direction for essay type questions

Direction Words In Essay Test Items

Essay Test Preparation Tips and Strategies

Essay test questions can be very intimidating, but they can also be very rewarding. Unlike other types of exams (i.e., multiple choice, true or false, etc.) essay tests allow you develop an answer based on your understanding or knowledge.

If you’ve studied all semester, understand the course concepts, and have reviewed prior to the test, the following strategies can help you improve your performance on essay tests and exams.

Strategies to Help You Improve Your Performance on Essay Tests and Exams

Read the directions.

Reading the directions seems so obvious. Unfortunately, it’s still one of the biggest test taking mistakes students make. Before answering an essay question, thoroughly read the instructions. Do not jump to the answer without being sure of what exactly the question is asking. In many cases, the teacher is looking for specific types of responses. Never assume you know what is being asked, or what is required, until you’ve read the entire question.

Ask for clarification

Read essay questions in their entirety before preparing an answer. If the instructions are unclear, or you simply don’t understand a question, ask the teacher for clarification. Chances are if you’re confused so is someone else. Never be scared to ask for clarification from your teacher or instructor.

Provide detail

Provide as many details and specific examples when answering an essay question as you can. Teachers are usually looking for very specific responses to see whether or not you’ve learned the material. The more relevant detail you provide, the higher grade is likely to be. However, only include correct, accurate and relevant information. Including irrelevant “filler” that doesn’t support your answer will likely lower your grade.

Budget your time

Manage your time wisely when answering essay questions so you are able answer all the questions, not just the easy or hard ones. If you finish your test before time is up, go back and review your answers and provide additional details.

We recommend answering those essay questions you’re most familiar with first and then tackling more challenging questions after. It’s also not uncommon on essay tests for some questions to be worth more than others. When budgeting your time, make sure to allocate more time to those questions that are worth the most.

Follow the instructions

When a question is only requiring facts, be sure to avoid sharing opinions. Only provide the information the instructions request. It’s important to provide an answer that matches the type of essay question being asked. You’ll find a list of common types of essay questions at the bottom of this page.

In your answers, get to the point and be very clear. It is generally best to be as concise as possible. If you provide numerous facts or details, be sure they’re related to the question. A typical essay answer should be between 200 and 800 words (2-8 paragraphs) but more isn’t necessarily better. Focus on substance over quantity.

Write clearly and legibly

Be sure your essays are legible and easy to understand. If a teacher has a difficult time reading or understanding what you’ve written, you could receive a lower score.

Get organized

Organize your thoughts before answering your essay question. We even recommend developing a short outline before preparing your answer. This strategy will help you save time and keep your essay organized. Organizing your thoughts and preparing a short outline will allow you to write more clearly and concisely.

Get to the point – Focus on substance

Only spend time answering the question and keep your essays focused. An overly long introduction and conclusion can be unnecessary. If your essay does not thoroughly answer the question and provide substance, a well developed introduction or conclusion will do you no good.

Use paragraphs to separate ideas

When developing your essay, keep main ideas and other important details separated with paragraphs. An essay response should have three parts: the introduction; the body; and the conclusion. The introduction is typically one paragraph, as is the conclusion. The body of the essay usually consists of 2 to 6 paragraphs depending on the type of essay and the information being presented.

Go back and review

If time permits, review your answers and make changes if necessary. Make sure you employed correct grammar and that your essays are well written. It’s not uncommon to make silly mistakes your first time through your essay. Reviewing your work is always a good idea.

Approximate

When you are unsure of specific dates, just approximate dates. For example, if you know an event occurred sometime during the 1820’s, then just write, “in the early 1800’s.”

Common Question Types on Essay Exams

Being able to identify and becoming familiar with the most common types of essay test questions is key to improving performance on essay exams. The following are 5 of the most common question types you’ll find on essay exams.

1. Identify

Identify essay questions ask for short, concise answers and typically do not require a fully developed essay.

Ask yourself: “What is the idea or concept in question?”, “What are the main characteristics?”, “What does this mean?”
Keywords to look for: Summarize, List, Describe, Define, Enumerate, State
Example question: “Define what is meant by ‘separation of church and state.'”

Explain essay questions require a full-length essay with a fully developed response that provides ample supporting detail.

Ask yourself: “What are the main points?”, “Why is this the case?”
Keywords to look for: Discuss, Explain, Analyze, Illustrate
Example question: “Discuss the differences between the political views of democrats and republicans. Use specific examples from each party’s 2017 presidential campaign to argue which views are more in line with U.S. national interests.”

Compare essay questions require an analysis in essay form which focuses on similarities, differences, and connections between specific ideas or concepts.

Ask yourself: “What are the main concepts or ideas?”, “What are the similarities?”, “What are the differences?”
Keywords to look for: Compare, Contrast, Relate
Example question: “Compare the value of attending a community college to the value of attending a 4-year university. Which would you rather attend?”

Argue essay questions require you to form an opinion or take a position on an issue and defend your position against alternative positions using arguments backed by analysis and information.

Ask yourself: “Is this position correct?”, “Why is this issue true?”
Keywords to look for: Prove, Justify
Example question: “Argue whether robotics will replace blue collar manufacturing jobs in the next ten years.”

Assess essay questions involve assessing an issue, idea or question by describing acceptable criteria and defending a position/judgment on the issue.

Ask yourself: “What is the main idea/issue and what does it mean?”, “Why is the issue important?”, “What are its strengths?”, “What are the weaknesses?”
Keywords to look for: Evaluate, Criticize, Evaluate, Interpret
Example question: “With respect to U.S. national security, evaluate the benefit of constructing a wall along the southern border of the United States of America.”

How to Answer Essay Type Questions in Literature Examinations

Last Updated: November 14, 2023 Approved

This article was co-authored by Tristen Bonacci . Tristen Bonacci is a Licensed English Teacher with more than 20 years of experience. Tristen has taught in both the United States and overseas. She specializes in teaching in a secondary education environment and sharing wisdom with others, no matter the environment. Tristen holds a BA in English Literature from The University of Colorado and an MEd from The University of Phoenix. There are 11 references cited in this article, which can be found at the bottom of the page. wikiHow marks an article as reader-approved once it receives enough positive feedback. In this case, 86% of readers who voted found the article helpful, earning it our reader-approved status. This article has been viewed 147,214 times.

Answering essay questions on literature exams can be daunting, especially with timed exams. Before the test, you should have a full understanding of how the different parts of a classical argument fit together to make a whole. The best way to quickly write an organized essay is to outline your argument before you begin your answer. With a little bit of preparation, you can ensure a good grade on your exam.

Writing Your Essay

Create a bullet point for each point you choose to make in your paper.
Your first point should include the introduction, statement of facts, and thesis.
You should break up the “proof” or body paragraphs into however many points you laid out in your thesis. If you promised three points, create three bullet points. If you promised four points, create four bullet points. Remember that the body paragraphs must follow the exact order of the thesis.
Create a point for the statement of the counterargument. You can either create a new point/paragraph for your refutation of it, or keep it all in one paragraph by making the refutation a subpoint.
Create a point for the conclusion.

