, jot down any questions you have (on a sticky or your laptop, for the sake of speed). Don’t pose them unless the teacher is opening the floor, so to speak, and even then they usually can’t take deep or involved questions. I tend to channel Hermione Granger, but teachers As for taking notes, I recommend – especially as you get older – are less tolerant of handwriting. I know typing is hands shooting into the air at every juncture. In preferable to some as it’s much fact, most of the time my teachers will gesture for faster. However, I personally feel like me to put my hand down or blatantly ignore me if I’m more mindful if I’m physically they’re in the middle of the lecture. writing things down as opposed to automatically typing. Also, typing Since you will be bombarded with information and notes (especially for fast typists) often have to juggle posing questions and actually taking lends itself to writing down too many notes, be as efficient as possible. Unless there is a lull, don’t try to make your notes pretty. Just write. things – such as the entire lecture. You can decorate them later, but you may miss valuable information if you’re busy trying to get that banner just right or keep reaching into your pencil case for your Fineliners. Also, some teachers in middle or high school ban phones. Once you get to college, your professors may not care, as the style (at least in the United States) is much more focused on self-motivation and self-teaching. I’m completely guilty of texting in class and have luckily experienced minimal consequences of that, but if you are an easily distracted person or have no understanding of the material, try to resist the urge. If your teacher has a strict policy, then definitely do not risk being written up. Queueing for Tumblr and gossiping about the party last Friday can wait.

The Academic · Issue 3 · August 1st, 2016

A F T ER CL A SS: Remember the questions you refrained from asking during lecture? Now is (finally) the time to ask them. Meet with your teacher as soon as possible about questions you have. If you let even a few days go by, the information won’t be as fresh in your mind, making it more difficult to make connections and develop a full understanding of the topic. Your teacher may also have a hard time retrieving answers to your questions; they have busy lives as well, and a lot can happen even in 72 hours to distract them from the lecture in question. Additionally, review your notes and write a summary of the materials covered. You can keep these summaries to be referenced later, using mediums such as index cards or a sheet of paper. It’s important to do all of these things on the same day as the lecture! During the interim between classes, form study groups. Meet with peers and go over notes and homework to fill in any gaps and answer any questions you might have had. Teaching the material yourself can help you learn and understand it, as well as boost your academic confidence! This is a great chance to discuss any concepts or readings that were confusing. One major benefit of forming study groups is that you aren’t alone. In the past, my study buddies and I didn’t all want to go to the teacher each unit with a million questions. Instead, we took it in turns: one of us would meet with the teacher, review all of our questions, and report back. This is a highly useful technique, and allows you to develop a camaraderie amongst your peers.

The Academic · Issue 3 · August 1st, 2016

DOING HOME WORK: When you’re doing homework, keep the textbook out, even if the assignment itself is not textbook based. One advantage of doing so is that you can efficiently look things up if you can’t recall something. View homework as an open book test: you want to test your knowledge, but you don’t need to do it unaided. Explain the material out loud to a teacher, peer, parent, friend, or to yourself. How did you get the answer? Why did you give the response you did? If you can explain it, then you understand it. Conversely, if you hem and haw and have to check your notes, then you know what to study. Work on it until you can teach an abbreviated version of the lesson to anyone. Just as you did during the lecture, write down questions. Don’t leave anything blank. If you’re really stumped, take a physical note of what you’re confused about. Even if your teacher is collecting and grading the homework, doing so is far preferable to leaving an empty space. In math and science, if your homework involves computing equations and you can’t come up with the right answer but know what equation you would use for it, make up numbers and show your work. You can figure out how to get the correct numbers later, but oftentimes, simply understanding how to get to the answer shows that you’re grasping the concepts.

The Academic · Issue 3 · August 1st, 2016

BEFORE A T E S T: Sketch out a study schedule. Take into account socializing, work, and other time-consuming responsibilities. Start with the date of the test and work backwards. Make it a goal to have everything memorized and done the day or two before the test. This leaves some padding in case something comes up or you fall behind.

multiple choice, short answer, open response, etc. This can be useful, particularly if you plan to try to locate practice tests. Also, if you tend to perform more poorly on certain sections of tests (for example, some people may excel at multiple choice but have trouble with open response), make it a point to practice test-taking skills ahead of time.

