Writing Essays in Exam Conditions
This workshop will…
- Introduce you to common examination formats
- Offer strategies for managing the time allocated for the exam on
the day
- Provide tips on essay-writing techniques during an exam
Louise Livesey
Academic Skills Adviser
The Plan…
1. Various examination formats
2. Self-assessment of your examination skills
3. Settling in
4. Reading the instructions
5. Choosing questions to answer
6. Answering the questions
7. Techniques and tips for examinations
1.Various examination formats
• Multiple-choice:
You method as stated; first answer those you know; reject
incorrect answers; answer all ?s
• Technical:
Pay attention to details; sharpen pencils and use correct
tools; write key headings; show your method
• Short answer:
Be clear; be succinct
2.Self-assessment of
your exam skills
Activity 1: Complete the self-assessment
If you answered ‘no’ to any of the above, go
through the relevant sections of this
handbook in your own time and work out
what you need to practise.
3.Settling in
This too shall pass
4.Reading the instructions
Give the instructions plenty of attention
3 essays: 100 marks
TALKING POINT
Time: 60 minutes x 3 hours = 180 minutes
First essay: 40 marks/100 marks = 2/5 of total marks so you
need 2/5 of total time which is 72 minutes.
Other essays separately:
30 marks/100 marks = 3/10 of total marks so you need 3/10
of total time which is 54 minutes each.
5.Choosing questions to answer
Don’t pick your pen up
before you have read all the questions
Read the questions twice and…
 Mark all the do-able questions
 Check the exact wording of the questions
including command words
5.Choosing questions to answer
Activity 2: Command words
Descriptive
Critically Analytic
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Classify
Define
Demonstrate
Describe
Explain
Illustrate
Identify
Outline
Show how
State
Summarise
Trace
Account for
Analyse
Comment on
Compare and contrast
Consider
Criticise
Discuss
Distinguish between
Evaluate
Examine
Explore
Interpret
Justify
6.Answering the questions
Do a plan:
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It will keep you on track
It will help you remember all key points
Write headings
Allocate your points an order
Do not worry about neatness
6.Answering the questions
Discuss the issue of financing tuition fees in Higher Education
TALKING POINT
and Activity 3: A plan
For
1.HE more accessible for all
2.Not starting life in debt
1.You take responsibility for paying for your
own study and debt
2.Paying off a loan is good practise for the
real world
Grants
Loans
Against
1.Is expensive for country
2.General population having to pay for
education of others
3. Is an individual’s responsibility to pay for
their education at 16+
1.Some people could be put off going into HE
2. The population has to find the money ‘up
front’
3.Organisation/contract is expensive
No help
1.Fewer would have access to HE 2.Strain on
parental or carer finances
3.Could generate difficult relationships within
families if one sibling attended whilst others
could not as their finances could not stretch to
more than one going to university
6.Answering the questions
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Keep an eye on the clock
Only write was is relevant to the question
Keep checking your plan
Write as if writing an essay
Do not be clever
Do not write everything you know
Include references
Always edit and proofread
7.Techniques and tips
for examinations
 Use the first page as your ‘plans’ page
 Write on every other line
 Write on every second page
 Take in coloured pens
 Take in water
 Check the back of the paper
 Provide answers to gain maximum points
 Do not panic if time is short
 Never leave an exam early
References
Bell, J. (2005) Doing Your Research Project. 4th ed. Maidenhead: Open University Press.
Hart, C. (1998) Doing a Literature Review: Releasing the Social Science Research
Imagination. London: SAGE Publications Ltd.
Haywood, P. & Wragg, E.D. (1982) Evaluating the Literature. Rediguide 2, Nottingham:
University of Nottingham School of Education.
Oliver, P. (2012) Succeeding with Your Literature Review. Maidenhead: Open University
Press.
Ridley, D. (2012) The Literature Review. 2nd edition. London: Sage Publications Ltd.
Terrion, J.L. & Leonard, D. (2007) A taxonomy of the characteristics of student peer mentors
in higher education: findings from a literature review. Mentoring & Tutoring, 15 (2), 149-164.
Weissberg, R. & Buker, S. (1990) Writing Up Research: Experimental Research Report
Writing for Students of English. Englewood Cliffs: Prentice Hall.
Academic Skills Advice Service
• Where are we? Chesham Building B0.23
• What do we do? Support undergraduate students with
their academic skills by running clinics and workshops,
having bookable appointment slots, and enabling
students to drop-in for Instant Advice.
• Who are we? Michael and Helen specialise in Maths
Support; Lucy and Russell advise students on study
skills; and I (Louise) deliver the workshops
• When can you come for help? Everyday both face to face
and on-line
• How do I get in touch? Email: academicskills@brad.ac.uk or website www.brad.ac.uk/academicskills
Any questions?