II. Taking the test.

A. Read all the questions before answering any one question.

1. By finding out what questions you will be writing on later, you encourage your mind to start

collecting and remembering material that is relevant to the later questions‑‑all fairly effortlessly.

2. While you are writing about one question, having looked at the others, your subconscious

mind is thinking ahead to the next question. Therefore, if you get stuck on one question, you can

move ahead to another; and while you are on the next question, you may think of answers to the

previous question.

3. Organize the questions in the order in which you want to answer them.

a. If you can answer most of them equally well, do the largest point value question first.

b. If one question appears easier to answer than another, do the easier ones first since

what you say then may help you answer the more difficult questions.

B. Outline your answer on scratch paper before writing the answer.

1. The best method is to make a list on scratch paper of the main points you can think of at once

on the question. However, since tests don't give you unlimited time, you must be quick. You

aren't writing—in this case to know what you think on a subject or to find out something you

didn't know you knew. Your purpose is to draw out/remember what you have recently put into

your head and make applications from this material.

2. If listing doesn't help, you can always brainstorm while jotting down anything that might be

relevant after scanning your notes to select what is most relevant.

C. The next step is to shape the answer to meet these objectives.

1. To prove immediately that you know the material.

2. To be very clear.

3. To be as organized as possible.

4. To be as specific as possible.

D. Writing the answer down is the most important step.

1. Begin immediately with a sentence that tells the instructor what you are going to discuss. This sentence is the answer to the question.

2. Next give the information.

                          a. Put it in a series of three to five points, stated clearly.

            b. For each point give an example or two.

         c. Give as many facts, examples, and quotes as you can in the time allowed.

3. Your instructor wants to know whether you know the material and whether you understand it; therefore, be specific.

            E. The form of your answer will depend on the question.

1. If you are asked to "compare and contrast A and B," you would first describe A in terms of characteristics 1, 2, and 3, and then describe B in terms of the same characteristics.

2. If you are asked to "trace the development of x," you would use a time order: first this happened, then that happened, then the next thing happened, all the way to the conclusion or the present.

3. If you are asked to "show how x resulted in y,11 you would use a cause and effect order: this cause led to that effect or the effect was due to these causes.

F. Answer the question and only the question; don't attempt to give information other than what the question asks for in an attempt to cover up the fact that you can't answer the actual question.

G. If you happen to think of a new point in the midst of developing another point, finish the old point first.

1. You can add afterthoughts by inserting them above the lines using a caret (^) to indicate where the information goes.

2. Another way to add the new material at the end of your answer, draw a neat box around it, and make a note at the appropriate place in the essay to tell the instructor to turn to the boxed information.

 III.  Editing and finishing

A. If you have time after you have finished the entire test, look your essay over and ask these questions.

1. Have I stuck to my thesis? Wandering off the answer is confusing to both writer and reader. It's better to present a shorter, more coherent essay than a longer, more aimless one.

2. Are my answers complete enough? Have I presented enough evidence to let the reader agree with my thesis and to meet the point value of the question?

3. Have I used topic sentences and topic sentence paragraphs? When you write an essay exam, you need to emphasize the topic sentences; like the thesis, they tell the reader what you are writing about.

4. Have I made sensible transitions from one paragraph to the next? One way is to use signal words that direct the traffic of your reader's attention, as however, although, consequently, similarly, and so on. Another way is to use parallelism where appropriate.  For example: "The initial step is "The second step is . . .," "The final step is . . . The more easily your reader can follow your train of thought, the better off you (and your test) are.

5. Have I included enough examples and illustrations to make my thesis come alive for the reader? Use the facts and figures you have studied to develop your thesis and to show that you know the material. 

6.  Are the examples and illustrations I've chosen relevant? Be selective about illustrations and examples. If the question causes 5 examples to spring to mind, use the 2 or 3 that are most likely to back up your thesis. Go for quality, not quantity.

B. Never leave a question blank.

1. Even if you don't know specifics for an answer, write something.

2. Two sources can serve as material for an answer: 1) previous material from other answers, and 2) remembering anything that you have heard on a topic.

C. Watch the clock so you won't run out of time. Divide the number of questions into the number of minutes. D. If you run out of time, pursue one of these options.

1. Pick the question you know most about and can give the best answer to in the shortest amount of time. 2. Write 1 or 2 sentences on all the questions that you have left.

3. Outline your answers to the questions left over, but be sure you give the thesis or one‑sentence answer to the question.

4. Tell the instructor on your test that you have run out of time.

 IV. Take-home tests.

A. Follow the same procedure as above, but devote at least three hours to a one-hour take-home test.

1.  Because you have more time, your instructor will expect more answer.

2.  Have about three times the amount that you would have for an in-class test.

B. Always type the answers to a take-home test.

1.  Proofread your answers.

2.  Take-home tests must be far more accurate in spelling, punctuation, and grammar.

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