If you're using external sources, you should include them in your outline. You don't want to accidentally leave out a great source because you got caught up in the writing and forgot about it.

Step 3 Write your topic sentences into your outline.

Use transition words like furthermore, similarly, or indeed to transition between agreeing ideas. [4] X Research source
Use "conflict" transition words and phrases to transition between conflicting ideas — like the counterargument and your refutation of it. Examples include however, in contrast, on the other hand, or conversely.

Step 4 Use the outline to write your essay.

Make sure to refer back to your outline repeatedly during the writing process. This is the roadmap of your answer. Don't wander away from it and get off-course.

If you're being graded primarily on the content of your argument, leave grammar and spelling editing for your last step.
If you're being graded primarily on your grammar and spelling, by all means, correct your errors as you go!
In most cases, you won't be graded on one or the other. Keep your specific teacher or standardized test in mind. Have a strategy for when you plan to correct your errors before you take the test.

Step 6 Proofread your essay before submitting it.

If you're in an isolated room, read the essay aloud to yourself to look for grammar errors that sound wrong. It's easier to hear mistakes than see them on the page.
Read your sentences backwards to look for spelling errors you might skim over if you were reading the sentences normally. [5] X Research source

Structuring Your Argument

Step 1 Learn the six basic parts of the classical oration model.

Introduction (exordium)
Statement of Facts (narratio)
Thesis (partitio)
Proof (confirmatio)
Refutation (refutatio)
Conclusion (peroratio)
The introduction, statement of facts, and thesis are often grouped together in the first paragraph of the answer.

Step 2 Invite the reader into your argument in the introduction.

Another way to think of the exordium is to consider where the word "introduction" comes from. The prefix "intro" means "inward," as in introspection (looking inward). "Duction" comes from the Latin root "ducere," which means "to lead." This is where we get the modern words duke (one who leads) and orchestra conductor (one who leads together). [7] X Research source [8] X Research source
In the introduction, you want to intro + duce, or lead the reader inward, further into your argument.

Step 3 Provide background information in the statement of facts.

If your reader already knows the background information, you may be able to skip this section.
In Cicero's Latin, this section was called the "narratio," which is where we get the modern word "narrator." The narrator is the voice in a book that gives readers information that can't be delivered through dialogue or action.
The word "knowledge" itself shares a root with narration : gnoscere. [10] X Research source In this section, you give the readers the knowledge they need to follow your argument.

Step 4 Break down your argument in your thesis.

Cicero's Latin word, partitio, shares a root with the modern word "partition," which means division or separation. When Beyonce sings "Driver roll up the partition, please," she's asking the driver to roll up the window that separates him from the passengers in the back.
So the thesis is where you list out the different parts of your argument — your X, Y, and Z — in list form, separately.

Step 5 Show the readers the evidence for your claim in the proof.

Note that it's not enough to just list a bunch of quotes and statistics from sources. That's not making an argument — it's restating someone else's information or argument.

Don't include a counterargument without refuting it. To refute means to "beat back." [13] X Research source The only reason you include the opposing point of view is to beat it back and strengthen your own position.

Step 7 Synthesize your argument in the conclusion.

Do not transition into your conclusion with a signal phrase like "in conclusion" or "in summary." Find a less obvious, more sophisticated transition.

Expert Q&A

Never plagiarize another author's words or ideas. You can fail the assignment or even the entire course, or get suspended or expelled from school Thanks Helpful 3 Not Helpful 0

↑ Tristen Bonacci. Licensed English Teacher. Expert Interview. 21 December 2021.
↑ https://www.tacoma.uw.edu/sites/default/files/global/documents/library/essay_outline_worksheet.pdf
↑ https://owl.english.purdue.edu/engagement/2/1/29/
↑ https://www.msu.edu/~jdowell/135/transw.html
↑ http://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Writing_Handouts/proofreading.pdf
↑ http://www.etymonline.com/index.php?term=exhort
↑ http://www.etymonline.com/index.php?allowed_in_frame=0&search=duke&searchmode=none
↑ http://www.etymonline.com/index.php?allowed_in_frame=0&search=conductor&searchmode=none
↑ http://www.etymonline.com/index.php?term=narration&allowed_in_frame=0
↑ http://writingcenter.unc.edu/handouts/thesis-statements/
↑ http://www.etymonline.com/index.php?term=refute

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The four main types of essay | Quick guide with examples

The Four Main Types of Essay | Quick Guide with Examples

Published on September 4, 2020 by Jack Caulfield . Revised on July 23, 2023.

An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays.

Argumentative and expository essays are focused on conveying information and making clear points, while narrative and descriptive essays are about exercising creativity and writing in an interesting way. At university level, argumentative essays are the most common type.

Essay type	Skills tested	Example prompt
		Has the rise of the internet had a positive or negative impact on education?
		Explain how the invention of the printing press changed European society in the 15th century.
		Write about an experience where you learned something about yourself.
		Describe an object that has sentimental value for you.

In high school and college, you will also often have to write textual analysis essays, which test your skills in close reading and interpretation.

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Argumentative essays, expository essays, narrative essays, descriptive essays, textual analysis essays, other interesting articles, frequently asked questions about types of essays.

An argumentative essay presents an extended, evidence-based argument. It requires a strong thesis statement —a clearly defined stance on your topic. Your aim is to convince the reader of your thesis using evidence (such as quotations ) and analysis.

Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation.

The essay is divided into an introduction, body, and conclusion:

The introduction provides your topic and thesis statement
The body presents your evidence and arguments
The conclusion summarizes your argument and emphasizes its importance

The example below is a paragraph from the body of an argumentative essay about the effects of the internet on education. Mouse over it to learn more.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An expository essay provides a clear, focused explanation of a topic. It doesn’t require an original argument, just a balanced and well-organized view of the topic.

Expository essays test your familiarity with a topic and your ability to organize and convey information. They are commonly assigned at high school or in exam questions at college level.

The introduction of an expository essay states your topic and provides some general background, the body presents the details, and the conclusion summarizes the information presented.

A typical body paragraph from an expository essay about the invention of the printing press is shown below. Mouse over it to learn more.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

A narrative essay is one that tells a story. This is usually a story about a personal experience you had, but it may also be an imaginative exploration of something you have not experienced.

Narrative essays test your ability to build up a narrative in an engaging, well-structured way. They are much more personal and creative than other kinds of academic writing . Writing a personal statement for an application requires the same skills as a narrative essay.

A narrative essay isn’t strictly divided into introduction, body, and conclusion, but it should still begin by setting up the narrative and finish by expressing the point of the story—what you learned from your experience, or why it made an impression on you.

Mouse over the example below, a short narrative essay responding to the prompt “Write about an experience where you learned something about yourself,” to explore its structure.

Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class.

Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different.

