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whe'r eas t he essay for mat allows you to dev elop an arg um ent ,
explain alternative views or provide a high level of detail in your
answer. Because you cannot be expected to know all topi cs in
thi s sort of depth, t here is often an element of cho ice in essay
exam papers .
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I Essays are commonly used when tutors expect you to t hink more
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See Table 1.1 (p. 6 ) for furth er explanat ion of what 's expected under
these headings, and watch out for inst ructi on words that invite t hese
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Per sooal pr onou'n ' \j aluej udgernent
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b· ,~~~LJJ,G,!4,;&.aoo~ ei--te:Gt!¥e-~i~;'C@l:.~af.kffi~Iw...fS e " ~i~ ~.: ' The Int roduc tion: set s t he context7ijives an Inslgfifasfoi"6w~':>=~~~(r~11-~--_?~
m e marks you 0 rarn. " - ' A . ~ "" , ' . . '
int end to approach the tOPiCand stat es brie fly what ~ou r answer
will say.
0[ 0 • ' The main body: present s the inf or mati on, the argumen t or key
• points of you r re sponse.
Essay-styl e question s are mainly used by tut ors to elicit an in-d epth • .The conclusion: sums up th e answer as stated, reinforces th e
answe r to a complex issue. Oth er shorter form s tend to be included ", posit ion outli ned in the int roductio n, and puts the wh ole answer
when they want you to address knowled ge over a wid e area, \ int o a wider contex t.
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wh ile the conclusion st at es your argument, viewpoint or finding s
supported by the evidence and information y ou have di scussed in
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's','ymi,{om of weakness
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-f .- a defin iti on signposti ng words, no (or few) wri tin g needs to guide t he reader along
st ar t ing w ith
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paragraphs, and litt le apparent logic.
The waffly, irrelevant answer.
a logical path to enable understa nding.
' Great er at te nt ion needs to be paid to
untocussed. fails to get to gri ps with analysis of the inst ruction given and
On the other hand, if th e planning phase is ig no re d completely, and th e quest ion and m ay contain large convert ing th ese th ought s into a
you o n ly think ab o u t t he st ru cture wh i le you wr it e, th en you can end amounts' of irr elevant information, coherent answer plan. Irr elevant '
offered up seemingly wit hout regard material should notbe -used as
up w ith a weakly struc t u r ed essay. Table 19.1 describes so m e comm o n
for t he to pic se t. it will gain no marks.
pitfalls t h at can o ccur when st ud e n t s fai l to consider the structure of
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:tl; The half -an-answer.Faiisto appreCia, eThe essay should cover -au aspects of
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Quot at ions and ci t ation s in exa menswers and eventual st ruct ure.
St ruct ur e dominated ,by quotes . This This typ e of stru ct ure leaves litt le
Do not be com e bogged down in trying t o rememb er di re ct quotes might sta rt wit h a hackneyed quote room for evidence of original t hought.
word for word (po ssi ble ex ceptions are in literature and law, exams). or be interspersedw ith exten sive ,Few marks 'are given fo r having a good
Just give th e sense of the quote, it s relev ance t o your ans wer and memori sed quote s. with little eff ect ive memory -Jt 's what is done wit h th e
its so urc e. use of t hese. informatio n t hat count s.
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.... Making sure yo u conside r all aspect s of th e question. Bra instorm ing consider:
tec hniques can help you achi eve this. fl1 The instruction word . In what category does th at place the task?
e Explaini ng what you und erstand by the ques tion (per haps in t he For example, have you been asked to act, describe, analyse, argue,
introductory paragraph ). This will make yo u th ink about the or do someth ing else complete ly?
question and may clear up any doubt about how it can be ! G The topic. What is t he core topic about?
interpreted. Howe ver, make sur e you do not narrow the t opi c The aspectts) to be covered. What part icular aspect of th e topi c
beyond wh at wou ld be reasonable. has to be consider ed?
Focussing on the pr ecise tas k you have been asked t o do. ~ Any restriction(s). What limits have been imposed on the discussion?
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" Remember to ta ckle t he quest ion act uall y asked and not t he one Your answer must encompass each element of the ta sk to ensure
you woul d have liked t o answer - t his is a r isk in question -spotting. , th at it is a logical response to th e task you were set. What you write
~ Ensuring your answer is planned. Creat ing a plan will make you t I:, , must be relevant. Superfluou s material or digressions will not earn
you marks
th ink about relevance and the logic of your argument. L".,. __ ~ __ -..:-w"",~:~",,:,,~~ ~ ."'--- f~ !
1Il Keeping t o the point. Including irr elevant or repet it ive cont ent
will not gain you any marks and the ti me you spend wr iting it will
Having said t hat, no mar ks are give n for 'wh ite space': even a few
,.- _1!II'._.-._._-- . personal pronoun s 'I', 'yo u', 'we' and: ·one'. .
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T his will ensure you do not have to sta rt answers completel y from
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, scratch.
r~;in g t~ ~ i c s----~-----'---' Use notes and plans effectively. It is perfectly accep table pra ctic e
to make notes in exam boo ks; however, you shoul d al ways score
1 Someti mes examination questions will blend two top ics so that you th rough them before you subm it the answ er paper. A sing le diagonal
Ii may findthat you can only answer half the question. This is one of line wi ll suffi ce. Som et imes yo ur plan may be used by the examiner to
the dangers of questi on-spotting{Ch 9 ).
l,=a~"-~~~. "'. ._ : .., _I . _ cros s-che ck deta il s of your answer (but do not count on this).
17 0 Tackling specific types of exam and assessment 19 Essay -style assessments 171
Keep your writing simple. If you are to st ick to your exam strategy,
you must not lose valuabl e time creating an attention -grabb ing piece
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of writ ing. You won't have time or space to refin e your answer in the
19.1 Review essay-style questions in past exam papers.
same way as you would with a piece of coursewor k. In parti cular , don't
Look at these part icularly f ro m the point of view of t he depth
labour the int roductio n with f ine phrases - get stra ight to the point of
of answers' requir ed. Consider both the inst ructi on word used