Getting started means getting organized:
Analyze the assignment; determine what is required.
With a highlighter, note important words that define the topic.
Then organize your plan
For example, you have been given this writing prompt:
You have a present that was really memorable. It could have been given for an important occasion or just for no reason at all. Tell us about the present and why it was memorable. Include the reason it was given, a description of it, and how you felt when you got it.
The objective is to write a narrative essay about a present you were given
The subject is a memorable present
The three main subtopics are:
the reason it was given
a description of it
and how you felt when you got it
Outline your five paragraph essay; include these elements:Introductory Paragraph
General Topic Sentence: memorable present
Subtopic One: the reason it was given
Subtopic Two: a description of it
Subtopic Three: how you felt when you got it
(Transition)
First Supporting Paragraph
Restate Subtopic One
Supporting Details or Examples
Transition Second Supporting Paragraph
Restate Subtopic Two
Supporting Details or Examples
Transition Third Supporting Paragraph
Restate Subtopic Three
Supporting Details or Examples
Transition
Closing or Summary Paragraph
Synthesis and conclusion of the thesis
rephrasing main topic and subtopics.
Write the essay!
Think small; build the full essay gradually.
Divide your essay into sections and develop each piece separately and incrementally.
The Introductory Paragraph
The opening paragraph sets the tone
It not only introduces the topic, but where you are going with it (the thesis). If you do a good job in the opening, you will draw your reader into your "experience." Put effort up front, and you will reap rewards.
Write in the active voice
It is much more powerful. Do that for each sentence in the introductory essay. Unless you are writing a personal narrative, do not use the pronoun "I."
Varying sentence structure
Review to avoid the same dull pattern of always starting with the subject of the sentence.
Brainstorm to find the best supporting ideas
The best supporting ideas are the ones about which you have some knowledge. If you do not know about them, you cannot do a good job writing about them. Don't weaken the essay with ineffective argument.
Practice writing introductory paragraphs on various topics
Even if you do not use them, they can be compared with the type of writing you are doing now. It is rewarding to see a pattern of progress.
Supporting Paragraphs
Write a transition to establish the sub-topic
Each paragraph has to flow, one to the next.
Write the topic sentence
The transition can be included in the topic sentence.
Supporting ideas, examples, details must be specific to the sub-topic
The tendency in supporting paragraphs is to put in just about anything.
Avoid this: the work you have made above with details and examples will help you keep focused.
Vary sentence structure
Avoid repetitious pronouns and lists
Avoid beginning sentences the same way (subject + verb + direct object).
The Ending or Summary Paragraph
This is a difficult paragraph to write effectively.
You cannot assume that the reader sees your point
Restate the introductory thesis/paragraph with originality
Do not simply copy the first paragraph
Summarize your argument with some degree of authority
this paragraph should leave your reader with no doubt as to your position or conclusion of logic
Be powerful as this is the last thought that you are leaving with the reader.
Edit and revise your essay
Check your spelling and grammar
Subjects and verbs agree, and verb tenses are consistent
Examine your whole essay for logic
Thought builds and flows?
Avoid gaps in logic, or too much detail.
Review individual sentences
Use active verbs to be more descriptive
Avoid passive constructions and the verb "to be"
Use transitional words and phrases
Avoid sentences beginning with pronouns, constructions as "There are....,"
Example: "There is a need to proofread all works" becomes "Proofreading is a must."
Be concise
though vary the length and structure of sentences
Ask a knowledgeable friend to review and comment on your essay
and to repeat back what you are trying to say. You may be surprised.
Taking notes during leactures
You can develop your own note taking system and study strategy
with the five "R's" of note-taking:
Record * Reduce * Recite * Reflect * Review
Get a good loose-leaf notebook:
This will enable you to add, delete, and re-sequence pages and materials.
Begin each session's notes with a cover page for later summaries and test preparation.
A typical notes page:
Heading
Date
Class/subject or title or number (e.g. 3/34) Heading, continued
Guest speakers' names,
including your fellow students' contributions
2. Reduce; after the class summarize:
key/cue words
phrases
questions
Link to information from your textbook, Websites or other sources that helps you understand or study the material 1. Record/take notes in class here:
identify the main points
capture the main ideas
Use outlines or concept maps
Use words and pictures and graphs or whatever it takes to get the information down quickly. Avoid quoting unless it is very necessary.
Place for notes when reviewing/studying
(see 5 below)
3. Recite: Talk aloud!
Review from memory what you have learned
Using the left hand margin's key words and questions, talk through, or illustrate definitions, concepts, etc.
Create your own examples
4. Reflect: Think over!
How does this relate to what you knew before?
Note the essay terms and find the best ones that refer to your studies: Apply, Compare, Diagram, Evaluate, etc...
5. Review the notes you took
At your next study session
Before reading new material
When studying for tests
Make notes on your "notes page"
Multiple pages of notes for one lecture:
summarize each page at its bottom,
summarize the lecture on a cover or end page
with the five "R's" of note-taking:
Record * Reduce * Recite * Reflect * Review
Get a good loose-leaf notebook:
This will enable you to add, delete, and re-sequence pages and materials.
Begin each session's notes with a cover page for later summaries and test preparation.
A typical notes page:
Heading
Date
Class/subject or title or number (e.g. 3/34) Heading, continued
Guest speakers' names,
including your fellow students' contributions
2. Reduce; after the class summarize:
key/cue words
phrases
questions
Link to information from your textbook, Websites or other sources that helps you understand or study the material 1. Record/take notes in class here:
identify the main points
capture the main ideas
Use outlines or concept maps
Use words and pictures and graphs or whatever it takes to get the information down quickly. Avoid quoting unless it is very necessary.
Place for notes when reviewing/studying
(see 5 below)
3. Recite: Talk aloud!
Review from memory what you have learned
Using the left hand margin's key words and questions, talk through, or illustrate definitions, concepts, etc.
Create your own examples
4. Reflect: Think over!
How does this relate to what you knew before?
Note the essay terms and find the best ones that refer to your studies: Apply, Compare, Diagram, Evaluate, etc...
5. Review the notes you took
At your next study session
Before reading new material
When studying for tests
Make notes on your "notes page"
Multiple pages of notes for one lecture:
summarize each page at its bottom,
summarize the lecture on a cover or end page
Anticipating test content
Pay particular attention to any study guides
that the instructor hands out in class before the exam, or even at the beginning of the course! For example: key points, particular chapters or parts of chapters, handouts, etc.
Ask the instructor what to anticipate on the test
if he/she does not volunteer the information
Pay particular attention--just prior to the exam--
to points the instructor brings up during class lectures
Generate a list of possible questions
you would ask if you were making the exam, then see if you can answer the questions
Review previous tests
graded by the instructor
Confer with other students
to predict what will be on the test
Pay particular attention to clues
that indicate an instructor might test for a particular idea, as when an instructor:
says something more than once
writes material on the board
pauses to review notes
asks questions of the class
says, "This will be on the test!
that the instructor hands out in class before the exam, or even at the beginning of the course! For example: key points, particular chapters or parts of chapters, handouts, etc.
Ask the instructor what to anticipate on the test
if he/she does not volunteer the information
Pay particular attention--just prior to the exam--
to points the instructor brings up during class lectures
Generate a list of possible questions
you would ask if you were making the exam, then see if you can answer the questions
Review previous tests
graded by the instructor
Confer with other students
to predict what will be on the test
Pay particular attention to clues
that indicate an instructor might test for a particular idea, as when an instructor:
says something more than once
writes material on the board
pauses to review notes
asks questions of the class
says, "This will be on the test!
Writing under Deadline
Don't panic: organize!
Whether you are meeting a publication deadline, over-booked, or procrastinating
Step 1: Get in the zone
Think about it
Mentally organize and think about developing your "story"
Turn off the cell phone when driving, walking, waiting, etc.
Keep a notebook to jot down
thoughts on development and good phrases
Talk about the topic
Your approach can benefit from having a live person react to your ?story? or project
If the feedback is unclear, ask for clarification
Don?t get defensive, don?t argue?make a note and move on
(you don?t have time to debate: it?s a writing project!)
Designate a distraction-free area to help you write
Organize all you will need
to avoid hunting and disrupting your process
Make a rough schedule working backwards from the deadline
Highlight major steps: due date, revision, draft, workspace organization, resource and information gathering
If dependent on others, make your timeframe clear
Step 2: Write It's as simple as that
Don?t interrupt your writing process to edit or research
Avoid over-working a problem area and leave it to the revision
Don't get distracted by minor points--keep focus on the whole
Draw up a quick outline or concept map
Write out your thesis to be developed
Specific and suitable to the assignment
Introduce your topic sentence in the first paragraph
Build it up with basic, relevant facts and context: who, what, when, where, why, how
Appeal to and involve your readers
Development:
Anchor your paper and each paragraph with a topic sentence. Revise later?
As you write, note in bold, or color what you are unsure of
Revisit all comments when you revise
Keep the ?navigation? clear
In the introduction, tell your audience what you are going to do,
then do it
Revising
Take the place of your editor or teacher: critique your own writing.
Treat your assignment as someone else's product for review
Spell check.
Use ?search? to find words you overuse
Print and read your project aloud
Printed text is easier to edit.
Does it sound right?
Highlight problem areas to revise after you finish.
(If you run out of breath reading a sentence, it is probably too long)
Review sentences:
Focus on one idea in each
Short, focused sentences are clearer and reduce the need for commas
Ideal structure: subject ? verb ? object.
Avoid too many prepositional phrases
Convert negatives to positives
Keep your voice active and verbs strong
Control/limit your vocabulary
Beware acronyms, slang, jargon
Special vocabulary should be kept limited, introduced early, defined, used consistently
Limit the use of numbers in each sentence
Double check numbers!
Add graphics, illustrations, etc. with captions.
Visual information should reinforce verbal information, and vice versa
Whether you are meeting a publication deadline, over-booked, or procrastinating
Step 1: Get in the zone
Think about it
Mentally organize and think about developing your "story"
Turn off the cell phone when driving, walking, waiting, etc.