A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected. And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk free will, we looked at our own choices. To talk ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones.

The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind.

A descriptive essay provides a detailed sensory description of something. Like narrative essays, they allow you to be more creative than most academic writing, but they are more tightly focused than narrative essays. You might describe a specific place or object, rather than telling a whole story.

Descriptive essays test your ability to use language creatively, making striking word choices to convey a memorable picture of what you’re describing.

A descriptive essay can be quite loosely structured, though it should usually begin by introducing the object of your description and end by drawing an overall picture of it. The important thing is to use careful word choices and figurative language to create an original description of your object.

Mouse over the example below, a response to the prompt “Describe a place you love to spend time in,” to learn more about descriptive essays.

On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax. I am in my small peaceful paradise: the shade of the tree, the feel of the grass on my feet, the gentle activity of the fish in the pond beside me.

My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch he can watch over his little kingdom and keep an eye on the neighbours. He does this until the barking of next door’s dog scares him from his post and he bolts for the cat flap to govern from the safety of the kitchen.

With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters…

Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting.

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Though every essay type tests your writing skills, some essays also test your ability to read carefully and critically. In a textual analysis essay, you don’t just present information on a topic, but closely analyze a text to explain how it achieves certain effects.

Rhetorical analysis

A rhetorical analysis looks at a persuasive text (e.g. a speech, an essay, a political cartoon) in terms of the rhetorical devices it uses, and evaluates their effectiveness.

The goal is not to state whether you agree with the author’s argument but to look at how they have constructed it.

The introduction of a rhetorical analysis presents the text, some background information, and your thesis statement; the body comprises the analysis itself; and the conclusion wraps up your analysis of the text, emphasizing its relevance to broader concerns.

The example below is from a rhetorical analysis of Martin Luther King Jr.’s “I Have a Dream” speech . Mouse over it to learn more.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

Literary analysis

A literary analysis essay presents a close reading of a work of literature—e.g. a poem or novel—to explore the choices made by the author and how they help to convey the text’s theme. It is not simply a book report or a review, but an in-depth interpretation of the text.

Literary analysis looks at things like setting, characters, themes, and figurative language. The goal is to closely analyze what the author conveys and how.

The introduction of a literary analysis essay presents the text and background, and provides your thesis statement; the body consists of close readings of the text with quotations and analysis in support of your argument; and the conclusion emphasizes what your approach tells us about the text.

Mouse over the example below, the introduction to a literary analysis essay on Frankenstein , to learn more.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

In a literary analysis essay, you might make an argument for a specific interpretation of a text
In a history essay, you might present an argument for the importance of a particular event
In a politics essay, you might argue for the validity of a certain political theory

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

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Exam Strategies: Short Answer & Essay Exams

Essay exams involve a significant written component in which you are asked to discuss and expand on a topic. These could include written responses in the form of a formal essay or a detailed short-answer response.

Short answer vs essay questions

Preparing for an essay exam

Answering essay questions.

Check out our visual resources for " Test Taking Strategies: Short Answer & Essay Questions " below!

What is the difference between a short answer and an essay question?

Both short-answer and essay questions ask you to demonstrate your knowledge of course material by relating your answer to concepts covered in the course.
Essay questions require a thesis (argument) and supporting evidence (from course material - lectures, readings, discussions, and assignments) outlined in several paragraphs, including an introduction, body, and conclusion.
Short-answer questions are more concise than essay answers - think of it as a “mini-essay” - and use a sentence or two to introduce your topic; select a few points to discuss; add a concluding sentence that sums up your response.
Review your course material - look for themes within the topics covered, use these to prepare sample questions if your instructor has not given direction on what to expect from essay questions.
Create outlines to answer your practice questions. Choose a definite argument or thesis statement and organize supporting evidence logically in body paragraphs. Try a mnemonic (like a rhyme or acronym) to help remember your outline.
Practice! Using your outline, try using a timer to write a full response to your practice or sample questions within the exam time limit.
Review the question carefully. Think about what it is asking - what are you expected to include? What material or examples are relevant?
Underline keywords in the question to identify the main topic and discussion areas.
Plan your time. Keep an eye on the time allowed and how many essay questions you are required to answer. Consider the mark distribution to determine how much time to spend on each question or section.
Make a plan. Take a few minutes to brainstorm and plan your response - jot down a brief outline to order your points and arguments before you start to write.
Include a thesis statement in your introduction so that your argument is clear, even if you run out of time, and help structure your answer.
Write a conclusion , even if brief - use this to bring your ideas together to answer the question and suggest the broader implications.
Clearly and concisely answer the question :
In your introduction, show that you understand the question and outline how you will answer it.
Make one point or argument per paragraph and include one or two pieces of evidence or examples for each point.
In your conclusion, summarize the arguments to answer the question.

"Test Taking Strategies: Short Answer & Essay Questions"

Does your next test have short answer or essay questions? Let's look at how to prepare for these type of questions, how to answer these types of questions, and strategies to keep in mind during the exam. Fight exam writer's block and achieve your best marks yet!

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"Test Taking Strategies: Short Answer & Essay Questions" Video

Looking for more strategies and tips? Check out MUN's Academic Success Centre online!

Carnegie Mellon University. (n.d.). Successful exam strategies. Carnegie Mellon University: Student Academic Success. Retrieved April 1, 2022 from https://www.cmu.edu/student-success/other-resources/fast-facts/exam-strategies.pdf

Memorial University of Newfoundland. (n.d.). Exam strategies: Short answer & essay exams. Memorial University of Newfoundland: Academic Success Centre. Retrieved April 1, 2022 from https://www.mun.ca/munup/vssc/learning/exam-strategies-essays.php

Trent University. (n.d.). How to understand and answer free response or essay exam questions. Trent University: Academic Skills. Retrieved April 1, 2022 from https://www.trentu.ca/academicskills/how-guides/how-study/prepare-and-write-exams/how-understand-and-answer-free-response-or-essay-exam

University of Queensland Australia. (n.d.). Exam tips. University of Queensland Australia: Student support, study skills. Retrieved April 1, 2022 from https://my.uq.edu.au/information-and-services/student-support/study-skills/exam-tips

University of Waterloo. (n.d.). Exam questions: Types, characteristics, and suggestions. University of Waterloo: Centre for Teaching Excellence. Retrieved April 1, 2022 from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/exams/questions-types-characteristics-suggestions

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Top tips and golden rules

I’ve lost count of the number of times I’ve been told to ‘write the question at the top of every new page’- but for some reason, that trick simply doesn’t work for me. If it doesn’t work for you either, use this three-part process to allow the question to structure your essay:

1) Work out exactly what you’re being asked

It sounds really obvious, but lots of students have trouble answering questions because they don’t take time to figure out exactly what they’re expected to do – instead, they skim-read and then write the essay they want to write. Sussing out a question is a two-part process, and the first part is easy. It means looking at the directions the question provides as to what sort of essay you’re going to write. I call these ‘command phrases’ and will go into more detail about what they mean below. The second part involves identifying key words and phrases.

