Questions asked in the Social Sciences, the National Language and some other subjects, require the student to provide long, written answers. There is usually a time limit and a set number of questions to answer with or without choice so there is great neco runs pressure on the student to produce their full capacity effort in much very less time of time under examination conditions.
This article will provide a number of strategies to help the student show the examiner what he or she knows in the best possible way. Its full of the experience the writer gained in sitting for many formal examinations during his school and university years plus in teaching students to face these examinations during his long career in the educational setting.
Most formal examinations provide browse time. This is where the real preparation starts. During this time, you, the student, have to do the following:
• Read the instructions carefully, to ensure exactly how many questions you need to do.
• Work out how much time to allot per question. Leave some time for checking/editing.
• Read the questions.
• If there is a decision, decide which questions you can answer best.
• Decide which are the easiest and hardest to answer.
• If there is still time, start making notes on the examination paper about each question.
When the examination begins, do the questions in order from easiest to hardest. There are reasons for this. They are:
• You will create your best answer first. This allows you to give the examiner a good impression.
• You will feel confident because you know you can do a good answer.
• You are fresh and not yet under any time pressure. This allows you to plan well and get off to a successful start.
• Questions you know most about mean you can work quickly and finish early inside the specific time offering you additional time for the more difficult questions.
Once it is time to begin, you need to read the first question you wish to do once again to get the general idea of what you are asked to do. Then you must read it slowly again underlining or mentioning the ‘doing or action’ words as they tell you what for you to do, e. gary the gadget guy. compare, contrast, write an essay, and so on.
Now make sure you plan the question around these action words and the theme suggested in the question. Use the opening sentences to clarify how you view the theme, i. e. explains your own. In each of the following sentences, make your points for your own and provide evidence for each point. Your conclusion should sum up your own and restating your own.
Don’t ‘pad’ your answer. Marketing and advertising to be short and snappy to show what you know in order to get your argument across. ‘Padding’ does not get you any more marks and takes up time that is better spent on other questions and on the planning and editing of your work.
Leave time at the end of each question to edit what you have written. Begin by reading the question again. Then read your answer to ensure you have actually done what you were asked to do.
With the harder questions that you should do at the end, you must still produce the best answer you can even though you might have less data to work with. Plan well and you try to your argument as you know lots about the issue. If you know you will not have time to complete these last questions, set out your plan for the question in draft form to allow the examiner to see how you have planned to provide a reply.
Make sure you put in writing the time when you started each question as well as the time when the question should be finished. Remember, you get no extra marks for using more time to do a question. In fact, less time on other questions may well cost you marks.
It is important to show what you know in the best possible way. By this Come on, man, make sure your writing is legible and your organisation is neat and easy to follow.
You must realise that you cannot put this treatment solution into operation when you initially sit for a formal examination. You must practice these strategies during all the practice examinations your teachers give you. You must also evaluate how you use these strategies in every examination, practice or real, in order that you work out how you can improve your performance yearly examination.
Having a strategy that works for you will take most of the stress out of the examination environment and allow you to show what you know in the best possible way.