1. In the exam2. Tackling an exam question3. Structuring an essay4. Effective revision

Read the instructions carefully.

Before looking at the actual questions, read the instructions. Make sure you know how many questions to answer and which sections to focus on.

IN THE EXAM

Work out the timing.

Divide your time according to the number of questions to be answered. Split it proportionately if you have some questions (or parts of questions) which attract more marks than others.

Decide on question order.

Some people like to start with the topic they know best to give them a good start. Others prefer to do their best question second, because with one question completed, they can relax and expand on their best ideas and gain extra marks.

IN THE EXAM

Read the questions carefully.

Read through the paper once and then re-read if necessary. Where a section has different topic options with separate questions for each, identify and put a star next to the topic area that is relevant - you won't have studied the other topic areas.

1. Underline the key words in the question.

2. Identify the main topic and discussion areas. – For each word you have highlighted, mind-map case study material

and what you have covered during lessons and revision that relates to this.

– Don't worry at this point how you will use it, just make a note of the relevant case study examples, arguments, ideas and theories as they come into your mind.

3. Choose a few points/arguments about which you can write.

Circle or highlight the ones you plan to focus on.

4. Make a mini-plan which puts them in order before you start writing. ‒ You could list the points/paragraphs you will work through in order, or,‒ number the points on your mind-map that you intend to use and in what

order.

TACKILNG AN EXAM QUESTION

1. Underline the key words in the question.

2. Identify the main topic and discussion areas. – For each word you have highlighted, mind-map material you have

covered during lessons and revision that relates to this.– Don't worry at this point how you will use it, just make a note of the

relevant case study examples, arguments, ideas and theories as they come into your mind.

3. Choose a few points/arguments about which you can write.

Circle or highlight the ones you plan to focus on.

4. Make a mini-plan which puts them in order before you start writing.

‒ You could list the points/paragraphs you will work through in order, or,‒ number the points on your mind-map that you intend to use and in

what order.

TACKILNG AN EXAM QUESTION

1. Introduction

– Briefly state your intentions; what will you be arguing?

– What do they need to know at the start so they become interested in reading your essay and can follow the rest of your argument?

STRUCTURING AN ESSAY - INTRODUCTION

Use the following as a template for each paragraph (click here for template doc).

1. The first sentence might show a link to the previous paragraph (unless it’s the first paragraph).

2. Another sentence introduces the main theme of this paragraph (this is often called the topic sentence).

3. The next few sentences elaborate the point, perhaps by explaining more, giving supporting evidence and examples or demonstrating differences or alternatives.

4. The last sentence summarises the main point made in the paragraph (it should signpost what is important at this point in the essay and relate to the overall argument/the question).

You should try to acknowledge different sides of the argument and so discuss counter arguments where relevant.

STRUCTURING AN ESSAY – MAIN BODY

The Main Body of your essay should be made up of several paragraphs that take the reader through all the points that justify and support your overall argument.

1. Conclusion

– Do not bring in anything new here

– Summarise. What do you want to leave them with as the main message of your essay at the end?

STRUCTURING AN ESSAY - CONCLUSION

Passive learning does not work!

It's not effective to read your notes over and over, copy out notes or highlight bits of handouts.

You need to think actively about ideas if you are going to remember them.

EFFECTIVE REVISION - LEARN ACTIVELY

Learn actively by thinking, understanding and connecting the things you are trying to learn to your existing ideas and knowledge.

Consider how the information can be used to answer exam questions from past papers. Is it a theory? Or supporting evidence? Do you agree with it?

Ask yourself…– "What have I just learnt?“

– "How could I use it to answer an exam question?"

EFFECTIVE REVISION - LEARN ACTIVELY

STRATEGIES FOR UNDERSTANDING(Taken from http://www.reading.ac.uk/internal/studyadvice/StudyResources/Exams/sta-revision.aspx#understanding)

• Make sense of the information - Information is hard to remember if it does not make sense. So you need to understand what you are trying to learn and relate it to things you already know.

• Use your own words in revision notes as this connects the ideas to your understanding.

• Think about the material… and look for similarities and differences between new information and what you already know. Why was the research valuable? Has it been replicated? Does it support old theories or suggest new ones?

EFFECTIVE REVISION - LEARN ACTIVELY

• Explain the idea to a friend as this helps you to organise the ideas and ensures that you have really understood them. Imagine how you would explain/teach the material to someone else as you revise - it forces you to notice when you don't understand something rather than just aimlessly reading through pages of notes.

• Organise the information - It is easier to remember well organised information. Try to find a meaningful structure for the information. Identify the most significant points, break down ideas into sections. Make a spidergram to summarise ideas and evidence. It is easier to remember one series of connected ideas rather than a lot of separate points.

• Make the information more memorable – One way is to generate sounds or images to go with the information and form mental images to go with the ideas. Or make a spidergram using colours to create a visual image

EFFECTIVE REVISION - LEARN ACTIVELY

• Ideas for mnemonics and flashcards (could be particularly useful for revising case study info): file:///X:/My%20Documents/Downloads/skills-memory-aids.pdf

• Have a go at a visualisation technique demonstrated in this video (6 minutes into video): https://youtu.be/VQKt58kuEnk

MEMORY AIDS & TECHNIQUES

• Dr Angela Taylor, Dr Judy Turner, Dr Kim Shahabudin & Dr Michelle Reid. University Study Advice team & LearnHigher CETL, University of Reading. Available online from <http://www.reading.ac.uk/web/FILES/sta/A5_Exams_3.pdf> (Accessed 12th March 2015).

• Chambers, E. & Northedge, A. (1997) The Arts Good Study Guide. The Open University, Milton Keynes.

Additional websites used:

• http://www.reading.ac.uk/internal/studyadvice/StudyResources/Exams/sta-revision.aspx#timing

• http://www.port.ac.uk/media/contacts-and-departments/student-support-services/ask/downloads/Basic-essay-structure.pdf

• http://www.library.dmu.ac.uk/Support/Heat/index.php?page=482

REFERENCES