2) Be as explicit as possible

Use forceful, persuasive language to show how the points you’ve made do answer the question. My main focus so far has been on tangential or irrelevant material – but many students lose marks even though they make great points, because they don’t quite impress how relevant those points are. Again, I’ll talk about how you can do this below.

3) Be brutally honest with yourself about whether a point is relevant before you write it.

It doesn’t matter how impressive, original or interesting it is. It doesn’t matter if you’re panicking, and you can’t think of any points that do answer the question. If a point isn’t relevant, don’t bother with it. It’s a waste of time, and might actually work against you- if you put tangential material in an essay, your reader will struggle to follow the thread of your argument, and lose focus on your really good points.

Put it into action: Step One

Let’s imagine you’re writing an English essay about the role and importance of the three witches in Macbeth . You’re thinking about the different ways in which Shakespeare imagines and presents the witches, how they influence the action of the tragedy, and perhaps the extent to which we’re supposed to believe in them (stay with me – you don’t have to know a single thing about Shakespeare or Macbeth to understand this bit!). Now, you’ll probably have a few good ideas on this topic – and whatever essay you write, you’ll most likely use much of the same material. However, the detail of the phrasing of the question will significantly affect the way you write your essay. You would draw on similar material to address the following questions: Discuss Shakespeare’s representation of the three witches in Macbeth . How does Shakespeare figure the supernatural in Macbeth ? To what extent are the three witches responsible for Macbeth’s tragic downfall? Evaluate the importance of the three witches in bringing about Macbeth’s ruin. Are we supposed to believe in the three witches in Macbeth ? “Within Macbeth ’s representation of the witches, there is profound ambiguity about the actual significance and power of their malevolent intervention” (Stephen Greenblatt). Discuss. I’ve organised the examples into three groups, exemplifying the different types of questions you might have to answer in an exam. The first group are pretty open-ended: ‘discuss’- and ‘how’-questions leave you room to set the scope of the essay. You can decide what the focus should be. Beware, though – this doesn’t mean you don’t need a sturdy structure, or a clear argument, both of which should always be present in an essay. The second group are asking you to evaluate, constructing an argument that decides whether, and how far something is true. Good examples of hypotheses (which your essay would set out to prove) for these questions are:

The witches are the most important cause of tragic action in Macbeth.
The witches are partially, but not entirely responsible for Macbeth’s downfall, alongside Macbeth’s unbridled ambition, and that of his wife.
We are not supposed to believe the witches: they are a product of Macbeth’s psyche, and his downfall is his own doing.
The witches’ role in Macbeth’s downfall is deliberately unclear. Their claim to reality is shaky – finally, their ambiguity is part of an uncertain tragic universe and the great illusion of the theatre. (N.B. It’s fine to conclude that a question can’t be answered in black and white, certain terms – as long as you have a firm structure, and keep referring back to it throughout the essay).

The final question asks you to respond to a quotation. Students tend to find these sorts of questions the most difficult to answer, but once you’ve got the hang of them I think the title does most of the work for you – often implicitly providing you with a structure for your essay. The first step is breaking down the quotation into its constituent parts- the different things it says. I use brackets: ( Within Macbeth ’s representation of the witches, ) ( there is profound ambiguity ) about the ( actual significance ) ( and power ) of ( their malevolent intervention ) Examiners have a nasty habit of picking the most bewildering and terrifying-sounding quotations: but once you break them down, they’re often asking for something very simple. This quotation, for example, is asking exactly the same thing as the other questions. The trick here is making sure you respond to all the different parts. You want to make sure you discuss the following:

Do you agree that the status of the witches’ ‘malevolent intervention’ is ambiguous?
What is its significance?
How powerful is it?

Step Two: Plan

Having worked out exactly what the question is asking, write out a plan (which should be very detailed in a coursework essay, but doesn’t have to be more than a few lines long in an exam context) of the material you’ll use in each paragraph. Make sure your plan contains a sentence at the end of each point about how that point will answer the question. A point from my plan for one of the topics above might look something like this:

To what extent are we supposed to believe in the three witches in Macbeth ? Hypothesis: The witches’ role in Macbeth’s downfall is deliberately unclear. Their claim to reality is uncertain – finally, they’re part of an uncertain tragic universe and the great illusion of the theatre. Para.1: Context At the time Shakespeare wrote Macbeth , there were many examples of people being burned or drowned as witches There were also people who claimed to be able to exorcise evil demons from people who were ‘possessed’. Catholic Christianity leaves much room for the supernatural to exist This suggests that Shakespeare’s contemporary audience might, more readily than a modern one, have believed that witches were a real phenomenon and did exist.

My final sentence (highlighted in red) shows how the material discussed in the paragraph answers the question. Writing this out at the planning stage, in addition to clarifying your ideas, is a great test of whether a point is relevant: if you struggle to write the sentence, and make the connection to the question and larger argument, you might have gone off-topic.

Step Three: Paragraph beginnings and endings

The final step to making sure you pick up all the possible marks for ‘answering the question’ in an essay is ensuring that you make it explicit how your material does so. This bit relies upon getting the beginnings and endings of paragraphs just right. To reiterate what I said above, treat your reader like a child: tell them what you’re going to say; tell them how it answers the question; say it, and then tell them how you’ve answered the question. This need not feel clumsy, awkward or repetitive. The first sentence of each new paragraph or point should, without giving too much of your conclusion away, establish what you’re going to discuss, and how it answers the question. The opening sentence from the paragraph I planned above might go something like this:

Early modern political and religious contexts suggest that Shakespeare’s contemporary audience might more readily have believed in witches than his modern readers.

The sentence establishes that I’m going to discuss Jacobean religion and witch-burnings, and also what I’m going to use those contexts to show. I’d then slot in all my facts and examples in the middle of the paragraph. The final sentence (or few sentences) should be strong and decisive, making a clear connection to the question you’ve been asked:

Contemporary suspicion that witches did exist, testified to by witch-hunts and exorcisms, is crucial to our understanding of the witches in Macbeth. To the early modern consciousness, witches were a distinctly real and dangerous possibility – and the witches in the play would have seemed all-the-more potent and terrifying as a result.

Step Four: Practice makes perfect

The best way to get really good at making sure you always ‘answer the question’ is to write essay plans rather than whole pieces. Set aside a few hours, choose a couple of essay questions from past papers, and for each:

Write a hypothesis
Write a rough plan of what each paragraph will contain
Write out the first and last sentence of each paragraph

You can get your teacher, or a friend, to look through your plans and give you feedback. If you follow this advice, fingers crossed, next time you hand in an essay, it’ll be free from red-inked comments about irrelevance, and instead showered with praise for the precision with which you handled the topic, and how intently you focused on answering the question. It can seem depressing when your perfect question is just a minor tangent from the question you were actually asked, but trust me – high praise and good marks are all found in answering the question in front of you, not the one you would have liked to see. Teachers do choose the questions they set you with some care, after all; chances are the question you were set is the more illuminating and rewarding one as well.

