Faculty of Arts Writing Workshops Writing in Exams Dr Mel Prideaux

1. Faculty of Arts Writing WorkshopsWriting in ExamsDr Mel Prideaux Should you require this or any other handout in a different format, please let us know

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

3. 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

4. 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

5. Outline • Your goals • What’s the purpose of exams? • Preparation • Managing time • Answering questions • Checklists and action planning • Summary and questions

6. 1. Your goals… • Consider on your own, and then discuss with someone else… • What do you want? • Get a 1st, 2:1, just pass? • Get a good job? • Keep up your sport? • Watch a DVD a week? Begin with the end in mind

7. 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

8. 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

9. 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

10. 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.

11. 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

12. Case Studies

13. 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

14. 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

15. 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)

16. 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

18. HOW TO MIND MAP! Tony Buzan http://www.buzanworld.com/Mind_Maps.htm

19. 5. Answering Questions: Creating a structure 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 Introduction How you interpreted the question Key issues or arguments you explore Outline how you will explore them

20. 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

21. 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!!

22. 6. Checklists and Action Planning • Revision and exam technique – identify what you need to do • In twos or threes, discuss: • In what ways have your past strategies and approach helped or hindered your success? • What can you change and improve in your next set of exams?

23. 6. Checklists and Action PlanningSkills@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

24. 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?