Keep a notebook to jot down
thoughts on development and good phrases
Talk about the topic
Your approach can benefit from having a live person react to your ?story? or project
If the feedback is unclear, ask for clarification
Don?t get defensive, don?t argue?make a note and move on
(you don?t have time to debate: it?s a writing project!)
Designate a distraction-free area to help you write
Organize all you will need
to avoid hunting and disrupting your process
Make a rough schedule working backwards from the deadline
Highlight major steps: due date, revision, draft, workspace organization, resource and information gathering
If dependent on others, make your timeframe clear
Step 2: Write It's as simple as that
Don?t interrupt your writing process to edit or research
Avoid over-working a problem area and leave it to the revision
Don't get distracted by minor points--keep focus on the whole
Draw up a quick outline or concept map
Write out your thesis to be developed
Specific and suitable to the assignment
Introduce your topic sentence in the first paragraph
Build it up with basic, relevant facts and context: who, what, when, where, why, how
Appeal to and involve your readers
Development:
Anchor your paper and each paragraph with a topic sentence. Revise later?
As you write, note in bold, or color what you are unsure of
Revisit all comments when you revise
Keep the ?navigation? clear
In the introduction, tell your audience what you are going to do,
then do it
Revising
Take the place of your editor or teacher: critique your own writing.
Treat your assignment as someone else's product for review
Spell check.
Use ?search? to find words you overuse
Print and read your project aloud
Printed text is easier to edit.
Does it sound right?
Highlight problem areas to revise after you finish.
(If you run out of breath reading a sentence, it is probably too long)
Review sentences:
Focus on one idea in each
Short, focused sentences are clearer and reduce the need for commas
Ideal structure: subject ? verb ? object.
Avoid too many prepositional phrases
Convert negatives to positives
Keep your voice active and verbs strong
Control/limit your vocabulary
Beware acronyms, slang, jargon
Special vocabulary should be kept limited, introduced early, defined, used consistently
Limit the use of numbers in each sentence
Double check numbers!
Add graphics, illustrations, etc. with captions.
Visual information should reinforce verbal information, and vice versa
proof reading
Intentionally separate "proofreading" from the "writing" and "revising" processes.
Writing and revising focus on content, message and style; proofreading focuses on "mechanics."
Work with another:
It is twice as hard to detect mistakes in your own work
as in someone else's!
Get a second opinion!
A fresh set of eyes may not only find errors, but also have suggestions for improvement
Professional editors proofread as many as ten times.
Publishing houses hire teams of readers to work in pairs, reading out loud.
And still errors occur.
Cultivate a sense of doubt
Take nothing for granted
If you know you repeat certain errors, double check for them.
Most errors in written work are made unconsciously.
These are sources of unconscious, repetitive error:
Misspellings:
a word like "accommodate" can be checked through a spellchecker in word processing
Keyboarding: "form" for "from"
A keyboarding error that is common and unthinkingly repeated
Usage error "which" for "that"
Word processors may locate the problem but it is left to you to decide and choose
Inattention
The mind works far faster than the pen or keyboarding
Read out loud, word for word:
Take advantage of two senses: hearing and seeing
It is often possible to hear a mistake, such as an omitted or repeated word that you have not seen
Slow down
Read what is actually on the page, not what you think is there
This is difficult, particularly if you wrote what you are reading
Why slow down?
When you read normally, you often see only the shells of words -- the first and last few letters, perhaps. You "fix your eyes" on the print only three or four times per line, or less. You take in the words between these points, and get less accurate the the more you stray from the point. The average reader can only take in six letters accurately with one fixation. This means you have to fix your eyes on almost every word you have written and do it twice in longer words, in order to proofread accurately. You have to look at the word, not slide over it
Writing and revising focus on content, message and style; proofreading focuses on "mechanics."
Work with another:
It is twice as hard to detect mistakes in your own work
as in someone else's!
Get a second opinion!
A fresh set of eyes may not only find errors, but also have suggestions for improvement
Professional editors proofread as many as ten times.
Publishing houses hire teams of readers to work in pairs, reading out loud.
And still errors occur.
Cultivate a sense of doubt
Take nothing for granted
If you know you repeat certain errors, double check for them.
Most errors in written work are made unconsciously.
These are sources of unconscious, repetitive error:
Misspellings:
a word like "accommodate" can be checked through a spellchecker in word processing
Keyboarding: "form" for "from"
A keyboarding error that is common and unthinkingly repeated
Usage error "which" for "that"
Word processors may locate the problem but it is left to you to decide and choose
Inattention
The mind works far faster than the pen or keyboarding
Read out loud, word for word:
Take advantage of two senses: hearing and seeing
It is often possible to hear a mistake, such as an omitted or repeated word that you have not seen
Slow down
Read what is actually on the page, not what you think is there
This is difficult, particularly if you wrote what you are reading
Why slow down?
When you read normally, you often see only the shells of words -- the first and last few letters, perhaps. You "fix your eyes" on the print only three or four times per line, or less. You take in the words between these points, and get less accurate the the more you stray from the point. The average reader can only take in six letters accurately with one fixation. This means you have to fix your eyes on almost every word you have written and do it twice in longer words, in order to proofread accurately. You have to look at the word, not slide over it
Action Learning
Action learning is a learning and problem-solving strategy for organizations,
whether commercial, government or non-profit.
The focus is to increase employees learning capacity within an organization
while responding to a real world challenge in a cross-departmental team.
Reflection is an important part of the experience. Your small, mutually supportive group
Takes advantage of its members? own actions and experience
The experience of "exchange" can generate fresh approaches across departmental lines (networking), and help build systemic innovation and learning capacity within the organization.
Begins with a period of strategic questioning of the problem
Sets action items and goals
Regroups to analyze progress
Reflects upon, and documents, the process
Groups are formed to solve real problems, not to make recommendations.
They are empowered and trusted with the necessary resources to take on the issue,
and as a derivative can present the organization with new procedures
that build the productive power of the organization
The context:
Organizations, whether commercial, government, or non-profit.
Since action learning is intended first to increase the learning capacity of employees,
then to resolve a real problem in an organizational context,
it is not intended as classroom learning experience, or academic exercise.
The situation:
Action learning begins with a clearly defined organizational opportunity or problem.
Its objective, set by the admininistration, should be clear and significant.
The team is fully empowered to bring the challenge to a successful conclusion.
The team:
An ad hoc action team of four to eight people, voluntary or appointed,
with diverse backgrounds, skills and experience. Team members
Are expected to first understand the objective,
then commit their energy and expertise to the team process
Participate as equals, empowered and encouraged to contribute,
no matter what their rank or role within the organization.
Share with, and learn about, fellow team members early in the experience.
What are our backgrounds, range of expertise and skills?
How can these contribute to resolving the situation?
(Diversity ensures that team members will discuss and contribute out of their strengths, and in so doing teach each other on various points)
Establish procedures common to group learning and process, i.e.
Active listening; accessible communication and meeting times; assigned administrative tasks, recognize emerging leadership
Insightful questioning and reflective listening.
The key is to start with fresh questions, not with constructs from the past.1
Focus first on the right questions rather than the ?right answers?;
clarify the exact nature of the problem, explore what is known and unknown.
The more challenging the questions, the better the learning experiences and strategies.
The more potential resources are identified, either relevant/irrelevant, available or needed,
the more comprehensive the strategy set.
The questioning phase also builds dialogue within the team, and generates an innovative and cross-disciplinary approach to strategic resolution.
After this phase of questioning and reflection, action items are identified.
Journaling
Keeping journals and logs facilitates later documentation for the organization,
as well as personal progress.
Lessons are recorded throughout the process of active learning, and at its conclusion, to benefit
team members in documenting responsibilities and timelines, as well as reviewing actions. for what is going right and what not-so-right, self-awareness
learning both situational and holistic
individuals in reviewing their own experience and growth in the problem-solving process
organizations in documenting the processes for future reference, as well as building a program of implementation throughout the organization, whether for organizational review, entrepreneurial activities, ?
Action items
Strategies of resolution frame action items; action items promote learning.
Group members divide tasks, set timelines,
and individuals or sub-groups return to their respective work environments to implement them.
Individuals are challenged both to use their range of expertise
as well as stretch their approaches to implementation.
Team mid-course reviews
At scheduled points in time, the team reconvenes to process individuals? feedback,
discuss progress, encounter problems, set next steps.
If assumptions are proven wrong, a period of re-questioning is implemented, taking care to view the situation fresh; objectives and timelines are re-set if necessary.
Progress and lessons are journaled for future analysis.
There is no penalty for reconsidering the process and action items until the problem is resolved, or team refers the issue back to administration for further analysis.
Team concluding reviews; institutional review
With reflection on the concluding process, individuals should gain from self-awareness
within the process of experiential learning
Organizations should realize an immediate benefit in resolving the issue, as well as multiplier effects in enhancing employees? learning/problem solving skills, cross-departmental communications, and alternative processes of engaging with problems.
Coaching
Reg Revan, founder of action learning, believed that team members
are their best coaches, facilitators or leaders.
If the team does not have either the experience with reflective or group processes, experiences problematic participants, or needs outside direction, an outside facilitator can be sought to assist the team, much as any resource can be accessed.
A coach again uses a ?questioning? approach to facilitate reflection and focus on the issues. Coaching can also be a task assigned within the group
whether commercial, government or non-profit.
The focus is to increase employees learning capacity within an organization
while responding to a real world challenge in a cross-departmental team.
Reflection is an important part of the experience. Your small, mutually supportive group
Takes advantage of its members? own actions and experience
The experience of "exchange" can generate fresh approaches across departmental lines (networking), and help build systemic innovation and learning capacity within the organization.
Begins with a period of strategic questioning of the problem
Sets action items and goals
Regroups to analyze progress
Reflects upon, and documents, the process
Groups are formed to solve real problems, not to make recommendations.
They are empowered and trusted with the necessary resources to take on the issue,
and as a derivative can present the organization with new procedures
that build the productive power of the organization
The context:
Organizations, whether commercial, government, or non-profit.
