How to Prepare for an Essay Exam
Studying for an essay test requires a special method of preparation
distinctly different from a multiple-choice test. Whether "open-book,"
"open-note," or without any aids at all, most students
find essay exams among the hardest they face.
Here are some specific
recommendations for preparing effectively for essay exams.
- Make sure you identify and understand thoroughly everything
that your professor particularly emphasized in class; learn the
remainder as well as you can. Your professor will develop essay
questions on the important topics stressed throughout the course
lectures and discussions. These topics are more than likely also
discussed in the assigned readings.
- Begin your exam review (about two weeks before the test) by
predicting what essay questions will be included on the exam.
There are several sources for these possible essay
Use the major boldface headings in
your textbooks and turn
them into questions by using typical key words such as describe,
Check the course outline and study guides distributed
professor. Frequently, the course outline and chapter study guides
focus on the major topics of the course.
Read over the end-of-chapter discussion questions
Brainstorm possible essay questions with several
who are also taking the course.
- Once you have formulated a list of potential essay questions,
prepare a "study sheet" for each of the questions. Review
your lecture notes, study guides, and textbook notes. Then record
on each of the study sheets the relevant and important material
from these sources that you would want to use when writing an
essay responding to each question.
- After you have written all the important and relevant material,
organize it. Decide on the best way to present this material in
written form. This not only helps you plan an effective essay,
it also helps you remember everything more effectively. Here is
an example of a study sheet for a psychology class:
Predicted Essay Question "Describe the memory process."
- Encoding -- preparing information for storage, e.g., taking
notes in class (encoding experiences; translate into words)
- Storage -- filing, keeping information in memory -- may involve
several interrelated systems information in storage; is influenced
- other information already in storage
- new information that is stored -- may result in forgetting
- Retrieval -- getting back information from storage; 2 types:
- recognition - pick out right answer from among choices
- recall - remember without any clues (essay tests)
- Link the material in each of your study sheets to key words
or phrases that you find easy to recall. These key words will
form a mini-outline for the ideas you will want to include in
your essay. As you are actually taking the exam, write these key
words in the margin or on the back of the exam paper before you
begin to write your answer. If you can only remember two or three
at first, writing those down will help you remember the rest.
The finished list will guide you in your writing.
- Practice and rehearse writing several (if not all) answers
to your predicted essay questions. If you will not be allowed
to use them during the exam, do not use your study sheets in this
rehearsal. Time yourself so you will be under the same time constraints
as for the test.
- Finally, either check your responses against your study sheets
or exchange them with another student and check them for accuracy,
completeness, and organization.
Answering an Essay Question in Class
Read and Analyze the Question
Essay questions are carefully and precisely worded. You won't
receive credit for answering a question you haven't been asked;
you also don't want to waste time writing something you don't
need. Most essay questions -- like the one below -- can be analyzed
according to the following three main components:
Example: "Define the term xeriscape in relation to southwestern
TOPIC: The subject area the question focuses on (xeriscape
TASK: The specific job the essay response must perform,
expressed in a key word (define)
HINTS: Suggestions or stipulations about what
essay should contain or how it should be organized and developed
(relate to southwestern urban planning).
Develop a Time Budget
Break your writing task down into manageable pieces and establish
how long you want to spend on each of them. Doing so not only
helps you manage your time better and makes it more likely that
you will finish your essay, it also allows you to concentrate
on one activity at a time rather than trying to do everything
all at once. Consider this typical time budget for responding
to one question in 50 minutes:
Planning and gathering ideas: 10 min.
Organizing and developing
a focus: 5 min.
Writing: 25 min.
Revising and polishing: 10 min.
Think, Make Notes, and Prepare the Material You Want to
Before You Begin to Write
Spend a few minutes gathering up ideas and thoughts you will need
to include in your essay. Then consider the most effective way
to present that material to your reader. Remember that essay exam
responses are usually read very quickly: the more quickly the
reader can move through your writing, the less time he or she
will have to consider its deficiencies. Many students find it
useful to create a short topic outline or to draw a key diagram
at this point, as a way to organize their thoughts.
The focus of your writing depends on the TASK stated in the question.
In a question that asks you to explain, for example, your focus
should be on presenting information as clearly as possible so
that the reader understands the TOPIC. At other times you may
be asked to take a position on a TOPIC; in these cases, you need
to state that position clearly and then prove to your reader,
through the careful use of illustration and examples, the validity
of the statement with which you started. But in either case, the
reader needs a clear statement of your purpose at the beginning
of your essay.
Sometimes it's difficult to know, at first, exactly what the focus
of the piece of writing should be. That's why it's especially important to
pay attention to any HINTS in the exam question. These tell you the
particular perspective that your instructor considers important --- the
one from which your response will be graded.
Sometimes, even when you have followed these steps, the words just
seem to flow onto your page.
Many writers, faced with this problem,
begin in the middle of an essay, leaving the first page blank or using a
introduction, and add the introduction last, after they have figured
out what -- exactly -- their writing is about. The important thing is to
start writing, so that you don't run out of time before getting
something onto the page.
Writing that merely responds to the question (no matter how accurately)
may garner only an average grade unless it is also successfully
presented in other ways. Here are some areas that often make a
- Unless you have been told for some reason to restate the question
in your own words, do not waste valuable time repeating information
that your instructor has already written down. Move immediately
to answering the question.
- Order the points of your discussion. Follow some sort of sequence
-- logical, chronological, procedural, etc.
- Add support to assertions. Incorporate examples or facts that
support these main statements.
- Tie your discussion to your focus. Explain, both along the
way and in your conclusion, how everything fits together.
- Be direct when you write. In the interest of making maximum
use of your time, keep your sentences short, use adjectives and
adverbs sparingly, and avoid parenthetical remarks.
- Use signals to direct the reader through your points.
"There are three reasons
"In early Greece....But
- Be legible. You will probably not be graded on neatness,
you could easily lose credit if your instructor has a hard time
reading what you have written. Sloppy handwriting, non-standard
abbreviations, multiple cross-outs, and confusing circles and
arrows will all make grading difficult. Remember that your instructor
has many other papers to read and may easily become impatient
with anything that makes grading harder.
Source: Center for Teaching Excellence