Image credits: banner ; Keats ; Macbeth ; James I ; witches .

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Writing Essays for Exams

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What is a well written answer to an essay question?

Well Focused

Be sure to answer the question completely, that is, answer all parts of the question. Avoid "padding." A lot of rambling and ranting is a sure sign that the writer doesn't really know what the right answer is and hopes that somehow, something in that overgrown jungle of words was the correct answer.

Well Organized

Don't write in a haphazard "think-as-you-go" manner. Do some planning and be sure that what you write has a clearly marked introduction which both states the point(s) you are going to make and also, if possible, how you are going to proceed. In addition, the essay should have a clearly indicated conclusion which summarizes the material covered and emphasizes your thesis or main point.

Well Supported

Do not just assert something is true, prove it. What facts, figures, examples, tests, etc. prove your point? In many cases, the difference between an A and a B as a grade is due to the effective use of supporting evidence.

Well Packaged

People who do not use conventions of language are thought of by their readers as less competent and less educated. If you need help with these or other writing skills, come to the Writing Lab

How do you write an effective essay exam?

Read through all the questions carefully.
Budget your time and decide which question(s) you will answer first.
Underline the key word(s) which tell you what to do for each question.
Choose an organizational pattern appropriate for each key word and plan your answers on scratch paper or in the margins.
Write your answers as quickly and as legibly as you can; do not take the time to recopy.
Begin each answer with one or two sentence thesis which summarizes your answer. If possible, phrase the statement so that it rephrases the question's essential terms into a statement (which therefore directly answers the essay question).
Support your thesis with specific references to the material you have studied.
Proofread your answer and correct errors in spelling and mechanics.

Specific organizational patterns and "key words"

Most essay questions will have one or more "key words" that indicate which organizational pattern you should use in your answer. The six most common organizational patterns for essay exams are definition, analysis, cause and effect, comparison/contrast, process analysis, and thesis-support.

Typical questions

"Define X."
"What is an X?"
"Choose N terms from the following list and define them."

Q: "What is a fanzine?"

A: A fanzine is a magazine written, mimeographed, and distributed by and for science fiction or comic strip enthusiasts.

Avoid constructions such as "An encounter group is where ..." and "General semantics is when ... ."

State the term to be defined.
State the class of objects or concepts to which the term belongs.
Differentiate the term from other members of the class by listing the term's distinguishing characteristics.

Tools you can use

Details which describe the term
Examples and incidents
Comparisons to familiar terms
Negation to state what the term is not
Classification (i.e., break it down into parts)
Examination of origins or causes
Examination of results, effects, or uses

Analysis involves breaking something down into its components and discovering the parts that make up the whole.

"Analyze X."
"What are the components of X?"
"What are the five different kinds of X?"
"Discuss the different types of X."

Q: "Discuss the different services a junior college offers a community."

A: Thesis: A junior college offers the community at least three main types of educational services: vocational education for young people, continuing education for older people, and personal development for all individuals.

Outline for supporting details and examples. For example, if you were answering the example question, an outline might include:

Vocational education
Continuing education
Personal development

Write the essay, describing each part or component and making transitions between each of your descriptions. Some useful transition words include:

first, second, third, etc.
in addition

Conclude the essay by emphasizing how each part you have described makes up the whole you have been asked to analyze.

Cause and Effect

Cause and effect involves tracing probable or known effects of a certain cause or examining one or more effects and discussing the reasonable or known cause(s).

Typical questions:

"What are the causes of X?"
"What led to X?"
"Why did X occur?"
"Why does X happen?"
"What would be the effects of X?"

Q: "Define recession and discuss the probable effects a recession would have on today's society."

A: Thesis: A recession, which is a nationwide lull in business activity, would be detrimental to society in the following ways: it would .......A......., it would .......B......., and it would .......C....... .

The rest of the answer would explain, in some detail, the three effects: A, B, and C.

Useful transition words:

consequently
for this reason
as a result

Comparison-Contrast

"How does X differ from Y?"
"Compare X and Y."
"What are the advantages and disadvantages of X and Y?"

Q: "Which would you rather own—a compact car or a full-sized car?"

A: Thesis: I would own a compact car rather than a full-sized car for the following reasons: .......A......., .......B......., .......C......., and .......D....... .

Two patterns of development:

Full-sized car

Disadvantages

Compact car

Useful transition words

on the other hand
unlike A, B ...
in the same way
while both A and B are ..., only B ..
nevertheless
on the contrary
while A is ..., B is ...
"Describe how X is accomplished."
"List the steps involved in X."
"Explain what happened in X."
"What is the procedure involved in X?"

Process (sometimes called process analysis)

This involves giving directions or telling the reader how to do something. It may involve discussing some complex procedure as a series of discrete steps. The organization is almost always chronological.

Q: "According to Richard Bolles' What Color Is Your Parachute?, what is the best procedure for finding a job?"

A: In What Color Is Your Parachute?, Richard Bolles lists seven steps that all job-hunters should follow: .....A....., .....B....., .....C....., .....D....., .....E....., .....F....., and .....G..... .

The remainder of the answer should discuss each of these seven steps in some detail.

following this
after, afterwards, after this
subsequently
simultaneously, concurrently

Thesis and Support

"Discuss X."
"A noted authority has said X. Do you agree or disagree?"
"Defend or refute X."
"Do you think that X is valid? Defend your position."

Thesis and support involves stating a clearly worded opinion or interpretation and then defending it with all the data, examples, facts, and so on that you can draw from the material you have studied.

Q: "Despite criticism, television is useful because it aids in the socializing process of our children."

A: Television hinders rather than helps in the socializing process of our children because .......A......., .......B......., and .......C....... .

The rest of the answer is devoted to developing arguments A, B, and C.

it follows that

A. Which of the following two answers is the better one? Why?

Question: Discuss the contribution of William Morris to book design, using as an example his edition of the works of Chaucer.

a. William Morris's Chaucer was his masterpiece. It shows his interest in the Middle Ages. The type is based on medieval manuscript writing, and the decoration around the edges of the pages is like that used in medieval books. The large initial letters are typical of medieval design. Those letters were printed from woodcuts, which was the medieval way of printing. The illustrations were by Burn-Jones, one of the best artists in England at the time. Morris was able to get the most competent people to help him because he was so famous as a poet and a designer (the Morris chair) and wallpaper and other decorative items for the home. He designed the furnishings for his own home, which was widely admired among the sort of people he associated with. In this way he started the arts and crafts movement.

b. Morris's contribution to book design was to approach the problem as an artist or fine craftsman, rather than a mere printer who reproduced texts. He wanted to raise the standards of printing, which had fallen to a low point, by showing that truly beautiful books could be produced. His Chaucer was designed as a unified work of art or high craft. Since Chaucer lived in the Middle Ages, Morris decided to design a new type based on medieval script and to imitate the format of a medieval manuscript. This involved elaborate letters and large initials at the beginnings of verses, as well as wide borders of intertwined vines with leaves, fruit, and flowers in strong colors. The effect was so unusual that the book caused great excitement and inspired other printers to design beautiful rather than purely utilitarian books.