Since action learning is intended first to increase the learning capacity of employees,
then to resolve a real problem in an organizational context,
it is not intended as classroom learning experience, or academic exercise.
The situation:
Action learning begins with a clearly defined organizational opportunity or problem.
Its objective, set by the admininistration, should be clear and significant.
The team is fully empowered to bring the challenge to a successful conclusion.
The team:
An ad hoc action team of four to eight people, voluntary or appointed,
with diverse backgrounds, skills and experience. Team members
Are expected to first understand the objective,
then commit their energy and expertise to the team process
Participate as equals, empowered and encouraged to contribute,
no matter what their rank or role within the organization.
Share with, and learn about, fellow team members early in the experience.
What are our backgrounds, range of expertise and skills?
How can these contribute to resolving the situation?
(Diversity ensures that team members will discuss and contribute out of their strengths, and in so doing teach each other on various points)
Establish procedures common to group learning and process, i.e.
Active listening; accessible communication and meeting times; assigned administrative tasks, recognize emerging leadership
Insightful questioning and reflective listening.
The key is to start with fresh questions, not with constructs from the past.1
Focus first on the right questions rather than the ?right answers?;
clarify the exact nature of the problem, explore what is known and unknown.
The more challenging the questions, the better the learning experiences and strategies.
The more potential resources are identified, either relevant/irrelevant, available or needed,
the more comprehensive the strategy set.
The questioning phase also builds dialogue within the team, and generates an innovative and cross-disciplinary approach to strategic resolution.
After this phase of questioning and reflection, action items are identified.
Journaling
Keeping journals and logs facilitates later documentation for the organization,
as well as personal progress.
Lessons are recorded throughout the process of active learning, and at its conclusion, to benefit
team members in documenting responsibilities and timelines, as well as reviewing actions. for what is going right and what not-so-right, self-awareness
learning both situational and holistic
individuals in reviewing their own experience and growth in the problem-solving process
organizations in documenting the processes for future reference, as well as building a program of implementation throughout the organization, whether for organizational review, entrepreneurial activities, ?
Action items
Strategies of resolution frame action items; action items promote learning.
Group members divide tasks, set timelines,
and individuals or sub-groups return to their respective work environments to implement them.
Individuals are challenged both to use their range of expertise
as well as stretch their approaches to implementation.
Team mid-course reviews
At scheduled points in time, the team reconvenes to process individuals? feedback,
discuss progress, encounter problems, set next steps.
If assumptions are proven wrong, a period of re-questioning is implemented, taking care to view the situation fresh; objectives and timelines are re-set if necessary.
Progress and lessons are journaled for future analysis.
There is no penalty for reconsidering the process and action items until the problem is resolved, or team refers the issue back to administration for further analysis.
Team concluding reviews; institutional review
With reflection on the concluding process, individuals should gain from self-awareness
within the process of experiential learning
Organizations should realize an immediate benefit in resolving the issue, as well as multiplier effects in enhancing employees? learning/problem solving skills, cross-departmental communications, and alternative processes of engaging with problems.
Coaching
Reg Revan, founder of action learning, believed that team members
are their best coaches, facilitators or leaders.
If the team does not have either the experience with reflective or group processes, experiences problematic participants, or needs outside direction, an outside facilitator can be sought to assist the team, much as any resource can be accessed.
A coach again uses a ?questioning? approach to facilitate reflection and focus on the issues. Coaching can also be a task assigned within the group
Active Learning Tips
As we progress into ?active? learning , a group can make the task more effective.
Within the group, you share responsibility to participate and collaborate, take advantage of each participant?s strengths, and rely on each other for good project management and effective learning.
Classroom, online and public presentations:
Develop, produce, practice and deliver speeches and presentations;
multi-media and interactive programs; newsletters, Websites and blogs, etc.
Stages to develop these include:
Defining objectives; developing your ?voice? and point of view;
identifying and writing for an audience; mapping out program content;
identifying presentation tools/resources and communication technologies; scripting/developing the piece; practice and presenting;
documenting your message, and evaluating how you could have done better.
As an exercise, this is not static but rather a dynamic learning process.
Build on, apply and reinforce what you have learned.
In the process of translating content into message,
you refine what you think you know, and uncover more that you will need to understand since communicating relies on developing your message for a specific audience.
If in a collaborative project, you have the advantage of sharing perspectives as well as skills;
each should be open to personalized feedback that includes
questioning, listening and evaluating answers.
Saying and doing:
The more you work with the content of what is learned, the more confidently you will recall it.
Examples include interviewing and developing oral histories;
role playing, performing, debating through opposing points of view;
case studies and problem-based learning, gaming and simulations;
research projects and symposiums; developing models;
student teaching including developing evaluation instruments (test questions);
leading discussions and review sessions.
There is no better way to learn a language than to live in its environment.
Where?s writing?
Writing is communicating/expressing what you learned, a method of evaluating what you know,
as well as an active learning exercise
In pairs or a group, online or in person, you can read and react to what other learners post/write, and respond to and provide feedback in a collaborative environment, even collaborate on the development of an exercise.
Understand writing as a process
rather than a simple exercise of drafting and editing.
The goal is to refine its message value for an audience, and for that you need an audience!
Learn how to exchange feedback on an assignment.
Learn to listen to comments about content as if peers are the audience of the piece.
How they understand it, or expect to understand it:
What are the strengths and weaknesses, point of view, etc.
What is the role of grammar and vocabulary you are using?
Collaborating on the writing of an assignment, either in groups or online,
can be practice for employment situations
Within the group, you share responsibility to participate and collaborate, take advantage of each participant?s strengths, and rely on each other for good project management and effective learning.
Classroom, online and public presentations:
Develop, produce, practice and deliver speeches and presentations;
multi-media and interactive programs; newsletters, Websites and blogs, etc.
Stages to develop these include:
Defining objectives; developing your ?voice? and point of view;
identifying and writing for an audience; mapping out program content;
identifying presentation tools/resources and communication technologies; scripting/developing the piece; practice and presenting;
documenting your message, and evaluating how you could have done better.
As an exercise, this is not static but rather a dynamic learning process.
Build on, apply and reinforce what you have learned.
In the process of translating content into message,
you refine what you think you know, and uncover more that you will need to understand since communicating relies on developing your message for a specific audience.
If in a collaborative project, you have the advantage of sharing perspectives as well as skills;
each should be open to personalized feedback that includes
questioning, listening and evaluating answers.
Saying and doing:
The more you work with the content of what is learned, the more confidently you will recall it.
Examples include interviewing and developing oral histories;
role playing, performing, debating through opposing points of view;
case studies and problem-based learning, gaming and simulations;
research projects and symposiums; developing models;
student teaching including developing evaluation instruments (test questions);
leading discussions and review sessions.
There is no better way to learn a language than to live in its environment.
Where?s writing?
Writing is communicating/expressing what you learned, a method of evaluating what you know,
as well as an active learning exercise
In pairs or a group, online or in person, you can read and react to what other learners post/write, and respond to and provide feedback in a collaborative environment, even collaborate on the development of an exercise.
Understand writing as a process
rather than a simple exercise of drafting and editing.
The goal is to refine its message value for an audience, and for that you need an audience!
Learn how to exchange feedback on an assignment.
Learn to listen to comments about content as if peers are the audience of the piece.
How they understand it, or expect to understand it:
What are the strengths and weaknesses, point of view, etc.
What is the role of grammar and vocabulary you are using?
Collaborating on the writing of an assignment, either in groups or online,
can be practice for employment situations
What is active learning?
What is active learning?
Active learning is experiential, mindful, and engaging.
Through it you can explore a set of learning experiences that can be more effective and interesting, and take more responsibility for your education. This is especially critical in an online environment where you may not even meet your teacher or fellow students.
Begin by defining content (what to study) and establishing your objectives (what to learn).
Next read! Do your research. Then build a foundation of activities that can help you learn, and communicate what you have learned. Some may not be interesting to you;
some a nice fit with your preferred learning style(s).
You can engage in these first activities as an individual:
Active listening:
Active listening intentionally focuses on who you are listening to, whether in a lecture, in a conversation, or a group, in order to understand what is said. As the listener, you should then be able to ?replay? or repeat back in your own words what they have said to their satisfaction. This does not mean you agree with, but rather understand, what they are saying. See our guide on active listening.
Looking/seeing
Look at images, such as pictures and graphs and maps (for example, the Cone of Learning below).
Try to understand the use and importance of each image: enter key words that come to mind.
Verbal cues, such as titles and authors, and visual cues such as line, color, visual organization, etc. will help you interpret information and understand its story without the words.
Often the context of the image is vital to understanding it, as illustrations in a text book, examples in a catalogue, graphs in a financial statement.
So also a painting can be better understood by its time, art movement, etc.
Seeing and hearing:
In and outside classroom PowerPoint lectures, multimedia and movies have the advantage of illustrating reading and lecture content in new (engaging) formats
Demonstrations and field trips build on classroom experiences
Provide an individual or shared learning experience on a topic
Enable you as learner to witness how concepts are practiced or exemplified in real life processes or situations
Remember: you don?t need a classroom trip to visit locations that will help you understand your studies! Brainstorm organizations, factories, etc. and send an email or phone to set up a visit. Don?t just go and expect professionals to stop their work.
Active learning is experiential, mindful, and engaging.
Through it you can explore a set of learning experiences that can be more effective and interesting, and take more responsibility for your education. This is especially critical in an online environment where you may not even meet your teacher or fellow students.
Begin by defining content (what to study) and establishing your objectives (what to learn).
Next read! Do your research. Then build a foundation of activities that can help you learn, and communicate what you have learned. Some may not be interesting to you;
some a nice fit with your preferred learning style(s).
You can engage in these first activities as an individual:
Active listening:
Active listening intentionally focuses on who you are listening to, whether in a lecture, in a conversation, or a group, in order to understand what is said. As the listener, you should then be able to ?replay? or repeat back in your own words what they have said to their satisfaction. This does not mean you agree with, but rather understand, what they are saying. See our guide on active listening.
Looking/seeing
Look at images, such as pictures and graphs and maps (for example, the Cone of Learning below).
