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Writing Essay TestsTwelve steps for taking an essay test | How to take essay tests | Key directive words used in essay questions
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Writing>How to improve your writing>How to Take Essay Tests |
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How to Take Essay Tests by Laury Fischer Practical Tips, Before Writing the Essay 1. At home: anticipate the essay questions by making up your own essay question that will probably appear on your test. You will be right most of the time. Highly recommended: meet with a study group to both share these questions and discuss possible responses. 2. Immediately upon starting a test, read the whole test quickly and look for the essay questions (if the whole test is NOT essay questions, almost always these are at the end of the test). Read the essay question carefully. If you have a choice from many essays, start making your choices early and continue to do this while taking the rest of the test. 3. Blank page technique. Once you know the essay questions, get your teacher/s permission to use a blank sheet of paper to 'uncram' your mind (or take one page of a blue book to do this). Jot down any information about to fly out of your head. As you take the other parts of the test, keep adding notes to this blank page -- which will serve as a map our outline. Keys to Writing successful In-Class Essays 1. Focus on the KEY WORDS(S) of the essay question. These will be verbs that will give you an indication of what you are actually being asked to do in the essay. Attached is a list of typical KEY WORDS with an explanation of what your task is for each of the key words. When you read the essay question, analyze it by circling the KEY WORD and making sure you understand the task at hand. 1. Translate the question. Sometimes the essay doesn't pose a statement, but rather makes a statement and asks for a comment of some sort. For these, you will need to 'translate' this statement into a question. See Essays #2 and 3 on SAMPLE ESSAYS. 2. Use the first sentence of your response to both summarize the task of the essay question and create a topic sentence (i.e. a thesis statement) that should shape and direct the rest of your question. You need NOT write an introduction. Don't waste time in a test. Get immediately to the response. (see Essay #5 and 6) 3. Immediately after the topic sentence, start providing the factual information that will support your idea. Be as specific and as precise as you can be. 4. Use transitional words and expressions throughout your answer. These are guideposts to your teachers that you are controlling the flow and organization of your essay. Teachers LOVE these attempts to unify your essays. See appropriate handout. Bonus Techniques a. Although these are essay questions, usually points are awarded for the extent of your factual information and your interpretation of those facts (if that is what is asked). Don't ramble into unsolicited opinions, personal experiences, and irrelevant information. Tempt your teacher with your mastery of factual information. b. Acknowledge teacher's favorite ideas. The essay test is usually no place to quibble with your teacher's favorite theories and explanations; class discussion was the place to do this. If you have paid attention in class (always a good idea), you will recognize opportunities to include these pet ideas on the test, in the essay portion. c. Keep your eye on the time. Budget according to (a) how many questions you are required to answer (b) the relative point value of each question. d. Remember the partial credit imperative. Generally, teachers will give you partial credit for a partial answer. Since essays are usually worth the most points in a given exam, an incomplete essay question, even one poorly done, is almost always worth more than individual true/false or multiple choice answers. RESULT: always write something for every required essay. (see overhead projector transparency) e. Leave a nice margin on both side of your response as well as plenty of space between essay questions. Almost for sure while your are checking your exam or writing the next essay question, something you omitted will occur to you. Space in the margins or at the end of the question will give you room to put these responses in. f. Mention something not precisely called for in the question but which amplifies your answer and impresses your teacher. What can you mention? a work of literature, a historical event, contemporary news issue, a class discussion. g. Do not mention that you are not an 'expert' or that you don't know what you are talking about. h. Avoid obvious, mundane ideas like "everyone is entitled to her own opinion" and avoid cliches like "In today's world" or "I truly believe." These drive teachers quite mad. i. If time runs short, jot down notes, a map, a mini-outline -- in short anything that will show your teacher what you would have done with more time. j. Before the teacher returns the tests, ask if she will share with the class an A response. If she does not do this, ask around and find an A response. Use this as a model for comparison and future study (and to find out what your teacher will reward). k. Don't write extra questions. Do what is asked, not more. l. Lots of paragraphing will help a teacher see that you are organizing your ideas. updated 5/9/02 |
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