Even if there are no practice tests, come up with questions that will likely show up. Ask the teacher, if you can, about Draw from the homework, your notes, and the structure of the test. Some your textbook; textbooks often have small teachers are very secretive and quizzes at the end of each chapter. Answer uptight about any information open responses that could potentially be on on the test, but some will share the test, so that you’re prepared with the whether or not there will be material in case it does pop up on exam day.

S T UDY ING FOR A T E S T: Study groups and review sessions are also powerful tools in the study process. Try not to skip review sessions, even if you feel like you really have everything down pat. There’s nothing to lose, and chances are you’ll gain something from them! For any given test, I generally pick from three methods: study guides, review packets, and index cards. All of them have similar first steps. 1. Compress your notes. This means keeping all vocabulary, equations (if applicable), dates, people, terms (if applicable), and main points, but taking out anything that isn’t necessary to review. Don’t compress too much, but if concision is a weak point, invest time in cutting out unnecessary information. 2. Refer back to the summaries you write after class. Keep these on a separate page, on index cards, or at the end of your compressed notes.

The Academic · Issue 3 · August 1st, 2016

FOR S T UDY GUIDE S: Print these notes out and bring them to a review session. If you have a study guide already listing important points, make sure to touch on every item on the list. I personally love having something physical to mark up! If you’re like me and prefer physical review materials, highlight anything you’re unsure about and make sure there’s room (or use sticky notes) to jot down information that may be brought up during the review session.

FOR RE V IE W PACKE T S: Go back to the looseleaf papers of notes you have. If you rewrite notes, make sure that they are on looseleaf as well. Although looseleaf papers are more likely to get disorganized within your binder, this is actually a benefit. You can easily reorganize them if you want to move pages around, whereas with a notebook you’re limited to the order in which you took your notes! Write every topic or chapter at the top of each page and rearrange the papers chronologically. Then, highlight these headers nice and big so you can flip through the entire stack and identify each section. Put the papers in order and staple them into a packet. You can read this easily and it’s portable! Tuck it into a folder, your bag, or pull it out in the library if you’re trying to minimize the amount of papers you’re toting around. Basically, you’ve created a nice little summary of everything you learned in class.

FOR INDE X C A RDS: These are going to serve as seriously compressed notes; they only cover basic equations, dates, timelines, and short abbreviated comments on things that you want to remember. Because of their small size, you can stick them in your purse or pencil case for when you have spare time. They’re also quick and easy to review right before the test, which is a major benefit!.

The Academic · Issue 3 · August 1st, 2016

DURING T HE T E S T: Just as I suggested for difficult homework problems, if a question has to do with computing equations and you can’t come up with the right answer – but know what equation you would use for it – choose random numbers and show your work. To reiterate my previous suggestion regarding homework problems, if a question involves computing equations and you can’t come up with the right answer but know what equation you would use for it, make up numbers and show your work. Most teachers give partial credit and, as stated, the most important thing is that you understand the concepts and processes. When in doubt, write down your thought process. I’ve had many teachers who gave me partial credit when I got anxious and couldn’t answer a question, but wrote down exactly what was going through my head as I tried to figure it out. Show them everything you know. They want you to succeed (with some unfortunate exceptions; see issue 1’s Difficult Teachers 101) and will do what they can to reward your efforts. Breathe. Relax. You’ve got this. And most importantly, your grades don’t define you.

A F T ER T HE T E S T Hooray! You survived! You did it – go you! Remember: you did the best you can do and there’s nothing else to do. Let it go; avoid obsessively comparing answers and going over the entire test with your peers. It’s out of your control now, and your efforts are better spent on other classes and obligations. And guess what? Your grades don’t define you.

The Academic · Issue 3 · August 1st, 2016

It’s true that studying well is vital to succeeding academically. While it can be daunting to look at the number of tests that lie ahead, if you maintain a consistent system throughout the years, you don’t have much to worry about. Grades aren’t going to magically lose importance or stop being a stressor. At the same time, knowing that you have a study routine that’s proven effective can go a long way in reducing testing anxiety and stress! As a last aside, if you are struggling with heightened anxiety around tests to the point where it’s negatively affecting your performance on assessments – particularly if you’re doing well at homework and other aspects of the course – try to seek help. Reach out to a counselor, teacher, advisor, or doctor. High anxiety prevails over many students, but help is out there! You can get accommodations, therapy, support, and other resources. All you need to do is ask.