Try to understand the use and importance of each image: enter key words that come to mind.
Verbal cues, such as titles and authors, and visual cues such as line, color, visual organization, etc. will help you interpret information and understand its story without the words.
Often the context of the image is vital to understanding it, as illustrations in a text book, examples in a catalogue, graphs in a financial statement.
So also a painting can be better understood by its time, art movement, etc.
Seeing and hearing:
In and outside classroom PowerPoint lectures, multimedia and movies have the advantage of illustrating reading and lecture content in new (engaging) formats
Demonstrations and field trips build on classroom experiences
Provide an individual or shared learning experience on a topic
Enable you as learner to witness how concepts are practiced or exemplified in real life processes or situations
Remember: you don?t need a classroom trip to visit locations that will help you understand your studies! Brainstorm organizations, factories, etc. and send an email or phone to set up a visit. Don?t just go and expect professionals to stop their work.
Developing time management skills
Developing time management skills is a journey
that may begin with this Guide, but needs practice and other guidance along the way.
One goal is to help yourself become aware of how you use your time
as one resource in organizing, prioritizing, and succeeding in your studies
in the context of competing activities of friends, work, family, etc.
First: try our exercise in time management:
How do you spend your time each day?
Strategies on using time:
These applications of time management have proven to be effective as good study habits.
As we go through each strategy, jot down an idea of what each will look like for you:
Blocks of study time and breaks
As your school term begins and your course schedule is set, develop and plan for, blocks of study time in a typical week. Blocks ideally are around 50 minutes, but perhaps you become restless after only 30 minutes? Some difficult material may require more frequent breaks. Shorten your study blocks if necessary?but don?t forget to return to the task at hand! What you do during your break should give you an opportunity to have a snack, relax, or otherwise refresh or re-energize yourself. For example, place blocks of time when you are most productive: are you a morning person or a night owl?
Jot down one best time block you can study. How long is it? What makes for a good break for you? Can you control the activity and return to your studies?
Dedicated study spaces
Determine a place free from distraction (no cell phone or text messaging!) where you can maximize your concentration and be free of the distractions that friends or hobbies can bring! You should also have a back-up space that you can escape to, like the library, departmental study center, even a coffee shop where you can be anonymous. A change of venue may also bring extra resources.
What is the best study space you can think of? What is another?
Weekly reviews
Weekly reviews and updates are also an important strategy. Each week, like a Sunday night, review your assignments, your notes, your calendar. Be mindful that as deadlines and exams approach, your weekly routine must adapt to them!
What is the best time in a week you can review?
Prioritize your assignments
When studying, get in the habit of beginning with the most difficult subject or task. You?ll be fresh, and have more energy to take them on when you are at your best. For more difficult courses of study, try to be flexible: for example, build in ?reaction time? when you can get feedback on assignments before they are due.
What subject has always caused you problems?
Achieve ?stage one?--get something done!
The Chinese adage of the longest journey starting with a single step has a couple of meanings: First, you launch the project! Second, by starting, you may realize that there are some things you have not planned for in your process. Details of an assignment are not always evident until you begin the assignment. Another adage is that ?perfection is the enemy of good?, especially when it prevents you from starting! Given that you build in review, roughly draft your idea and get going! You will have time to edit and develop later.
What is a first step you can identify for an assignment to get yourself started?
Postpone unnecessary activities until the work is done!
Postpone tasks or routines that can be put off until your school work is finished!
This can be the most difficult challenge of time management. As learners we always meet unexpected opportunities that look appealing, then result in poor performance on a test, on a paper, or in preparation for a task. Distracting activities will be more enjoyable later without the pressure of the test, assignment, etc. hanging over your head. Think in terms of pride of accomplishment. Instead of saying ?no? learn to say ?later?.
What is one distraction that causes you to stop studying?
Identify resources to help you
Are there tutors? An ?expert friend?? Have you tried a keyword search on the Internet to get better explanations? Are there specialists in the library that can point you to resources? What about professionals and professional organizations. Using outside resources can save you time and energy, and solve problems.
Write down three examples for that difficult subject above?
Be as specific as possible.
Use your free time wisely
Think of times when you can study "bits" as when walking, riding the bus, etc. Perhaps you?ve got music to listen to for your course in music appreciation, or drills in language learning? If you are walking or biking to school, when best to listen? Perhaps you are in a line waiting? Perfect for routine tasks like flash cards, or if you can concentrate, to read or review a chapter. The bottom line is to put your time to good use.
What is one example of applying free time to your studies?
Review notes and readings just before class
This may prompt a question or two about something you don?t quite understand, to ask about in class, or after. It also demonstrates to your teacher that you are interested and have prepared.
How would you make time to review?
Is there free time you can use?
Review lecture notes just after class
Then review lecture material immediately after class.
The first 24 hours are critical. Forgetting is greatest within 24 hours without review!
How would you do this?
Is there free time you can use?
Review your ten applications above.
Select one, and develop a new study habit.
Try something you have a good chance of following through and accomplishing. Nothing succeeds like a first successful try!
Try the University of Minnesota's Assignment Calculator
Develop criteria for adjusting your schedule
to meet both your academic and non-academic needs
Effective aids:
Create a simple "To Do" list
This simple program will help you identify a few items, the reason for doing them, a timeline for getting them done, and then printing this simple list and posting it for reminders.
Daily/weekly planner
Write down appointments, classes, and meetings on a chronological log book or chart.
If you are more visual, sketch out your schedule
First thing in the morning, check what's ahead for the day
always go to sleep knowing you're prepared for tomorrow
Long term planner
Use a monthly chart so that you can plan ahead.
Long term planners will also serve as a reminder to constructively plan time for yourself
that may begin with this Guide, but needs practice and other guidance along the way.
One goal is to help yourself become aware of how you use your time
as one resource in organizing, prioritizing, and succeeding in your studies
in the context of competing activities of friends, work, family, etc.
First: try our exercise in time management:
How do you spend your time each day?
Strategies on using time:
These applications of time management have proven to be effective as good study habits.
As we go through each strategy, jot down an idea of what each will look like for you:
Blocks of study time and breaks
As your school term begins and your course schedule is set, develop and plan for, blocks of study time in a typical week. Blocks ideally are around 50 minutes, but perhaps you become restless after only 30 minutes? Some difficult material may require more frequent breaks. Shorten your study blocks if necessary?but don?t forget to return to the task at hand! What you do during your break should give you an opportunity to have a snack, relax, or otherwise refresh or re-energize yourself. For example, place blocks of time when you are most productive: are you a morning person or a night owl?
Jot down one best time block you can study. How long is it? What makes for a good break for you? Can you control the activity and return to your studies?
Dedicated study spaces
Determine a place free from distraction (no cell phone or text messaging!) where you can maximize your concentration and be free of the distractions that friends or hobbies can bring! You should also have a back-up space that you can escape to, like the library, departmental study center, even a coffee shop where you can be anonymous. A change of venue may also bring extra resources.
What is the best study space you can think of? What is another?
Weekly reviews
Weekly reviews and updates are also an important strategy. Each week, like a Sunday night, review your assignments, your notes, your calendar. Be mindful that as deadlines and exams approach, your weekly routine must adapt to them!
What is the best time in a week you can review?
Prioritize your assignments
When studying, get in the habit of beginning with the most difficult subject or task. You?ll be fresh, and have more energy to take them on when you are at your best. For more difficult courses of study, try to be flexible: for example, build in ?reaction time? when you can get feedback on assignments before they are due.
What subject has always caused you problems?
Achieve ?stage one?--get something done!
The Chinese adage of the longest journey starting with a single step has a couple of meanings: First, you launch the project! Second, by starting, you may realize that there are some things you have not planned for in your process. Details of an assignment are not always evident until you begin the assignment. Another adage is that ?perfection is the enemy of good?, especially when it prevents you from starting! Given that you build in review, roughly draft your idea and get going! You will have time to edit and develop later.
What is a first step you can identify for an assignment to get yourself started?
Postpone unnecessary activities until the work is done!
Postpone tasks or routines that can be put off until your school work is finished!
This can be the most difficult challenge of time management. As learners we always meet unexpected opportunities that look appealing, then result in poor performance on a test, on a paper, or in preparation for a task. Distracting activities will be more enjoyable later without the pressure of the test, assignment, etc. hanging over your head. Think in terms of pride of accomplishment. Instead of saying ?no? learn to say ?later?.
What is one distraction that causes you to stop studying?
Identify resources to help you
Are there tutors? An ?expert friend?? Have you tried a keyword search on the Internet to get better explanations? Are there specialists in the library that can point you to resources? What about professionals and professional organizations. Using outside resources can save you time and energy, and solve problems.
Write down three examples for that difficult subject above?
Be as specific as possible.
Use your free time wisely
Think of times when you can study "bits" as when walking, riding the bus, etc. Perhaps you?ve got music to listen to for your course in music appreciation, or drills in language learning? If you are walking or biking to school, when best to listen? Perhaps you are in a line waiting? Perfect for routine tasks like flash cards, or if you can concentrate, to read or review a chapter. The bottom line is to put your time to good use.
What is one example of applying free time to your studies?
Review notes and readings just before class
This may prompt a question or two about something you don?t quite understand, to ask about in class, or after. It also demonstrates to your teacher that you are interested and have prepared.
How would you make time to review?
Is there free time you can use?
Review lecture notes just after class
Then review lecture material immediately after class.
The first 24 hours are critical. Forgetting is greatest within 24 hours without review!
How would you do this?
Is there free time you can use?
Review your ten applications above.
Select one, and develop a new study habit.
Try something you have a good chance of following through and accomplishing. Nothing succeeds like a first successful try!
Try the University of Minnesota's Assignment Calculator
Develop criteria for adjusting your schedule
to meet both your academic and non-academic needs
Effective aids:
Create a simple "To Do" list
This simple program will help you identify a few items, the reason for doing them, a timeline for getting them done, and then printing this simple list and posting it for reminders.
Daily/weekly planner
Write down appointments, classes, and meetings on a chronological log book or chart.
