Faculty of Arts Writing Workshops

Writing in Exams Dr Mel Prideaux

Should you require this or any other handout in a different format, please let us know

Skills@Library

Introductions

• • • • Name Year Group Department How many exams this exam period?

Skills@Library Aims of this workshop • To identify purposes and goals for exams • To identify areas of concern about writing exam techniques • To identify strategies to overcome exam writing problems • To highlight further sources of support

Skills@Library

Exams – what worries you?

•

Working in twos or threes, list some of the most common problems and pitfalls

• •

That you have That you think might affect other people

Skills@Library

Outline

1.

2.

3.

4.

5.

6.

7.

Your goals What’s the purpose of exams?

Preparation Managing time Answering questions Checklists and action planning Summary and questions

Skills@Library •

1. Your goals…

Consider on your own, and then discuss with someone else… • What do you want?

• Get a 1 st , 2:1, just pass?

• • • Get a good job?

Keep up your sport?

Watch a DVD a week?

Begin with the end in mind

Skills@Library

2. What’s the point of exams? To show…

• • • • • • • You know and understand the basic concepts of the course You can use those concepts to interpret material You can make relationships and draw comparisons You can synthesize diverse information to support an original assertion You can justify your own evaluations You can argue your own opinions with convincing evidence You can think critically and analytically about a subject http://www.unc.edu/depts/wcweb/handouts/essay-exams.html

Skills@Library 2. What’s the Purpose of Exams?

Exam questions can be easier than essays!

• You need less evidence and fewer examples than for coursework • You can write less for each point • You can miss out some background detail • You don’t need to give a bibliography or supply detailed references

Skills@Library 3. Preparation • • • • • When?

Where?

What?

Format?

Content?

• • Individually – what do you know? What do you need to know?

In pairs – how do your lists compare?!

• Handout – preparing for exams checklist

Skills@Library 3. Preparation • • • • • • Planning – revision and exam timetable Time management – during revision and exam period Keyword notes - Cue conscious?

Repeated revision and review – avoid last minute revision Build up your writing speed but watch your legibility!

Practice exams – familiarise yourself with the format, instructions etc.

Skills@Library

4. Managing Time

• Failure to allow enough time to complete all questions is the most common mistake • Plan – set yourself a timetable • How many questions?

• How much time?

• Attempt all questions

Skills@Library

Case Studies “I’m not sure how I’ve done. I didn’t realise I was supposed to answer 4 questions. I finished 3 quite early on and then wondered why everyone else was still writing and then I re read the instructions and it said I’d to answer 4 questions. I’d only got 10 minutes left by then…” “I’m not sure how I’ve done. I had to write three essays and quickly got on with two of them. I was really pleased when I looked at the paper and saw Q2 and Q 5 were about Durkheim, because I’d spent quite a lot of time revising him. When it came to writing my 3 rd essay I started to answer Q2 and spent about 10 minutes on it and then I read the others again and decided I probably knew more about Q5 so I crossed out Q2 and started writing an answer to Q5, but then I decided I probably was better off with Q2 so I went back to it. I wasted 20 minutes, dithering between questions.” “I didn’t feel too bad when I read the questions because I thought I could make a reasonable stab at 3 of them, but when I started to write my mind became a vacuum and I couldn’t think of anything to say. I spent 10 minutes looking out of the window trying to collect my thoughts.”

Skills@Library

4. Managing Time – a sample timetable

• An equally weighted, three hour, three question exam • Time should be allowed for planning and checking answers, and frequent changes of activity • Handout – Exam questions

Skills@Library

4. Managing Time - pace yourself

• Time per question • Total time • • • minus time to read and decide which questions minus time to check your answers divide remaining time by number of questions

Skills@Library

5. Answering Questions

• Have you understood the question?

• Are you regurgitating what you know about the subject, rather than addressing the question?

• Have you spotted and responded to the ‘cue words’?

(http://www.lc.unsw.edu.au/onlib/exkey.html)

Skills@Library

5. Answering Questions: Planning and preparing an outline

• • • • • Outlines will help you control your writing and produce better ordered and more logical work You may get marks for an outline Re read the question and circle key ‘cue’ words Use brainstorming/mindmapping techniques Select key themes and main ideas

Skills@Library

Skills@Library

HOW TO MIND MAP! Tony Buzan

http://www.buzanworld.com/Mind_Maps.htm

Skills@Library 5. Answering Questions: Creating a structure

Introduction

How you interpreted the question Key issues or arguments you explore Outline how you will explore them

Central theme

Developing your line of argument Creating a clear and consistent thread throughout Linking ideas and themes Supporting your argument with detail and evidence

Conclusion

Don’t bring in new material Write a logical conclusion of what has gone before Summarise your main themes Create a final link to themes raised in the introduction

Skills@Library 5. Answering Question: Paragraphs “Writing is sequential – readers don’t see everything at once therefore your work needs to be well ordered with signposts helping readers locate themselves and see where they are heading” * *Guilford C (2004) ‘Developing paragraphs’ http://www.powa.org/ Paragraphs are styled around a controlling idea, which is expressed in the first sentence. Support sentences then explain, illustrate, explore or restate this. The last sentence should either pave the way for the next paragraph or reinforce the controlling idea Writing in paragraphs – online exercises http://www.uefap.co.uk/writing/parag/parafram.htm

Skills@Library 5. Answering questions – what makes a good answer?

• • It addresses the question asked It demonstrates good knowledge and understanding of the course content • • • • • It deals with all the key points and a range of viewpoints It is written in an objective style It is analytical in structure and questioning in approach The introduction raises key issues to be explored It is legible?! • A legibility test!!

Skills@Library •

6. Checklists and Action Planning

Revision and exam technique – identify what you need to do • In twos or threes, discuss: 1.

In what ways have your past strategies and approach helped or hindered your success?

1.

What can you change and improve in your next set of exams?

Skills@Library 6. Checklists and Action Planning Skills@Libraray resources supporting student learning • Paper based handouts and reference material • Web based http://skills.library.leeds.ac.uk/ • Drop in sessions 1:1 support

Skills@Library 7. Summary • Preparation starts at the beginning of your module • Review and revise as you go along • Practise using past papers • Improve your handwriting speed while retaining legibility • Use time effectively, before and during the exam

• Any questions?