From James M. McCrimmon, Writing with a Purpose , 7th ed. (Boston: Houghton Mifflin Company, 1980), pp. 261-263.

B. How would you plan the structure of the answers to these essay exam questions?

1. Was the X Act a continuation of earlier government policies or did it represent a departure from prior philosophies?

2. What seems to be the source of aggression in human beings? What can be done to lower the level of aggression in our society?

3. Choose one character from Novel X and, with specific references to the work, show how he or she functions as an "existential hero."

4. Define briefly the systems approach to business management. Illustrate how this differs from the traditional approach.

5. What is the cosmological argument? Does it prove that God exists?

6. Civil War historian Andy Bellum once wrote, "Blahblahblah blahed a blahblah, but of course if blahblah blahblahblahed the blah, then blahblahs are not blah but blahblah." To what extent and in what ways is the statement true? How is it false?

For more information on writing exam essays for the GED, please visit our Engagement area and go to the Community Writing and Education Station (CWEST) resources.

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Research-Based Teaching Tips

Short Answer & Essay Tests

Strategies, Ideas, and Recommendations from the faculty Development Literature

General Strategies

Save essay questions for testing higher levels of thought (application, synthesis, and evaluation), not recall facts. Appropriate tasks for essays include: Comparing: Identify the similarities and differences between Relating cause and effect: What are the major causes of...? What would be the most likely effects of...? Justifying: Explain why you agree or disagree with the following statement. Generalizing: State a set of principles that can explain the following events. Inferring: How would character X react to the following? Creating: what would happen if...? Applying: Describe a situation that illustrates the principle of. Analyzing: Find and correct the reasoning errors in the following passage. Evaluating: Assess the strengths and weaknesses of.

There are three drawbacks to giving students a choice. First, some students will waste time trying to decide which questions to answer. Second, you will not know whether all students are equally knowledgeable about all the topics covered on the test. Third, since some questions are likely to be harder than others, the test could be unfair.

Tests that ask only one question are less valid and reliable than those with a wider sampling of test items. In a fifty-minute class period, you may be able to pose three essay questions or ten short answer questions.

To reduce students' anxiety and help them see that you want them to do their best, give them pointers on how to take an essay exam. For example:

Survey the entire test quickly, noting the directions and estimating the importance and difficulty of each question. If ideas or answers come to mind, jot them down quickly.
Outline each answer before you begin to write. Jot down notes on important points, arrange them in a pattern, and add specific details under each point.

Writing Effective Test Questions

Avoid vague questions that could lead students to different interpretations. If you use the word "how" or "why" in an essay question, students will be better able to develop a clear thesis. As examples of essay and short-answer questions: Poor: What are three types of market organization? In what ways are they different from one another? Better: Define oligopoly. How does oligopoly differ from both perfect competition and monopoly in terms of number of firms, control over price, conditions of entry, cost structure, and long-term profitability? Poor: Name the principles that determined postwar American foreign policy. Better: Describe three principles on which American foreign policy was based between 1945 and 1960; illustrate each of the principles with two actions of the executive branch of government.

If you want students to consider certain aspects or issues in developing their answers, set them out in separate paragraph. Leave the questions on a line by itself.

Use your version to help you revise the question, as needed, and to estimate how much time students will need to complete the question. If you can answer the question in ten minutes, students will probably need twenty to thirty minutes. Use these estimates in determining the number of questions to ask on the exam. Give students advice on how much time to spend on each question.

Decide which specific facts or ideas a student must mention to earn full credit and how you will award partial credit. Below is an example of a holistic scoring rubric used to evaluate essays:

Full credit-six points: The essay clearly states a position, provides support for the position, and raises a counterargument or objection and refutes it.
Five points: The essay states a position, supports it, and raises a counterargument or objection and refutes it. The essay contains one or more of the following ragged edges: evidence is not uniformly persuasive, counterargument is not a serious threat to the position, some ideas seem out of place.
Four points: The essay states a position and raises a counterargument, but neither is well developed. The objection or counterargument may lean toward the trivial. The essay also seems disorganized.
Three points: The essay states a position, provides evidence supporting the position, and is well organized. However, the essay does not address possible objections or counterarguments. Thus, even though the essay may be better organized than the essay given four points, it should not receive more than three points.
Two points: The essay states a position and provides some support but does not do it very well. Evidence is scanty, trivial, or general. The essay achieves it length largely through repetition of ideas and inclusion of irrelevant information.
One point: The essay does not state the student's position on the issue. Instead, it restates the position presented in the question and summarizes evidence discussed in class or in the reading.

Try not to bias your grading by carrying over your perceptions about individual students. Some faculty ask students to put a number or pseudonym on the exam and to place that number / pseudonym on an index card that is turned in with the test, or have students write their names on the last page of the blue book or on the back of the test.

Before you begin grading, you will want an overview of the general level of performance and the range of students' responses.

Identify exams that are excellent, good, adequate, and poor. Use these papers to refresh your memory of the standards by which you are grading and to ensure fairness over the period of time you spend grading.

Shuffle papers before scoring the next question to distribute your fatigue factor randomly. By randomly shuffling papers you also avoid ordering effects.

Don't let handwriting, use of pen or pencil, format (for example, many lists), or other such factors influence your judgment about the intellectual quality of the response.

Write brief notes on strengths and weaknesses to indicate what students have done well and where they need to improve. The process of writing comments also keeps your attention focused on the response. And your comments will refresh your memory if a student wants to talk to you about the exam.

Focus on the organization and flow of the response, not on whether you agree or disagree with the students' ideas. Experiences faculty note, however, that students tend not to read their returned final exams, so you probably do not need to comment extensively on those.

Most faculty tire after reading ten or so responses. Take short breaks to keep up your concentration. Also, try to set limits on how long to spend on each paper so that you maintain you energy level and do not get overwhelmed. However, research suggests that you read all responses to a single question in one sitting to avoid extraneous factors influencing your grading (for example, time of day, temperature, and so on).

Wait two days or so and review a random set of exams without looking at the grades you assigned. Rereading helps you increase your reliability as a grader. If your two score differ, take the average.

This protects students' privacy when you return or they pick up their tests. Returning Essay Exams

A quick turnaround reinforces learning and capitalizes on students' interest in the results. Try to return tests within a week or so.

Give students a copy of the scoring guide or grading criteria you used. Let students know what a good answer included and the most common errors the class made. If you wish, read an example of a good answer and contrast it with a poor answer you created. Give students information on the distribution of scores so they know where they stand.

Some faculty break the class into small groups to discuss answers to the test. Unresolved questions are brought up to the class as a whole.