If you are more visual, sketch out your schedule
First thing in the morning, check what's ahead for the day
always go to sleep knowing you're prepared for tomorrow
Long term planner
Use a monthly chart so that you can plan ahead.
Long term planners will also serve as a reminder to constructively plan time for yourself
Five tips for stress-free exams
1)Study smart - Cramming is a sure way to send anxiety through the roof, and you generally don't gain much from last minute studying. If you don't understand your course material, get help from a classmate or talk with your professor. "Time management is key," says Patterson. "Structure your study time, set priorities and prepare study notes."
2)Catch some Z's - Sleep has major effects on learning, memory and efficiency, but it's often overlooked during exam season. Be sure to get between seven and eight hours of rest each night, and avoid common sleep stealers: caffeine, nicotine and alcohol.
3) Eat right - There is a link between food and stress, but most people find their eating habits worsen during times of tension. "The brain doesn't store glucose, so we need to eat to keep it running effectively," says Patterson, who recommends maintaining a well-balanced diet, keeping hydrated and making breakfast a priority.
4) Exercise - It's hard enough to keep up an exercise regimen at the best of times, let alone during exams, but physical activity can actually help reenergize the body and keep you from burning out. Patterson recommends anything that gets you moving: going to the Pulse, jogging, dancing or organizing a game of pickup hockey or basketball.
5) Take some "me" time - It's easy to forget about yourself when you're trying to memorize the periodic table, but you can't neglect your own needs. Take a few minutes to listen to music, take a walk or watch that hilarious video on YouTube. "Laughter is your body's natural stress-release mechanism," says Patterson. "It relaxes your muscles, helps you breathe deeper and lowers your blood pressure."
2)Catch some Z's - Sleep has major effects on learning, memory and efficiency, but it's often overlooked during exam season. Be sure to get between seven and eight hours of rest each night, and avoid common sleep stealers: caffeine, nicotine and alcohol.
3) Eat right - There is a link between food and stress, but most people find their eating habits worsen during times of tension. "The brain doesn't store glucose, so we need to eat to keep it running effectively," says Patterson, who recommends maintaining a well-balanced diet, keeping hydrated and making breakfast a priority.
4) Exercise - It's hard enough to keep up an exercise regimen at the best of times, let alone during exams, but physical activity can actually help reenergize the body and keep you from burning out. Patterson recommends anything that gets you moving: going to the Pulse, jogging, dancing or organizing a game of pickup hockey or basketball.
5) Take some "me" time - It's easy to forget about yourself when you're trying to memorize the periodic table, but you can't neglect your own needs. Take a few minutes to listen to music, take a walk or watch that hilarious video on YouTube. "Laughter is your body's natural stress-release mechanism," says Patterson. "It relaxes your muscles, helps you breathe deeper and lowers your blood pressure."
The Exam
The Exam!
Read and follow instructions and questions very carefully E.g. if instructions want you to mark "Cross" for the correct answer, do not "Tick".
Answer the easier questions first.
They give you the boost in confidence needed to tackle the rest of the questions.
Come back to the difficult questions later.
NEVER leave questions unanswered .
If you are out of time, give your answers in "point" form.
Examiners award marks for facts and not long sentences
For MCQs, make a guess if you don't know the answer.
Get to the point when answering short-answer or essay questions.
There is no time for flowery language.
Remember KISS - Keep It Short and Simple!
DO NOT panic if your mind decides not to function!
Relax and you'll recall what you'd studied.
Leave the last 15 minutes to check through.
Look out for omitted questions/fact
Read and follow instructions and questions very carefully E.g. if instructions want you to mark "Cross" for the correct answer, do not "Tick".
Answer the easier questions first.
They give you the boost in confidence needed to tackle the rest of the questions.
Come back to the difficult questions later.
NEVER leave questions unanswered .
If you are out of time, give your answers in "point" form.
Examiners award marks for facts and not long sentences
For MCQs, make a guess if you don't know the answer.
Get to the point when answering short-answer or essay questions.
There is no time for flowery language.
Remember KISS - Keep It Short and Simple!
DO NOT panic if your mind decides not to function!
Relax and you'll recall what you'd studied.
Leave the last 15 minutes to check through.
Look out for omitted questions/fact
Before Starting Your Paper
Before Starting Your Paper
Write your name and class on every sheet of paper.
Check that there are no missing pages in your copy of the exam paper.
Allocate your time properly.
Stick to your schedule so that you'll have time to answer all the questions.
Spend more time on questions that are worth more marks.
Watch your time like a hawk!
Clarify with the examiner if in doubt of anything.
Write your name and class on every sheet of paper.
Check that there are no missing pages in your copy of the exam paper.
Allocate your time properly.
Stick to your schedule so that you'll have time to answer all the questions.
Spend more time on questions that are worth more marks.
Watch your time like a hawk!
Clarify with the examiner if in doubt of anything.
Outside The Examination Hall
Outside The Examination Hall
Get to the exam room a little earlier so that you will be more relaxed.
Keep away from your fellow classmates
No last minute discussions! That will only send you into the PANIC ZONE!
Get to the exam room a little earlier so that you will be more relaxed.
Keep away from your fellow classmates
No last minute discussions! That will only send you into the PANIC ZONE!
Follow Effective Techniques
Follow Effective Techniques
There are some easy techniques to study well, like read the lesson casually, at least twice. And while reading, mark the important points with a pencil and move on. When you start reading for the second time, read those underlined points first and then the rest of the text. Before going to exams, read only the underlined points. This is one of the last minute study tips for exams. Another handy tip that is useful specially for the lengthy lessons of geography is to make short rhyming words with each initial letter of an important paragraph. For example, for remembering the causes of depletion of ozone layer, if there points like Deforestation, Pollution, Excessive use of Resources, Things like, chlorofluorocarbon etc; so now you only have to remember DEPT (or more easier, Johnny Depp!). When you remember DEPT, you will be able to remember the whole answer!
There are some easy techniques to study well, like read the lesson casually, at least twice. And while reading, mark the important points with a pencil and move on. When you start reading for the second time, read those underlined points first and then the rest of the text. Before going to exams, read only the underlined points. This is one of the last minute study tips for exams. Another handy tip that is useful specially for the lengthy lessons of geography is to make short rhyming words with each initial letter of an important paragraph. For example, for remembering the causes of depletion of ozone layer, if there points like Deforestation, Pollution, Excessive use of Resources, Things like, chlorofluorocarbon etc; so now you only have to remember DEPT (or more easier, Johnny Depp!). When you remember DEPT, you will be able to remember the whole answer!
Understand the Lessons
Understand the Lessons
If you have descriptive subjects, do not just mug up the answers. Try to understand and rationalize what you are reading for this is the best method for good recall at the time of exams. The major disadvantage of mugging up is that even if you forget one word of the answer during your examination, you tend to go completely blank. Instead of this, if you understand the chapter well, you can write the answer on your own, any time! For exams like math, practice at least five sums everyday. Math cannot be studied in a day
If you have descriptive subjects, do not just mug up the answers. Try to understand and rationalize what you are reading for this is the best method for good recall at the time of exams. The major disadvantage of mugging up is that even if you forget one word of the answer during your examination, you tend to go completely blank. Instead of this, if you understand the chapter well, you can write the answer on your own, any time! For exams like math, practice at least five sums everyday. Math cannot be studied in a day
Study Beforehand
Study Beforehand
The most common mistake that students make is, that they start studying a day or two before exams! No portion can be covered, not even halfway, if you study only two days before exams. So what most of the students do, is study only the 'so called' important points. As a result, even if the paper is easy, you get a low score only because you didn't know the entire syllabus! So start studying at least a month before the exams. If time does not permit you to learn your lessons, at least go through them regularly. This way you will be familiar with the syllabus and won't find it difficult to understand it at the last minute. More on study skills for high school.
The most common mistake that students make is, that they start studying a day or two before exams! No portion can be covered, not even halfway, if you study only two days before exams. So what most of the students do, is study only the 'so called' important points. As a result, even if the paper is easy, you get a low score only because you didn't know the entire syllabus! So start studying at least a month before the exams. If time does not permit you to learn your lessons, at least go through them regularly. This way you will be familiar with the syllabus and won't find it difficult to understand it at the last minute. More on study skills for high school.
Study Tips for Exams
Study Tips for Exams
It is better to have all the study material available with you before you start reading. This not only includes your texts and notes but also the previous years' notes and things like a dictionary, geometrical sets and reference books with you. This has two advantages, you do not need to break your concentration by searching for books, it saves time and also retains the mood of studying. Secondly, it gives you a feel of being 'prepared' for the exams, as you have all the necessary things and the only thing left, is to start studying! Given below are some more tips on how to study for exams
It is better to have all the study material available with you before you start reading. This not only includes your texts and notes but also the previous years' notes and things like a dictionary, geometrical sets and reference books with you. This has two advantages, you do not need to break your concentration by searching for books, it saves time and also retains the mood of studying. Secondly, it gives you a feel of being 'prepared' for the exams, as you have all the necessary things and the only thing left, is to start studying! Given below are some more tips on how to study for exams
top 10 tips for taking exams
Here are my top 10 tips for taking exams:
1. Get a good nights sleep
Studies have found that if you stay awake for 21 hours straight, you have the mental capacity of someone who is legally drunk (in terms of your ability to concentrate, memorise and recall information, etc).
You can?t afford to stay awake all night studying for an exam because you just won?t be effective on the day of the exam. Make sure you get on average 8 hours of sleep a night.
2. Exercise for at least 30 minutes a day, everyday
I make myself to go to the gym for 1 hour each day during my exam period, but 30 minutes of walking, jogging, swimming, dancing, etc will be enough.
Often students stop exercising when it comes exam time because they begin to think that they don?t have enough time (?I must spend every moment studying!?). Big mistake.
Exercise helps us study more effectively for various reasons. Firstly, it?s a great way to relieve stress and anxiety. Secondly, it gets blood flowing to your brain (supplying oxygen, antioxidant and glucose) which can help you to think more clearly.
Think of daily exercise as being an investment in your final marks.
