How To Become A Straight-A Student

Newport advocates for transforming classroom attendance from passive information recording into active learning. He argues that this ultimately reduces one’s total study time. His approach involves organizing notes around the question-evidence-conclusion structure that mirrors how professors think. When taking notes in nontechnical courses, identify the central question being explored, capture the supporting evidence discussed, and formulate clear conclusions that synthesize the material. In technical courses like physics or calculus, focus exclusively on detailed step-by-step problem examples rather than attempting to transcribe theoretical explanations. This systematic approach creates study materials that support efficient review rather than requiring extensive reconstruction during exam preparation.

Newport emphasizes avoiding the common trap of trying to organize materials and learn content simultaneously during exam periods. He recommends completing all organizational work—defining the exam scope, building topic-based study guides for non-technical courses or mega-problem sets for technical subjects, and creating memorization aids—well before review begins. This preserves cognitive energy for actual learning rather than depleting it through simultaneous organizational tasks. An economics student preparing for a macroeconomics midterm might spend two days before review begins creating chapter summaries that cluster related concepts (monetary policy, fiscal policy, economic indicators), organizing practice problems by difficulty, and preparing flashcards for key formulas. When review begins, they can focus entirely on active recall and problem-solving rather than hunting through scattered notes and assignments. This separation prevents the mental fatigue that leads to ineffective cramming sessions.

Newport advocates for replacing the inefficient habit of repeatedly reading notes and textbooks with the quiz-and-recall method that forces active engagement with material. His approach involves creating practice questions from organized notes for nontechnical subjects and answering each question completely out loud or in writing, marking difficult areas for repeated review until you can complete a full round without errors. For technical courses, work through problem sets by first explaining the general concepts aloud, then solving sample problems step-by-step on paper. A biology student studying cellular respiration might quiz themselves by covering their notes and explaining the entire process out loud, identifying knowledge gaps when they struggle to articulate specific steps. Find private spaces that allow for movement and verbal rehearsal—walking while reciting, standing at a whiteboard, or pacing in an empty classroom—since physical engagement enhances memory consolidation and prevents the mental fatigue associated with sedentary studying.

Newport contends that students should eliminate “question marks” in their understanding throughout the semester rather than hoping unclear concepts won’t appear on exams. He argues that academic disasters—encountering unexpected questions on obscure topics—are preventable through systematic clarification. Ask questions during class when concepts seem unclear, speak with professors immediately after lectures to clarify confusing points, consult classmates who demonstrate strong understanding, and attend review sessions with prepared lists of specific questions. A student who is struggling with a particular concept shouldn’t wait until exam week to seek help; instead, they should visit office hours within 48 hours of the confusing lecture, prepare specific questions, and form study groups with classmates who grasp the concept. This proactive approach transforms potential weaknesses into areas of deep understanding while building valuable relationships with professors and peers that support long-term academic success.