Ask students to tell you what was particularly difficult or unexpected. Find out how they prepared for the exam and what they wish they had done differently. Pass along to next year's class tips on the specific skills and strategies this class found effective.

Include a copy of the test with your annotations on ways to improve it, the mistakes students made in responding to various question, the distribution of students' performance, and comments that students made about the exam. If possible, keep copies of good and poor exams.

The Strategies, Ideas and Recommendations Here Come Primarily From:

Gross Davis, B. Tools for Teaching. San Francisco, Jossey-Bass, 1993.

McKeachie, W. J. Teaching Tips. (10th ed.) Lexington, Mass.: Heath, 2002.

Walvoord, B. E. and Johnson Anderson, V. Effective Grading. San Francisco, Jossey-Bass, 1998.

And These Additional Sources... Brooks, P. Working in Subject A Courses. Berkeley: Subject A Program, University of California, 1990.

Cashin, W. E. "Improving Essay Tests." Idea Paper, no. 17. Manhattan: Center for Faculty

Evaluation and Development in Higher Education, Kansas State University, 1987.

Erickson, B. L., and Strommer, D. W. Teaching College Freshmen. San Francisco:

Jossey-Bass, 1991.

Fuhrmann, B. S. and Grasha, A. F. A Practical Handbook for College Teachers. Boston:

Little, Brown, 1983.

Jacobs, L. C. and Chase, C. I. Developing and Using Tests Effectively: A Guide for Faculty.

San Francisco: Jossey-Bass, 1992.

Jedrey, C. M. "Grading and Evaluation." In M. M. gullette (ed.), The Art and Craft of Teaching.

Cambridge, Mass.: Harvard University Press, 1984.

Lowman, J. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1984.

Ory, J. C. Improving Your Test Questions. Urbana:

Office of Instructional Res., University of Illinois, 1985.

Tollefson, S. K. Encouraging Student Writing. Berkeley:

Office of Educational Development, University of California, 1988.

Unruh, D. Test Scoring manual: Guide for Developing and Scoring Course Examinations.

Los Angeles: Office of Instructional Development, University of California, 1988.

Walvoord, B. E. Helping Students Write Well: A Guide for Teachers in All Disciplines.

(2nded.) New York: Modern Language Association, 1986.

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Quotation + Discuss' questions

One of the most common types of essay question is a direct quotation followed by a general task word or phrase like ‘Discuss' or ‘To what extent do you agree?'.

When answering these questions, the most important thing is to work out your argument – what you think about the ideas in the quotation. Are they right, or wrong? Is there more than one side to the issue? This type of question lets you argue both sides of an argument, as long as you still come to a clear conclusion.

'Double-barrelled' questions

‘Double-barrelled' essay questions contain several issues that you need to answer separately. It's easy to miss parts of these questions – especially in an exam – but you have to answer each part in order to pass.

One way to deal with these questions is to break them into smaller, simpler questions. This makes it easy to see if you need to discuss more than one idea, and gives your research some clear goals.

Double-barrelled questions also challenge you to find relationships between different issues, and show your understanding of how they affect each other.

‘World War II saw many people question old beliefs and argue for change.' To what extent do you agree?

A good essay would talk about both issues raised in this question and talk about how they impact on each other.

Firstly, you'd write about whether WWII made people question their beliefs and if so, how their beliefs changed.

Then you would talk about whether questioning old beliefs led people to argue for change.

General questions

General questions often use task words like ‘discuss', and ask broad questions that could apply to almost any topic. This means you have to decide on the scope of your essay, and build your argument from scratch.

The good thing about general questions is that they allow you to pick a topic you know about and really show what you can do.

Were there any winners in the conflict that you studied?

This is a History question, so topics you could write about include:

The American Civil War
Colonisation in Australia
World War I or II.

The key to answering this question well is exploring the idea of what it means to ‘win', and whether there are ever any real winners when societies come into conflict.

The question is broad so you could answer it no matter what period of history you studied.

Specific questions

Specific questions are usually quite long and clearly outline what you need to cover in your essay. They're often easier to answer because they tell you exactly what to do, but they aren't very flexible – you have to be able to do everything in the question, so there can't be any gaps in your knowledge.

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TIP Sheet HOW TO TAKE ESSAY TESTS

There are basically two types of exams:

Objective - requires answers of a word or short phrase, or the selection of an answer from several available choices that are provided on the test . Essay - requires answers to be written out at some length. The student functions as the source of information.

An essay exam requires you to see the significance and meaning of what you know. It tests your knowledge and understanding of the subject and your skill in reading and writing. To be successful on an essay exam, you must:

Prove immediately that you know the material.
Make your meaning unmistakably clear.
Employ a reasonable organization and show sufficient thought development.
Make every word count.
Be specific.
Use your own voice and style.

When you are writing an essay as part of an exam, all this must be done within what amounts to a first draft written in a very limited amount of time. As with all writing, if you think of your essay as being produced in three stages, you can tackle the test in an organized fashion. The three stages are pre-writing, writing, and revision. Suggestions for each of these stages follow.

The last section addresses preparation for essay exams. PRE-WRITING

Your first impulse in a writing exam is probably to read the question and start writing immediately, especially when you see those seconds ticking away on the clock. RESIST THAT IMPULSE! You can't successfully address the subject until you know precisely what you're required to do, you understand and have thought about the subject, and you are organized in how you approach the specific points you wish to make in your answer. 1. Understanding what to do:

When you get your copy of the exam, read through to make sure you understand what is expected of you. FOLLOW THE INSTRUCTIONS EXACTLY!
Underline or circle key words that direct the approach your answer should take. Some of the most common key words are:

Agree/Disagree : State your position and support it with facts Comment or Evaluate: State your position and support it with facts, discussing the issue and its merits. Analyze : Break down into all the parts or divisions looking at the relationships between them. Compare/Contrast : Show differences and similarities. Describe/Discuss : Examine in detail. Explain : Tell why something is as it is. Illustrate : Give examples and relate them to the statement in question. Prove/Defend : Demonstrate why something is true. Interpret : Explain the significance or meaning of something. List/State : Make a list of points or facts. Summarize : Hit the high points.

2. Understanding the subject

When you are confident that you understand the instructions, direct your attention to the topic.
Collect your ideas.
Formulate a thesis. Make sure it is a strong, concise statement that specifically addresses the question.
Think of as many specific details and facts as you can that support the thesis.

3. Getting organized

Jot your ideas down on paper, in very brief format.
Evaluate your ideas in light of the question. Ask yourself repeatedly: "Does this apply to the question I'm supposed to answer?" Select only those ideas most relevant to your purpose.
Number your ideas in order of appropriate sequence (first step to last step, most important to least important, etc.)