3. Drink plenty of water
Often when we can?t think clearly and have a foggy memory, it?s because our brains need to be hydrated. While studying and taking your exams, make sure you take regular sips of water.
4. Remember, your teachers want you to do well
Years ago, I started thinking that my teachers and lecturers were out to get me and would mark me down wherever they got the chance. As a result of this thinking, I became too scared to write anything in one of my first tests for law! After receiving my terrible mark, my brother said to me ?Remember sis, your teachers want you to do well. They will try to give you marks wherever they can. It?s in their interest to do so?
Don?t worry about writing a perfect answer. If you?re unsure, still put it down (even if it?s in dot points). They may not give you any marks for it, but they won?t take marks off. Just remember, your teachers really are on your side (despite all evidence to the contrary).
5. Focus on what you do know rather than what you don?t know
Chances are there will always be something that you could have studied more thoroughly or don?t know so well come the day of the exam. By that stage, you can?t do much about that, so is there any point worrying about it?
You are better off focusing on the fact that you now know so much more than you did before and a large number of the exam questions you?ll be able to answer.
6. Eat a low GI, nutritious breakfast
Studies have found that students who skip breakfast experience a 20-40% reduction in thinking skills (i.e. concentration, memory and alertness). You want to eat a low GI, nutritious breakfast to feel fuller for longer, stabilise your mood and give you plenty of energy for the day.
Here are some healthy breakfast ideas:
Raw museli or porridge with nuts and chopped fruit
Wholegrain toast with a variety of toppings (e.g. baked beans, tomatoes, avocado, etc.) and a piece of fruit
An omelette made with added vegetables (i.e. onion, spinach, tomato, and mushrooms)
A fruit smoothy
7. Avoid drinking caffeine (e.g. energy drinks, coke and coffee)
Caffeine is a stimulant drug. It gives you a rush and makes you feel good in the short term, but eventually it wears off and leaves you feeling cranky and wanting more.
It?s also a diuretic, so it makes you urinate, which means you lose water, become thirsty and want to drink more soft drink.
Studies have found that when we slurp on our cup of coffee or can of coke, we are actually inducing a state of stress. Caffeine drives the adrenal glands to produce stress hormones that in turn produce the ?fight or flight? response.
Why not consider gradually replacing your caffeinated beverages with good old, simple water? If you must drink something sweet, try drinking low GI apple juice with no added sugar.
8. Go straight home after the exam
How many times have you stayed back after an exam to talk to your friends about what you put for each questions? How many times have you felt anxious after doing so?
Whilst it can be reassuring to know that you wrote the same answer as your friends, if you find out that you wrote something different and you have another 4 or 5 exams to take, this may throw you off your game.
The exam is over. There?s nothing much you can do about it, so move on and focus on the next one.
9. Take a few deep breaths when you get stuck
If you come across a question you?re not sure how to answer in the exam, stop for a moment and take a few deep breathes (in for the count of 3 and out for the count of 3). If you are not sure how to answer it there and then, move on to another question.
The worst thing you can do is start to panic, because as they say ?stress makes you stupid?. You won?t be able to think clearly.
10. Dealing with writer?s cramp/elbow
I?m sure many of us are familiar with writers cramp/elbow. This can be due to holding your pen too tight. Loosen your grip or get a pen that you won?t have to press down so hard on the paper.
The reality is, even with a good pen, your elbow will start to hurt at some point if you?re taking a 3 hour exam. When it does hurt, have a rest for a few moments (yes, you have time to do this!) and stretch it out on your desk.
I hope you have found these tips helpful. If you have some techniques or strategies that work for you when preparing for exams, please share them below
1. Get a good nights sleep
Studies have found that if you stay awake for 21 hours straight, you have the mental capacity of someone who is legally drunk (in terms of your ability to concentrate, memorise and recall information, etc).
You can?t afford to stay awake all night studying for an exam because you just won?t be effective on the day of the exam. Make sure you get on average 8 hours of sleep a night.
2. Exercise for at least 30 minutes a day, everyday
I make myself to go to the gym for 1 hour each day during my exam period, but 30 minutes of walking, jogging, swimming, dancing, etc will be enough.
Often students stop exercising when it comes exam time because they begin to think that they don?t have enough time (?I must spend every moment studying!?). Big mistake.
Exercise helps us study more effectively for various reasons. Firstly, it?s a great way to relieve stress and anxiety. Secondly, it gets blood flowing to your brain (supplying oxygen, antioxidant and glucose) which can help you to think more clearly.
Think of daily exercise as being an investment in your final marks.
3. Drink plenty of water
Often when we can?t think clearly and have a foggy memory, it?s because our brains need to be hydrated. While studying and taking your exams, make sure you take regular sips of water.
4. Remember, your teachers want you to do well
Years ago, I started thinking that my teachers and lecturers were out to get me and would mark me down wherever they got the chance. As a result of this thinking, I became too scared to write anything in one of my first tests for law! After receiving my terrible mark, my brother said to me ?Remember sis, your teachers want you to do well. They will try to give you marks wherever they can. It?s in their interest to do so?
Don?t worry about writing a perfect answer. If you?re unsure, still put it down (even if it?s in dot points). They may not give you any marks for it, but they won?t take marks off. Just remember, your teachers really are on your side (despite all evidence to the contrary).
5. Focus on what you do know rather than what you don?t know
Chances are there will always be something that you could have studied more thoroughly or don?t know so well come the day of the exam. By that stage, you can?t do much about that, so is there any point worrying about it?
You are better off focusing on the fact that you now know so much more than you did before and a large number of the exam questions you?ll be able to answer.
6. Eat a low GI, nutritious breakfast
Studies have found that students who skip breakfast experience a 20-40% reduction in thinking skills (i.e. concentration, memory and alertness). You want to eat a low GI, nutritious breakfast to feel fuller for longer, stabilise your mood and give you plenty of energy for the day.
Here are some healthy breakfast ideas:
Raw museli or porridge with nuts and chopped fruit
Wholegrain toast with a variety of toppings (e.g. baked beans, tomatoes, avocado, etc.) and a piece of fruit
An omelette made with added vegetables (i.e. onion, spinach, tomato, and mushrooms)
A fruit smoothy
7. Avoid drinking caffeine (e.g. energy drinks, coke and coffee)
Caffeine is a stimulant drug. It gives you a rush and makes you feel good in the short term, but eventually it wears off and leaves you feeling cranky and wanting more.
It?s also a diuretic, so it makes you urinate, which means you lose water, become thirsty and want to drink more soft drink.
Studies have found that when we slurp on our cup of coffee or can of coke, we are actually inducing a state of stress. Caffeine drives the adrenal glands to produce stress hormones that in turn produce the ?fight or flight? response.
Why not consider gradually replacing your caffeinated beverages with good old, simple water? If you must drink something sweet, try drinking low GI apple juice with no added sugar.
8. Go straight home after the exam
How many times have you stayed back after an exam to talk to your friends about what you put for each questions? How many times have you felt anxious after doing so?
Whilst it can be reassuring to know that you wrote the same answer as your friends, if you find out that you wrote something different and you have another 4 or 5 exams to take, this may throw you off your game.
The exam is over. There?s nothing much you can do about it, so move on and focus on the next one.
9. Take a few deep breaths when you get stuck
If you come across a question you?re not sure how to answer in the exam, stop for a moment and take a few deep breathes (in for the count of 3 and out for the count of 3). If you are not sure how to answer it there and then, move on to another question.
The worst thing you can do is start to panic, because as they say ?stress makes you stupid?. You won?t be able to think clearly.
10. Dealing with writer?s cramp/elbow
I?m sure many of us are familiar with writers cramp/elbow. This can be due to holding your pen too tight. Loosen your grip or get a pen that you won?t have to press down so hard on the paper.
The reality is, even with a good pen, your elbow will start to hurt at some point if you?re taking a 3 hour exam. When it does hurt, have a rest for a few moments (yes, you have time to do this!) and stretch it out on your desk.
I hope you have found these tips helpful. If you have some techniques or strategies that work for you when preparing for exams, please share them below
Study Tips for Midterms & Finals
Ack, exams are coming! With midterms and final exams, students have two goals. First, you want to ace the exams, or at least get decent grades and do as well as possible. Second, there's your sanity; you want to get through exams with a minimum of stress and test anxiety. Fortunately, with the right study skills techniques, you can both manage your stress and do well on the tests. Here are some study skills tips for final exams to help you do well and stay sane.
Time management. Plan, plan, plan. Before finals begin, get out your calendar and schedule as much of your finals week as possible. Then stick with the schedule.
Schedule in study breaks. Don't plan to study non-stop for the next five days. You'll go insane, and you'll be too fried to do well on the exams. When you write your schedule, include short study breaks to help you recharge. You'll feel so much better and will be able to concentrate so much more. Here's some suggestions for great study breaks.
Schedule in sleep. Some people can function well on three hours of sleep a night. Most cannot. You'll do much better during exams if your mental state is good, and sleep is essential for this.
Exercise. There's no better source for stress relief. Just don't overdo it to the point that you're procrastinating heavily. Go for short, stress-relieving activities, like racquetball or a treadmill run. And don't underestimate the value of a brisk walk.
Prioritize. You have limited time to study and will have to choose what to spend the most time with. You could spend hours and hours on that math exam because if you do really well, you might be able to pull of a C. Or you can spend hours and hours on a history exam because if you do well, you've got a good shot at an A. It's up to you.
Form effective study groups. Just don't waste your time with lousy ones. Here are some tips for effective study groups.
Free your schedule. As much as possible, eliminate other responsibilities. Work fewer hours. Put off social events. Definitely put off shopping.
Ask your professor for help. If you're confused about your notes or the readings, go to the resident expert. This works much better if you don't put off studying until the last minute. It's a good idea to read through all of your notes before you start to study, so that you can inquire early about things that confuse you.
Keep things in perspective. What's the worst thing that can happen if you don't do well on this test? Excessive stress will make you crazy and hurt your performance on tests, so as much as you can, relax. And if you're having serious problems with anxiety during final exams, seek help at your school's counseling center. This is a common problem that schools are well equipped to help you with.
