Student comments | Strategy | See Section |
---|---|---|
On revision | ||
I leave revision to the last minute and then get in a flap. | Plan your revision. | 3 |
I just read and re-read my notes but they don’t stick. | Try some new understanding and learning strategies. | 3 |
I’m never sure where to start revising. | Use | 3 |
I don’t know when to start revising. | Make a revision timetable. | 3 |
I don’t have much time to revise. | Try to set aside time slots each day. | 3 |
I’m not sure my notes will be easy to revise from. | Try making summary sheets, cards or posters. | 3 |
It’s hard to concentrate at home. | Make a good working space. | 3 |
I don’t know if I’ll have enough time to cover all the topics. | Select what you cover by looking carefully at the course material and questions. Make a revision timetable. | 3 |
There are so many other things on my mind. | Talk to someone if problems mean revision is very difficult. | 6 |
As the exam gets closer I get too nervous to revise. | Try an anxiety management or relaxation technique. | 5 |
On taking the exam | ||
I sometimes rush in and start a question and realise afterwards there were questions I could have done better. | Read through the whole paper and choose carefully. | 4 |
I just can’t remember things when I’m in the exam. | Try some memory strategies during revision | 3 |
I tend to spend ages on a favourite question, and then have almost no time for the last question. | Make a quick time plan at the start of the exam - have your watch handy. | 4 |
Everything just spills out in a disorganised way. | Make a quick plan for each question. | 4 |
I often panic when I get into the exam room, and my mind goes blank. | Work on relaxation. | 5 |
I’m no good at exams, I always let myself down. | Try positive self-talk techniques, e.g. I can do it! | 5 |
I haven’t taken an exam in years. | Set yourself a ‘mock’ exam at home. | 3 |
My handwriting will be unreadable | Practise writing at speed regularly. | 3 |
Visual - you tend to say: | Try: |
I see that | designing an exciting poster or a colourful mind-map |
I get the picture | drawing a cartoon with facts attached to the picture |
that seems clear | colour-coding different categories of information |
Aural - you tend to say: | Try: |
that sounds great | repeating out loud as you read / revise |
I hear what you’re saying | turning facts into a rhyme or rap |
that strikes a chord | making a tape of information |
Kinaesthetic - you tend to say: | Try: |
that feels right | walking around reciting the points you want to learn out loud |
it slipped my mind | making any drawings as large as possible so you feel the word as you write it |
let’s start from scratch | making gestures as you speak or read |
Process word | Meaning |
---|---|
Account for | Explain, clarify, give reasons for |
Analyse | |
Assess | |
Compare | |
Contrast | |
Compare and contrast | |
Criticise | |
Define | |
Describe | |
Discuss | |
Distinguish / Differentiate between | |
Evaluate | |
Examine the argument that | |
Explain | |
How far / To what extent | |
Illustrate | |
Justify | |
Outline | |
State | |
Summarise | |
What arguments can be made for and against this view? |
Process word | Meaning |
---|---|
Account for | explain, clarify, give reasons for |
Analyse | resolve into its component parts examine critically or minutely |
Assess | determine the value of, weigh up (see also Evaluate) |
Compare | look for similarities and differences between examples perhaps reach conclusion about which is preferable and justify this clearly |
Contrast | set in opposition in order to bring out the differences sharply |
Compare and contrast | find some points of common ground between x and y and show where or how they differ |
Criticise | make a judgement backed by a discussion of the evidence of reasoning involved about the merit of theories or opinions or about the truth of assertions |
Define | state the exact meaning of a word or phrase, in some cases it may be necessary or desirable to examine different possible or often used definitions |
Describe | give a detailed account of |
Discuss | explain, then give two sides of the issue and any implications |
Distinguish/Differentiate between | look for differences between |
Evaluate | make an appraisal of the worth/validity/effectiveness of something in the light of its truth or usefulness (see also Assess) |
Examine the argument that | look in details at this line of argument |
Explain | give details about how and why something is so |
How far / To what extent | usually involves looking at evidence / arguments for and against and weighing them up |
Illustrate | make clear and explicit, usually requires the use of carefully chosen examples |
Justify | show adequate grounds for decisions or conclusions and answer the main objections likely to be made about them |
Outline | give the main features or general principles of a subject, omitting minor details and emphasising structure and arrangement |
State | present in a brief, clear form |
Summarise | give a concise, clear explanation or account of the topic, presenting the chief factors and omitting minor details and examples (see also Outline) |
What arguments can be made for and against this view? | look at both sides of this argument |
Process word | Meaning |
---|---|
Write down, state, give | write down without justification |
Find, calculate, determine, explain, derive, solve, evaluate | work out and show your working |
Prove, show, deduce, explain | you must justify each step and provide a convincing argument |
Negative | Positive |
---|---|
I am no good at exams, I always let myself down. | The past is irrelevant. I am now working well and have planned techniques which will really help. |
I leave revision to the last minute and then get in a flap. | I can get my work done in time if I plan a timetable and stick to it. |
I might fail. | I am determined to pass and I am working to make that happen. |
1 | Pull in stomach muscles tightly. | Hold for a count of five. | Relax. |
2 | Clench fist tightly. | Hold for a count of five. | Relax. |
3 | Extend you fingers. | Hold for a count of five. | Relax. |
4 | Grasp below seat of chair. | Pull up for a count of five. | Relax. |
5 | Press elbows tightly into side of body. | Hold for a count of five. | Relax. |
6 | Push foot hard into floor. | Hold for a count of five. | Relax. |