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My meeting with Patrick had gone on for much longer than I’d expected, and I was almost late arriving at Vanity House. I’d been hoping to have a meal somewhere on the way, but there wasn’t time, so I had to make do with some more chocolate instead. I tried one of these new bars called Twirls: spirals of flaky chocolate covered in a rich, creamy, succulent coat. Not bad, as a matter of fact, although they did have a bit of nerve describing it as ‘new’, since it clearly owed a large conceptual debt to the Ripple. This one seemed firmer, somehow, though: chunkier and more substantial. I’d bought a packet of Maltesers as well but didn’t feel like opening it. I was looking forward to visiting the Peacock Press, and partly for a reason which will perhaps seem foolish. The first person I had ever spoken to there – the person who had actually approached me with the idea for the Winshaw book – was a woman called Alice Hastings, and we had, I thought, struck up an immediate rapport. I might as w...

It was purely by chance that I found myself writing a book about the Winshaws. The story of how it all came about is quite complicated and can probably wait. Sufficient to say that if it had not been for an entirely accidental meeting on a railway journey from London to Sheffield in the month of June, 1982, I would never have become their official historian and my life would have taken a very different turn. An amusing vindication, when you think about it, of the theories outlined in my first novel, Accidents Will Happen. But I doubt if many people remember that far back. The 1980s were not a good time for me, on the whole. Perhaps it had been a mistake to accept the Winshaw commission in the first place; perhaps I should have carried on writing fiction in the hope that one day I would be able to make a living at it. After all, my second novel had attracted a certain amount of attention, and there had at least been a few isolated moments of glory – such as the week when I’d been featur...

No matter what you may set your sights on doing or becoming, if you want to be a contender, it’s mastering the ability to learn that will get you in the game and keep you there. In the preceding chapters, we resisted the temptation to become overtly prescriptive, feeling that if we laid out the big ideas from the empirical research and illustrated them well through examples, you could reach your own conclusions about how best to apply them. But early readers of those chapters urged us to get specifi c with practical advice. So we do that here. We start with tips for students, thinking in par tic u lar of high school, college, and graduate school students. Then we speak to lifelong learners, to teachers, and fi nally to trainers. While the fundamental principles are consistent across these groups, the settings, life stages, and learning materials differ. 8 Make It Stick Make It Stick ê 201 To help you envision how to apply these tips, we tell the stories of several people who, one way o...