Time management. Plan, plan, plan. Before finals begin, get out your calendar and schedule as much of your finals week as possible. Then stick with the schedule.
Schedule in study breaks. Don't plan to study non-stop for the next five days. You'll go insane, and you'll be too fried to do well on the exams. When you write your schedule, include short study breaks to help you recharge. You'll feel so much better and will be able to concentrate so much more. Here's some suggestions for great study breaks.
Schedule in sleep. Some people can function well on three hours of sleep a night. Most cannot. You'll do much better during exams if your mental state is good, and sleep is essential for this.
Exercise. There's no better source for stress relief. Just don't overdo it to the point that you're procrastinating heavily. Go for short, stress-relieving activities, like racquetball or a treadmill run. And don't underestimate the value of a brisk walk.
Prioritize. You have limited time to study and will have to choose what to spend the most time with. You could spend hours and hours on that math exam because if you do really well, you might be able to pull of a C. Or you can spend hours and hours on a history exam because if you do well, you've got a good shot at an A. It's up to you.
Form effective study groups. Just don't waste your time with lousy ones. Here are some tips for effective study groups.
Free your schedule. As much as possible, eliminate other responsibilities. Work fewer hours. Put off social events. Definitely put off shopping.
Ask your professor for help. If you're confused about your notes or the readings, go to the resident expert. This works much better if you don't put off studying until the last minute. It's a good idea to read through all of your notes before you start to study, so that you can inquire early about things that confuse you.
Keep things in perspective. What's the worst thing that can happen if you don't do well on this test? Excessive stress will make you crazy and hurt your performance on tests, so as much as you can, relax. And if you're having serious problems with anxiety during final exams, seek help at your school's counseling center. This is a common problem that schools are well equipped to help you with.
Examiners & Exam Myths
Examiners & Exam Myths
22) Examiners- 1
Examiners are, by and large, sadistic so-and-sos. Their sole aim in life is to trap you and catch you out.
23) Examiners- 2
In multiple choice exercises, examiners have been known to use the same letter for the correct answer several times in succession (a, a, a, a, a, etc). This is unsettling and can make students worry that their answers must be wrong; it does not. I once gave a Cambridge Proficiency group an entire Reading Comprehension exercise (25 questions) with the same answer for all. The students started changing their answers and choosing wrong ones because they couldn't believe that this was possible. While I have never seen it, there is nothing to stop them doing it. They are there to test your understanding and will play psychological games to make you doubt yourself, and this is one little trick they use. It also has the advantage of reducing the possibly of inaccurate scores achieved by guessing, as few would guess in a regular pattern, but would try to vary their answers across the range of possibilities. From their perspective, grouping a few consecutive answers with the same letter makes sense.
24) Examiners- 3
Many students and teachers try to analyse exams and work out patterns. In one Cambridge First Certificate exercise, there were usually between four and six correct sentences. Then one year there were only two. Patterns may help, but beware of relying on them; examiners will change them without warning.
25) Exam Myth 1
Apparently, a philosophy student got a first class grade for a paper which had "Is this a question?" as an essay title. Instead of going into the nature of questions, etc, he or she simply wrote "Yes, if this is an answer." Perhaps you should read Exam Myth 2 before feeling encouraged to do likewise.
26) Exam Myth 2
When asked "What is courage?", another philosphy student wrote "This." He or she failed; even though it was, indeed, courageous to stake their degree on such an answer, it was not held to have answered the question. The answer was an example and not an explanation.
27) Exam Myth 3
An Oxford undergraduate, or so the story goes, discovered an ancient regulation that allowed a gentleman to send the invigilator to buy a quart (Two pints or 1.14 litres) of ale (beer) during the exam for the student's refreshment. He duly ordered it and produced his evidence and was bought the beer. The following day, the invigilator approached him with a hat, gown and sword, which another old regulation stipulated had to be worn at all times. So, the student had to to sit through the exam in a stuffy hall on a hot day in a heavy hat, etc.
28) Exam Myth 4
A student used amphetamines (a chemical stimulant) to stay awake to study all night in the days leading up to an exam, hoping to make up for lost time. Feeling shattered on the morning of the exam, they took a huge dose to make sure they were bright and alert and didn't fall asleep halfway through. Throughout the exam, they scribbled away frantically; writing page after page. Unfortunately, they'd taken so much of the stimulant that they failed to notice that they had written everything on the same side of paper, which meant that instead of handing in a dozen sheets of paper, they had one so covered in writing that it had turned black.
22) Examiners- 1
Examiners are, by and large, sadistic so-and-sos. Their sole aim in life is to trap you and catch you out.
23) Examiners- 2
In multiple choice exercises, examiners have been known to use the same letter for the correct answer several times in succession (a, a, a, a, a, etc). This is unsettling and can make students worry that their answers must be wrong; it does not. I once gave a Cambridge Proficiency group an entire Reading Comprehension exercise (25 questions) with the same answer for all. The students started changing their answers and choosing wrong ones because they couldn't believe that this was possible. While I have never seen it, there is nothing to stop them doing it. They are there to test your understanding and will play psychological games to make you doubt yourself, and this is one little trick they use. It also has the advantage of reducing the possibly of inaccurate scores achieved by guessing, as few would guess in a regular pattern, but would try to vary their answers across the range of possibilities. From their perspective, grouping a few consecutive answers with the same letter makes sense.
24) Examiners- 3
Many students and teachers try to analyse exams and work out patterns. In one Cambridge First Certificate exercise, there were usually between four and six correct sentences. Then one year there were only two. Patterns may help, but beware of relying on them; examiners will change them without warning.
25) Exam Myth 1
Apparently, a philosophy student got a first class grade for a paper which had "Is this a question?" as an essay title. Instead of going into the nature of questions, etc, he or she simply wrote "Yes, if this is an answer." Perhaps you should read Exam Myth 2 before feeling encouraged to do likewise.
26) Exam Myth 2
When asked "What is courage?", another philosphy student wrote "This." He or she failed; even though it was, indeed, courageous to stake their degree on such an answer, it was not held to have answered the question. The answer was an example and not an explanation.
27) Exam Myth 3
An Oxford undergraduate, or so the story goes, discovered an ancient regulation that allowed a gentleman to send the invigilator to buy a quart (Two pints or 1.14 litres) of ale (beer) during the exam for the student's refreshment. He duly ordered it and produced his evidence and was bought the beer. The following day, the invigilator approached him with a hat, gown and sword, which another old regulation stipulated had to be worn at all times. So, the student had to to sit through the exam in a stuffy hall on a hot day in a heavy hat, etc.
28) Exam Myth 4
A student used amphetamines (a chemical stimulant) to stay awake to study all night in the days leading up to an exam, hoping to make up for lost time. Feeling shattered on the morning of the exam, they took a huge dose to make sure they were bright and alert and didn't fall asleep halfway through. Throughout the exam, they scribbled away frantically; writing page after page. Unfortunately, they'd taken so much of the stimulant that they failed to notice that they had written everything on the same side of paper, which meant that instead of handing in a dozen sheets of paper, they had one so covered in writing that it had turned black.
Listening Tips
Listening Tips
17) Listening- 1
You are often given false information first that sounds as if it could be the answer to the question. An instance of this is where the information given matches one of the answers, but does not fit the criterion given in the question- the person could be talking about last week, say, when the question asks about next week. The correct information usually, but not always, comes afterwards.
18) Listening- 2
Nearly right is not the same thing as right; examiners often give information that sounds more or less correct, but is in some way unsatifactory. Adverbs and modals are often used to send you the wrong way; the listening text might use 'She may well be late' and the question 'She will be late'- this is not an exact match and consequently could easily be the wrong answer. It has to be 100% accurate to be right.
19) Listening- 3
In longer listening passages, they often try to lull you into losing concentration by having quite long sections where no information relevant to the exercise is given, then out of the blue they hit you with a couple of answers in quick succession.
20) Listening- 4
Although most longer listening passages begin with an introduction that lets you get into the flow before they start testing you, you cannot depend on this; the first word could in theory be the answer to the first question.
21) Listening- 5
Examiners will often place a word directly from the passage in a wrong answer and use a synonym *[syn.] in the correct answer; check the meaning and do not rely on word recognition to get the right answer.
17) Listening- 1
You are often given false information first that sounds as if it could be the answer to the question. An instance of this is where the information given matches one of the answers, but does not fit the criterion given in the question- the person could be talking about last week, say, when the question asks about next week. The correct information usually, but not always, comes afterwards.
18) Listening- 2
Nearly right is not the same thing as right; examiners often give information that sounds more or less correct, but is in some way unsatifactory. Adverbs and modals are often used to send you the wrong way; the listening text might use 'She may well be late' and the question 'She will be late'- this is not an exact match and consequently could easily be the wrong answer. It has to be 100% accurate to be right.
19) Listening- 3
In longer listening passages, they often try to lull you into losing concentration by having quite long sections where no information relevant to the exercise is given, then out of the blue they hit you with a couple of answers in quick succession.
20) Listening- 4
Although most longer listening passages begin with an introduction that lets you get into the flow before they start testing you, you cannot depend on this; the first word could in theory be the answer to the first question.
21) Listening- 5
Examiners will often place a word directly from the passage in a wrong answer and use a synonym *[syn.] in the correct answer; check the meaning and do not rely on word recognition to get the right answer.
Speaking Tips
Speaking Tips
14) Speaking- 1
Don't bother learning speeches and trying to say them verbatim (word-for-word) in interviews; examiners will usually spot this without too much difficulty and mark you down for it. It is very hard to do this and sound natural.
15) Speaking- 2
Do think over your answers to common questions about yourself. This an opportunity for examiners to get a general picture of your language level, especially your ability to talk about past, present and future experiences, so run these thing over in your mind and try to include corresponding verb forms accordingly.
16) Speaking- 3
If you are asked to talk about or describe a photograph, don't get too hung up on describing every visible detail. Instead, be prepared to speak in general terms about it and how the theme it illustrates affects you.