The Academic ⋅ Issue 3 ⋅ August 1st, 2016

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is difficult Philippe Nericault

The Academic · Issue 3 · August 1st, 2016

APPTASTIC

Google’s Web Apps

Written by Emma | molEskinEstudiEs edited by isabEl Ho | studyscribblEs designed by mattiE Elling | mEssy-studying

The Academic · Issue 3 · August 1st, 2016

When used effectively, Google’s web apps can be a great tool for organizing and collaborating on your schoolwork. These apps include Docs for word processing, Slides for slideshows, and Sheets for number processing and graphing. Together, they can be effective tools for anything from typing notes to presenting projects. Besides having all the conventional features of other programs like the Microsoft Office suite, Google’s web apps also have a cleaner design, collaboration tools, and accessibility on any internet-connected device.

When I started using Google’s apps in 7th grade, I had no idea how to properly use the programs. As a result, I ran into all sorts of problems – my groupmates weren’t given the right editing permissions on a project, I had to copy and paste my documents into Pages because I didn’t realize Docs had a word count tool, and by 9th grade I had a huge pile of files with no organization whatsoever. Over the past year, however, I have learned how to to use the apps more effectively. Below are some tips which I hope will help you to utilize Google’s web apps to their full potential.

The Academic · Issue 3 · August 1st, 2016

General Tips and Organization Proper Permissions The ability to share files with your teachers and classmates over the internet is perhaps one of the most useful features of Google’s web apps. It allows multiple people to view, edit, or comment on a document, opening up the possibility of collaborative group work. However, the apps have a few different options when it comes to sharing permissions. Sharing documents is fairly simple – just click file > share. Then, choose whom to share the document with by entering their email. To make the most of the sharing feature, you can modify sharing permissions. This is found in the drop down menu next to the email input box. There are three options: view, comment and edit.

View allows others to simply view your document.

When deciding what permissions to give, you need to consider why you are sharing the document. If you just want to show someone your work, then viewing permissions are enough. If you want it to be marked or have suggestions made, commenting permissions are best, and if you are collaborating on a project then editing permission is suitable. I’d suggest giving others the least possible control over your document – there’s nothing more frustrating than asking someone to proofread your work and have them proceed to make major edits without your permission (unfortunately, I know this from personal experience).

Comment lets others add pop-up comments to your document, which is useful for suggesting edits.

Order and Organization As previously mentioned, I spent my first few years of high school letting my Google apps files pile up in an unorganized mess. It took a long time for me to sort out, so I recommend establishing a clear and consistent organization system from the start. There are two ways in which you can organize your documents using Google’s apps.

Edit gives others permission to fully edit your document, just as you can.

The second way you can organize your Google files is through another Google app called Google Drive. Drive is essentially a cloud storage system and can store both files created in Google’s web apps and those uploaded from your computer. Files created in the apps automatically save to Drive, which can then be sorted into folders and subfolders. To organize your files using Drive, it’s a good idea to use a simple but consistent folder system. I suggest having main folders for each year, then subfolders for each class, and sub-sub-folders for each unit or major assignment. This way it’s easy to locate files later on.

The first is to have a good document title system for your files. My titling system now involves following a “Grade-level Subject: Topic” format for all my documents (e.g. 10th Grade English: Romeo and Juliet Essay). I also write out this title at the top of the document in bold and underlined font to make it extra clear.

The Academic · Issue 3 · August 1st, 2016

Wicked Word Count Unlike other word processing apps such as Pages, Docs doesn’t automatically display a word count on the page. I spent over three years not knowing the feature existed and copy-pasted my work into different programs to check how much I’d wrote. Luckily, you can avoid that mishap. The word count tool is located under the “tools” menu on the navigation bar as shown below. Alternatively, you can bring it up using the keyboard shortcut “command+shift+c”. Awesome Add-ons Whether you need to create a mindmap or spice up a project with an extended font library, the large range of available extensions adds a whole new level of functionality to the program. Extensions can be downloaded under the “add-ons” menu in the navigation bar. Two useful extensions available are EasyBib for generating references and Lucidchart Diagrams for creating diagrams.

Perfect Presentations Google Slides has many features that make it a powerful tool for presenting projects. Recently I discovered a new favorite; inserting videos from YouTube directly into the slideshows. This allows you to make your projects more engaging. It can be accessed through the “insert” menu. Other features that can improve your presentations are “transition,” which allows you to add small attention-grabbing animations, and “layout”, which lets you present your information in a way that highlights the most important elements. Both can be found on the toolbar at the top of the screen.