1. Remember your thesis. Now stick to it, referring back to it periodically throughout your essay. This gives your essay unity and coherence, and helps insure that you are not digressing. 2. Write in an orderly fashion. If you suddenly think of a new point, jot it down in a margin or on scratch paper until you find an appropriate place for it. Don't just put it into the middle of what you were writing. 3. Avoid:

Repeating, in other words, what you have already said.
Digressing into material that does not answer the question.
Language that is too broad or general. Be specific.
Bluffing. This far too common practice of using elegant but empty language to conceal ignorance or lack of effort rarely works, and often irritates the reader(s).
Write as legibly as you can. If you want, write on every other line so you have room to add later. When you want to cross something off, simply draw a straight line through it. This is much better than scribbling out an entire passage.
If you run out of time, simply write "Ran out of time" at the close of the essay. This is much better than adding a hurriedly tacked on, and possibly incoherent, conclusion.

Essay examinations are difficult because of the time pressures, yet you should always try to leave a few minutes at the end to proofread your essay. 1. Ask yourself, before you hand in the essay:

Did I provide the information requested? That is, did I "explain" or "define" as the directions asked?
Is the answer simply, clearly, and logically organized?
Do I stick to my thesis statement? Is there unnecessary information in here?
Did I proofread to check content and/or mechanical errors?

2. Proofreading:

Gives you a chance to catch and correct errors in content.
Gives you a chance to correct your mechanical errors.
Allows you to add material that may have occurred to you after writing the essay.

3. You should proofread for:

Complete sentences (watch for fragments, comma-splices, and run-ons).
Words omitted, or one word used when you meant another.
Logical transitions between sentences and paragraphs.
Unnecessary repetition of words or ideas.
Spelling errors.

3. Essay type tests depend a great deal on your basic writing skills - organization, punctuation, grammar, and spelling. If your answer is not clearly written, your instructor won't be able to find it! Here are some basic guidelines to keep in mind as you take an essay test:

Read the directions carefully! Read every part of the directions!
Give yourself time to answer each question. Quickly look over the entire exam and budget your time per question accordingly.
Above all, stay calm. You are being asked to show competence, not perfection.
If you are not too sure about one question, leave it and go back.
When given a choice, answer the questions you know best.
State your points and support ideas clearly - don't make the instructor have to look for them.
Go back to check and proofread all of your answers.

PREPARING FOR ESSAY EXAMS

WRITING A SUCCESSFUL ESSAY EXAM BEGINS ON DAY ONE 1. Study regularly as you go along.

Take careful lecture notes.
Read all material when assigned.
Become familiar with vocabulary.
Keep a study list of all main ideas.

2. Final preparation

Review lecture notes and reading material.
Find a classmate or friend willing to talk over key ideas and implications.
Try to anticipate questions . This is very important! Use your lecture notes to zero in on points that the instructor emphasized.
Think through the material and write up the best possible essay questions you can.
Then answer those questions.
Pinpoint key points that you would like to make when answering each question.
Put your answer into outline form or write it out completely.
For each potential test question, use mnemonics or other memory techniques to move the information to your long-term memory for the exam.
Create a list of the clue words for each point you wish to make.
Create a mnemonic device to memorize those points.

3. Come to the exam confident that you have something specific to say on all possible topics. KEY WORDS COMMONLY FOUND ON ESSAY EXAMS

Compare: Look for qualities or characteristics that resemble each other. Emphasize similarities among them, but in some cases also mention differences.

Contrast: Stress the dissimilarities, differences, or unlikenesses of things, qualities, events, or problems.

Criticize: Express your judgement about the merit or truth of the factors or views mentioned. Give the results of your analysis of these factors, discussing their limitations and good points.

Define: Give concise, clear, and authoritative meanings. Don't give details, but make sure to give the limits of the definitions. Show how the thing you are defining differs from things in other classes.

Describe: Recount, characterize, sketch, or relate in sequence or story form.

Diagram: Give a drawing, chart, plan, or graphic answer. Usually you should label a diagram. In some cases, add a brief explanation or description.

Discuss: Examine, analyze carefully, and give reasons pro and con. Be complete, and give details.

Enumerate: Write in list or outline form, giving points concisely one by one.

Evaluate: Carefully appraise the problem, citing both advantages and limitations. Emphasize the appraisal of authorities and, to lesser degree, your personal evaluation.

Explain: Clarify, interpret, and spell out the material you present. Give reasons for differences of opinion or of results, and try to analyze causes.

Illustrate: Use a figure, picture, diagram, or concrete example to explain or clarify a problem.

Interpret: Translate, give examples of, solve, or comment on, a subject, usually giving your judgment about it.

Justify: Prove or give reasons for decisions or conclusions, taking pains to be convincing.

List: As in "enumerate," write an itemized series of concise statements.

Outline: Organize a description under main points and subordinate points, omitting minor details and stressing the arrangement or classification of things.

Prove: Establish that something is true by citing factual evidence or giving clear logical reasons.

Relate: Show how things are related to, or connected with, each other or how one causes another, or is like another.

Review: Examine a subject critically, analyzing and commenting on the important statements to be made about it.

Sketch: means "break down into its component parts."

State: Present the main points in brief, clear sequence, usually omitting details, illustrations, or examples.

Summarize: Give the main points or facts in condensed form, like the summary of a chapter, omitting details and illustrations.

Trace: In narrative form describe progress, development, or historical events from some point of origin.

Identify or characterize: means "distinguish this term, or this person from all others that are similar." Both are clear injunctions to be as specific as possible.

Illustrate or exemplify: means "giving examples," showing thereby, rather than by definition, that you understand the concept. TRANSITIONAL WORDS AND PHRASES

To achieve unity and coherence, writers use transitional words and phrases. Transitional expressions clarify the relationships between clauses, sentences, and paragraphs, helping guide the readers along. The following is a partial list of transitional expressions.

To Add or Show Sequence: again, also, and, and then, besides, equally important, finally, first, further, furthermore, in addition, in the first place, last, moreover, next, second, still, too

To Compare: also, in the same way, likewise, similarly

To Contrast: although, and yet, but, but at the same time, despite, even so, even though, for all that, however, in contrast, in spite of, nevertheless, notwithstanding, on the contrary, on the other hand, regardless, sill, though, whereas, yet

To Give Examples or Intensify: after all, an illustration of, even, for example, for instance, indeed, in fact, it is true, of course, specifically, that is, to illustrate, truly

To Indicate Place: above, adjacent to, below, elsewhere, farther on, here, near, nearby, on the other side, opposite to, there, to the east, to the left

To Indicate Time: after a while, afterward, as long as, as soon as, at last, at length, at that time, before, earlier, formerly, immediately, in the meantime, in the past, lately, later, meanwhile, now, presently, shortly, simultaneously, since, so far, soon, subsequently, then, thereafter, until, until now, when

To Repeat Summarize or Conclude: all in all, altogether, as has been said, in brief, in conclusion in other words, in particular, in short, in simpler terms, in summary, on the whole,that is, therefore, to put it differently, to summarize

To Show Cause or Effect: accordingly, as a result, because, consequently, for this purpose, hence, otherwise, since, then, therefore, thereupon, this, to this end, with this object.

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