14) Speaking- 1
Don't bother learning speeches and trying to say them verbatim (word-for-word) in interviews; examiners will usually spot this without too much difficulty and mark you down for it. It is very hard to do this and sound natural.
15) Speaking- 2
Do think over your answers to common questions about yourself. This an opportunity for examiners to get a general picture of your language level, especially your ability to talk about past, present and future experiences, so run these thing over in your mind and try to include corresponding verb forms accordingly.
16) Speaking- 3
If you are asked to talk about or describe a photograph, don't get too hung up on describing every visible detail. Instead, be prepared to speak in general terms about it and how the theme it illustrates affects you.
Multiple Choice Tips
Multiple Choice Tips
12) Psychological Warfare
Examiners can choose the same letter successively for the correct answer. After three consecutive answers with the same letter, many students may well start to feel confused and worried. Eventually, many candidates will start changing their answers simple because they don't believe that examiners would have half a dozen of more questions with the same letter one after the other. They can and sometimes do; this is a real test of your comprehension and reduces the possibility of scoring by guessing.
13) Right word, wrong answer
With multiple choice comprehension questions based on a text, a simple trick is to take obvious and prominent words from the text and put them in an incorrect option. Seeing a word or phrase from the text is not enough; these questions are designed to test comprehension not recognition of a word from the passage.
12) Psychological Warfare
Examiners can choose the same letter successively for the correct answer. After three consecutive answers with the same letter, many students may well start to feel confused and worried. Eventually, many candidates will start changing their answers simple because they don't believe that examiners would have half a dozen of more questions with the same letter one after the other. They can and sometimes do; this is a real test of your comprehension and reduces the possibility of scoring by guessing.
13) Right word, wrong answer
With multiple choice comprehension questions based on a text, a simple trick is to take obvious and prominent words from the text and put them in an incorrect option. Seeing a word or phrase from the text is not enough; these questions are designed to test comprehension not recognition of a word from the passage.
Writing Tips
Writing Tips
9) Writing- 1
Don't carried away and overload your writing with too many obvious connectives and contrastives; if every sentence has two or three such words or expressions, then the writing can seem strained and artificial. Remember- you can try too hard as well as not hard enough.
10) Writing- 2
Write on alternate lines (leaving every second line blank) so that you have space to make changes when checking through your work.
11) Writing- 3
Always credit your sources in academic writing, even when you are referring to ideas rather than actually quoting.
9) Writing- 1
Don't carried away and overload your writing with too many obvious connectives and contrastives; if every sentence has two or three such words or expressions, then the writing can seem strained and artificial. Remember- you can try too hard as well as not hard enough.
10) Writing- 2
Write on alternate lines (leaving every second line blank) so that you have space to make changes when checking through your work.
11) Writing- 3
Always credit your sources in academic writing, even when you are referring to ideas rather than actually quoting.
Practical Exam Tips
Practical Exam Tips
1) Pens and Pencils
Some exams require the use of PENS, while others have to be completed in PENCIL. Make sure you know what you should be using in every paper before you go in.
2) Websites
All the major examination boards have websites these days, usually with sample papers and examiners' reports that you can download. These sites are well worth a visit as they may offer a lot of sound advice. The examiners' report, for instance, can give you an idea of exactly what it is that they are looking for.
3) Take Spares
Take spare pens and pencils just in case the one you are using stops working.
4) On time not In time
Allow for problems, hold-ups and traffic jams on the way and make sure you arrive with time to spare so that you can go in calmy rather than in a frantic rush.
5) It may sound stupid, but ...
Don't forget to read the instructions and make sure you know what you are being asked to do. You should go into the exam well aware of what is expected of you, but you should always check. Don't, however, waste a lot of time on this.
6) Honesty- 1
A language exam is not a test of honesty and you will not be penalised if you tell the examiners that you are CANCER rather than SAGITTARIUS in a written question simply because you are sure of how to spell it. Language Tests are quite simply that; they are designed to test your language and not your honesty- don't worry about lying or being economical with the truth in order to show off your accurate language use.
7) Zzzzz
Try to get a good night's sleep the night before any exam.
8) Hangovers
Try to avoid alcohol the night before an exam, especially in quantity, as a bad hangover is among the very worst things to be suffering from in an exam room.
1) Pens and Pencils
Some exams require the use of PENS, while others have to be completed in PENCIL. Make sure you know what you should be using in every paper before you go in.
2) Websites
All the major examination boards have websites these days, usually with sample papers and examiners' reports that you can download. These sites are well worth a visit as they may offer a lot of sound advice. The examiners' report, for instance, can give you an idea of exactly what it is that they are looking for.
3) Take Spares
Take spare pens and pencils just in case the one you are using stops working.
4) On time not In time
Allow for problems, hold-ups and traffic jams on the way and make sure you arrive with time to spare so that you can go in calmy rather than in a frantic rush.
5) It may sound stupid, but ...
Don't forget to read the instructions and make sure you know what you are being asked to do. You should go into the exam well aware of what is expected of you, but you should always check. Don't, however, waste a lot of time on this.
6) Honesty- 1
A language exam is not a test of honesty and you will not be penalised if you tell the examiners that you are CANCER rather than SAGITTARIUS in a written question simply because you are sure of how to spell it. Language Tests are quite simply that; they are designed to test your language and not your honesty- don't worry about lying or being economical with the truth in order to show off your accurate language use.
7) Zzzzz
Try to get a good night's sleep the night before any exam.
8) Hangovers
Try to avoid alcohol the night before an exam, especially in quantity, as a bad hangover is among the very worst things to be suffering from in an exam room.
Top 10 Exams Tips
Top Ten Exam Tips
1. Be sure to use the exam requirements, recommended literature and sample exams. The exam requirements, which includes a list of literature and the sample exams can be found by selecting the exam of your choice on our exam overview. Literature can be ordered via EXIN's e-bookshop.
2. Complete the sample exam first without consulting the answers. Then make sure to carefully read and understand the feedback.
3. Make sure to allow for plenty of time when travelling to the exam location.
4. Enter an exam well-rested.
5. Start with the easy questions. Do not get stuck on difficult ones, but put those questions aside and return to them later.
6. Often, first impressions are best. Therefore, do not change your answers unless you are absolutely certain that you have made a mistake.
7. Read the question very carefully. Consider what precisely is being asked. If the question demands four arguments, then give four, not three or five. Do not write more than required in the hope that the people marking the exams will select the correct answers.
8. The so-called ?Open exam questions? demand that you compose the entire answer yourself: make sure you write clearly.
9. In the case of multiple choice questions: think of your own answer first before looking at the answers listed on the page.
10. When you are finished, check carefully whether you have answered all the questions.
1. Be sure to use the exam requirements, recommended literature and sample exams. The exam requirements, which includes a list of literature and the sample exams can be found by selecting the exam of your choice on our exam overview. Literature can be ordered via EXIN's e-bookshop.
2. Complete the sample exam first without consulting the answers. Then make sure to carefully read and understand the feedback.
3. Make sure to allow for plenty of time when travelling to the exam location.
4. Enter an exam well-rested.
5. Start with the easy questions. Do not get stuck on difficult ones, but put those questions aside and return to them later.
6. Often, first impressions are best. Therefore, do not change your answers unless you are absolutely certain that you have made a mistake.
7. Read the question very carefully. Consider what precisely is being asked. If the question demands four arguments, then give four, not three or five. Do not write more than required in the hope that the people marking the exams will select the correct answers.
8. The so-called ?Open exam questions? demand that you compose the entire answer yourself: make sure you write clearly.
9. In the case of multiple choice questions: think of your own answer first before looking at the answers listed on the page.
10. When you are finished, check carefully whether you have answered all the questions.
Mark the question with 1 that you can answer 100% correct, then mark 2 to the question that you can answer 90-95% correctly and so on. (Write numbers with lead pencil at your question paper). Write question no. according to question paper.
Jo question 100% theak ata ho us k sath 1 likh do or jo 90-95% theak ata ho usay 2 say mark kar lo or isi tarha baqi question k sath bhi likh lo, or phir isi tarteeb say questions ko solve karna shoro karo, lakin question number wohi likhna jo question paper par likha hoa hay,
Divide the time according to Marks. If its 3.00 hours paper then you need to divide it like this. 20 minutes = Part A (MCQ), 5-10 minutes = Read Question Paper, 30 minutes = Re-Checking, Proof reading your paper. Divide the remaining time according to your own writing speed and length of question. (question k marks k hisab say time ko divide karo, aghar 3 hours ka paper ho to 20 minutes = Part A (MCQ), 5-10 minutes = Question Paper parhny k leay, 30 minutes = paper complete karny k baad proof reading karny k leay, mistakes kam karny k leay
When you get question paper hold it confidently, and try to solve it by your owns-self. Write the option for MCQ that you are sure (with lead pencil). If you don’t know the exact answers then try Elimination Process, or use your hidden abilities. (you know better what I mean) (Question paper is yaqeen say pakro k yeah sara attempt karna hay or full marks leny hain, pehly wo questions lead pencil say likho jo 100% theak atay hain, aghar answer na a raha ho to Elimination method use karo ya phir wohi karo jo NALAIQ student karty hain, sirf mind main yahi bat rakho k Full marks leny hain kisi b tarha)
1. Stop revising the syllabus at least 20 minutes before the paper, and be confident that you have learnt all and be sure to solve the paper (Don’t be afraid, don’t lose confident, if so then share jokes with friends, enjoy, talk or at least think of the best days of your past or coming life to gain confident). (paper shoro honay say 20 mint pehly tak party raho, or confident raho k theak tiyari kar li hay, CONFIDENCE agar lose ho rha ho to apny ap ko hush karny ki koshish karo, koi joke mind main lay ao, fresh hony ki koshish karo)
How to Solve the Paper?
How to Solve the Paper?
Before entering Examination Hall you need to be sure to have Roll no slip, 2 Pointers (2 Pens, ink), 1 sharpener, 1 lead pencil, 1 scale, 1 Marker, Watch and calculator (if you need that). (Or apna dimagh b sath lay k jana)
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