Really Quick Research Ever left a project to the last minute? Slides is here to save you. Click on the “research” button under the tools menu and a sidebar will appear, letting you quickly search the web for information you need. With this tool, you don’t have to switch between tabs, so you can save time by quickly referencing information found on other websites. The feature even lets you search by result type (image, video, etc.) or usage rights.

The Academic · Issue 3 · August 1st, 2016

Pretty Planning One of the useful features of Spreadsheets is the templates that allow you to create professionallooking planning spreads. Instead of buying a planner in a store, you can easily create and print your own at home with Sheets. When creating a spreadsheet, the menu at the top allows you to choose templates for to-do lists, calendars, and schedules, which can then easily be customized to suit your needs. This is a great money-saving option if you want fancy-looking stationery but can’t afford to purchase it.

Methods for Math Sheets has a number of mathematical and number processing abilities. While I have less experience with the more complicated functions, there are several simple ones that are easy to use: •

Under the “data” tab on the navigation bar, the “sort sheet by …” functions allow you to line up data values in alphabetical or numerical order. This is useful when you need to find the minimum, maximum and quartiles of a data set.

•

After highlighting a set of values with your cursor, the functions under the “∑” menu allow you to find the average, sum, maximum and minimum of values in this set.

The features and tools outlined here are only a few of many available through the apps. I hope you find them helpful and that Google’s apps becomes a useful tool in your education!

The Academic · Issue 3 · August 1st, 2016

DIY Collage Notebooks Written by Emma | molskinEstudiEs edited by EdyE BEnEdict | acadEmla mEadow PEndlEy designed by mattiE Elling | mEssy-studying allyson arrogantE | allydsgn

The Academic · Issue 3 · August 1st, 2016

One of the best parts of entering a new school year or semester is finding stationery to use. While store-bought stationery can be great, customized is often better – both because you can make it to suit your needs and because your classmates will envy your one-of-a-kind products. In my opinion, notebooks are one of the school supplies that are easiest to create yourself. This DIY shows you how to make two different types of custom notebooks. One is a simple project that involves customizing the cover of any notebook you own and another is a more complex one involving the creation of a notebook from scratch.

Notebook or looseleaf paper

Scissors

Craft glue

Paint brush

Printer or magazines

Sewing machine

A4 card

White thread

Instructions If you’re making a notebook from scratch, begin by laying your card and looseleaf pages out in landscape orientation with the cardstock on the bottom. Be sure to keep your stack under ten pages high or else they will be difficult to stitch together. Fold these in half horizontally. Make this fold crisp by running a fingernail over it, then unfold, keeping all papers lined up. Thread your sewing machine and stitch down the center of the stack of papers, along the fold you made. Start about quarter inch from the top, stitch back and forth along the first half inch or so twice, stitch straight to a quarter inch from the bottom, then stitch back and forth along the last half inch. Finally, cut the thread as short as you can. Fold the stack in half again, cardstock cover facing outwards, and you’re done.

The Academic · Issue 3 · August 1st, 2016

Next comes decoration! These steps can be applied either to a notebook you already own or to the one you just made. While you can decorate however you like, here is a way you could create a collage design on the cover:

If you own a printer, find some aesthetically pleasing pictures on Tumblr and print these out. If not, you can find similar photos in magazines. Possible decoration ideas include finding pictures related to the subject of the notebook (e.g. books for English or a telescope for astronomy), or colorcoding the notebooks by subject.

4 5

Mix about a 2:1 ratio of glue to water until it has a runny consistency that is transparent when applied.

Give the front cover of your notebook a once-over with this mixture.

Stick your images on one by one, making sure to avoid bubbles by smoothing them with a finger or the edge of a ruler. Each time you adhere an image, seal it with a thin coat of glue mixture.

Go over the whole cover in another coat of glue to add shine and to seal the design.

Now that you’ve finished one notebook, you can create more for the rest of your subjects. Of course, the decoration ideas I’ve suggested are only a few of many possibilities. You can attach pretty much anything flat to your notebooks, including stickers, candy wrappers, and tickets. You can even draw on them! Following the method outlined above, there’s no limit to the amount of designs you can create.