STUDENT CAREERS &
SKILLS
Exam Writing: Economics
Masters Academic Writing
Dr Amanda Randall
Aims of this session
• Tips on getting prepared in advance of
the exam
STUDENT CAREERS &
SKILLS
– revision strategies to try out.
• Strategies during the exam, including :
– Time management
– Choosing and answering the question –
some dos and don’ts.
• Common pitfalls.
Preparing for exam writing
http://www.monash.edu.au/lls/llonline/study/exam/1.1.xml
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Know what the course is covering!
Marking criteria/assessment criteria.
Talk to tutors/lecturers.
Past Papers (available on departmental
website).
Critical Approach (e.g. evidenced critical analysis/
synthesis/ evaluation .... looking at questions from
different viewpoints, comparing & contrasting, strengths
/ weaknesses, WAWOS)
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Answer the questions set not the questions you
want!
What; Agree; Why; Other hand: Summary
Stages in Revision
STUDENT CAREERS &
SKILLS
Revision process has three or more phases:
• Phase 1: Information gathering
– Takes the longest, so begin early
• Phase 2: Revisit & remodel notes
• Phase 3: Revisit & remodel notes again
Make a revision timetable
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Work backwards from exam date
Keep it simple (KIS)
Be flexible
Be realistic
Plan for the unexpected
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• Remember- you are in charge of the
timetable not the other way around!
Making your revision notes
1. Read your key texts/materials
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(essential reading on reading lists)
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Content of lectures and seminars
Worksheets
Identify key themes, key words/formulae etc,
Start making revision notes:
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Factual Revision notes
Calculations/procedures/formulae
Chunk it down.
Critical Revision Notes
Actively engage with material
Key References
Make it your own
Factual revision notes
STUDENT CAREERS &
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What /Where /Who /When /Why /How etc.
Formulae / calculations / procedures.
Bad Beer Rots Our Young Guts But Vodka Goes Well (in) Silver Goblets.
Some possible methods:
Lists
Mnemonics
Mindmaps
Journey Pegs
Timelines
Pod casts/audio
Rhymes/slogans
ANKI http://ankisrs.net
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SKILLS
STUDENT CAREERS &
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Critical revision notes
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Theories/ viewpoints / strengths / weaknesses etc.
Assessment / analysis / comparison / evaluation.
Some possible methods:
• Comparison lists
• SWOT analysis type charts
• Mindmaps
• WAWOS
STUDENT CAREERS &
SKILLS
Review your notes
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Shrink your notes 3:1
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Rule of one
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The intervals between revision sessions should
gradually increase.
Do practice questions with your notes
(handwriting practice).
– Past papers, or invent your own
Recall
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SKILLS
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During a revision period, you recall most of
what you learned at the beginning and end of
each session.
– Optimal time for focussed revision is 20 – 40
mins.
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Two breaks in one hour is more effective than
one break – 3 beginnings and three ends v.
one break in an hour (=two beginnings and two
ends)
Regular Review
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These intervals may well be
shorter!
Review notes again
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Shrink your notes further
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Do timed practice questions without your notes
(handwriting practice).
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Study buddy.
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Focus more on exam strategies
Before the day / on the day
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• Check start time & venue.
• Equipment.
• Arrive in plenty of time.
• Read the instructions.
• Answer the correct number of questions.
Time management in the exam
• Plan your time carefully – e.g.
STUDENT CAREERS &
SKILLS
4 questions in 3 hours: 180 minutes:
10 minutes choosing questions
40 minutes per question
10 minutes checking time at end
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Do your time management planning in
advance.
Write down the finishing time for each question
& keep to it.
– if necessary come back to the question later.
Choosing your questions
STUDENT CAREERS &
SKILLS
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Read through the whole paper, not just the
parts that you think you might be interested in.
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If you need to answer a question from each
section, glance through all the topics to give
yourself as wide a choice as possible.
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Pay attention to allocation of marks.
What is the question asking?
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SKILLS
• Read carefully/ read carefully again/ check after a few
minutes.
• Key words / qualifying words
– Stay calm
– Think logically
‘How AND why would the macroeconomic consequences of
deflation differ if …’
• Don’t waste too much time choosing questions, but
choose carefully – then don’t change your mind!
What is the question asking?
STUDENT CAREERS &
SKILLS
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Read through the information carefully.
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Identify the problem that needs to be resolved.
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Select the formulae that need to be applied.
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Accurate working and attention to sequence and
detail.
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Set out clearly and legibly.
What is the question asking?
STUDENT CAREERS &
SKILLS
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Generate ideas: e.g mindmap
Make a plan/structure: Key Words
Identify formulae and equations presented in words
Check you have answered all aspects of the question.
Introduction: context, your approach (what, how & why), refs
Main Points: all aspects of question / logical order / different
points of view (critical approach)
Conclusion: sum up answer – justify your view
Different from writing
assignment essays…?
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No need to reference to same extent.
(Still need some refs)
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Less time, therefore less information.
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Concise structure.
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Exhibiting what you know
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6 ways to demonstrate your learning: (Bloom 1956)
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Knowledge: Show ability to recall facts, basic concepts etc.
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Comprehension: Demonstrative understanding
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Application: Apply knowledge & understanding in new situations e.g.
to solve problems
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Analysis: Examine component parts of information acquired; use to
find evidence & make inferences
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Synthesis: Bring acquired information together in a different way to
support an argument / point of view
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Evaluation: Make reasoned judgments about information acquired to
present and defend opinions
Some Common Pitfalls
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Poor choice of question.
Answers not properly structured.
Waffle & repetition.
Not answering the question.
Not showing a critical approach.
Writer’s block.
Lack of confidence.
Leaving the examination room early.
STUDENT CAREERS &
SKILLS
http://www.monash.edu.au/lls/llonline/study/exam/2.1.xml
Make some time to plan how to avoid these.
Economic Analysis:
Macroeconomics: January 2013/2014
STUDENT CAREERS &
SKILLS
Compare the possible steady state growth effects, if
any of:
a. Longer-lived patents; [20 marks]
b. A jump in the productivity of training; [15 marks]
c. Greater intertemporal substitutability of
consumption. [15 marks]
• Critique the question:
• ‘Compare the possible steady state growth effects, if any’
• Make a Plan
• Select the model / equations required
– Clear and legible presentation
• Do: explain the model (briefly). Engage with areas of
debate. Answer question! Reach a conclusion.
• Don’t: simply describe and forget to make the
comparison!
Finally……….
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The first 50% of marks is easiest to obtain
Next 25% more difficult
Last 25% most difficult
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If you are running out of time, two half answers
may be worth more than one whole
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Spend last 10 mins checking your work:
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Numbered all answers
Spelling
Handwriting
All steps in calculation shown
Good luck
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SKILLS
• Be confident!
• Other skills development workshops
available through the Masters Skills
Programme (SCS).
• WSPA
Useful links
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SKILLS
University Counselling service:
http://www2.warwick.ac.uk/services/tutors/couns
elling/informationpages/
http://www2.le.ac.uk/offices/ld/resources/study/r
evision-exam
http://www.open.edu/openlearn/education/revisi
on-and-examinations/content-section-0
http://services.unimelb.edu.au/academicskills/all
_resources#exams