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Writing Essays in Exam Conditions Louise Livesey Academic Skills Adviser This workshop will… -Introduce you to common examination formats -Offer strategies.

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Presentation on theme: "Writing Essays in Exam Conditions Louise Livesey Academic Skills Adviser This workshop will… -Introduce you to common examination formats -Offer strategies."— Presentation transcript:

1 Writing Essays in Exam Conditions Louise Livesey Academic Skills Adviser 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

2 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

3 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 1.Various examination formats

4 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. 2.Self-assessment of your exam skills

5 This too shall pass 3.Settling in

6 Give the instructions plenty of attention 3 essays: 100 marks 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. 4.Reading the instructions TALKING POINT

7 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

8 DescriptiveCritically Analytic  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 Activity 2: Command words

9 Do a plan: 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

10 Discuss the issue of financing tuition fees in Higher Education TALKING POINT and Activity 3: A plan For Against 1.HE more accessible for allGrants1.Is expensive for country 2.Not starting life in debt 2.General population having to pay for education of others 3. Is an individual’s responsibility to pay for their education at 16+ 1.You take responsibility for paying for your own study and debt Loans1.Some people could be put off going into HE 2.Paying off a loan is good practise for the real world 2. The population has to find the money ‘up front’ 3.Organisation/contract is expensive No help1.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

11 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 6.Answering the questions

12 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 7.Techniques and tips for examinations

13 Bell, J. (2005) Doing Your Research Project. 4 th 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. 2 nd 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. References

14 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: academic- or website skillsacademic-

15 Any questions?

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