1. The document provides tips for exam preparation and success, including how to structure an essay, tackle exam questions, and revise effectively. It recommends reading instructions carefully, using a mind map to plan essay structure, and learning actively through self-testing and explanations to others rather than passive re-reading.

1. 1. In the exam
2. Tackling an exam question
3. Structuring an essay
4. Effective revision

2. Read the instructions carefully.
Before looking at the actual questions, read the instructions.
Make sure you know how many questions to answer and which
sections to focus on.
IN THE EXAM
Work out the timing.
Divide your time according to the number of questions to be
answered. Split it proportionately if you have some questions (or
parts of questions) which attract more marks than others.

3. Decide on question order.
Some people like to start with the topic they know best to give
them a good start. Others prefer to do their best question
second, because with one question completed, they can relax
and expand on their best ideas and gain extra marks.
IN THE EXAM
Read the questions carefully.
Read through the paper once and then re-read if necessary.
Where a section has different topic options with separate
questions for each, identify and put a star next to the topic area
that is relevant - you won't have studied the other topic areas.

4. 1. Underline the key words in the question.
2. Identify the main topic and discussion areas.
 For each word you have highlighted, mind-map material you have covered
during lessons and revision that relates to this.
 Don't worry at this point how you will use it, just make a note of the
relevant case study examples, arguments, ideas and theories as they
come into your mind.
3. Choose a few points/arguments about which you can write.
Circle or highlight the ones you plan to focus on.
4. Make a mini-plan which puts them in order before you start writing.
‒ You could list the points/paragraphs you will work through in order, or,
‒ number the points on your mind-map that you intend to use and in what
order.
TACKILNG AN EXAM QUESTION

6. 1.Introduction
 Briefly state your intentions; what will you be arguing?
 What do they need to know at the start so they become
interested in reading your essay and can follow the rest of
your argument?
STRUCTURING AN ESSAY - INTRODUCTION

7. Use the following as a template for each paragraph (click here for template doc).
1.The first sentence might show a link to the previous paragraph
(unless it’s the first paragraph).
2.Another sentence introduces the main theme of this paragraph (this
is often called the topic sentence).
3.The next few sentences elaborate the point, perhaps by explaining
more, giving supporting evidence and examples or demonstrating
differences or alternatives.
4.The last sentence summarises the main point made in the paragraph
(it should signpost what is important at this point in the essay and
relate to the overall argument/the question).
You should try to acknowledge different sides of the argument and so discuss
counter arguments where relevant.
STRUCTURING AN ESSAY – MAIN BODY
The Main Body of your essay should be made up of several paragraphs that
take the reader through all the points that justify and support your overall argument.

8. 1.Conclusion
 Do not bring in anything new here
 Summarise. What do you want to leave them with as the main
message of your essay at the end?
STRUCTURING AN ESSAY - CONCLUSION

9. P.E.A.E.A
 To ensure you get the best marks make your argument clear by
stating your:
 Point – your view on the argument/question
 Evidence/Example of this – perhaps a company, film or
producer.
 Analysis – detailed reasons why that supports your argument.
How does the evidence help demonstrate your ideas?
 Evidence – a second piece to support your argument.
 Analysis on this
You can include a further E.A to help answer the question in more depth.

10. Passive learning does not work!
It's not effective to read your notes over and over,
copy out notes or highlight bits of handouts.
You need to think actively about ideas if you are
going to remember them.
EFFECTIVE REVISION - LEARN ACTIVELY

11. Learn actively by thinking, understanding and
connecting the things you are trying to learn to your
existing ideas and knowledge.
Consider how the information can be used to answer
exam questions from past papers. Is it a theory? Or
supporting evidence? Do you agree with it?
Ask yourself…
 "What have I just learnt?“
 "How could I use it to answer an exam question?"
EFFECTIVE REVISION - LEARN ACTIVELY

12. STRATEGIES FOR UNDERSTANDING(Taken from http://www.reading.ac.uk/internal/studyadvice/StudyResources/Exams/sta-revision.aspx#understanding)
Make sense of the information - Information is
hard to remember if it does not make sense. So
you need to understand what you are trying to
learn and relate it to things you already know.
Use your own words in revision notes as this
connects the ideas to your understanding.
Think about the material… and look for
similarities and differences between new
information and what you already know. Why was
the research valuable? Has it been replicated?
Does it support old theories or suggest new ones?
EFFECTIVE REVISION - LEARN ACTIVELY

13.  Explain the idea to a friend as this helps you to organise
the ideas and ensures that you have really understood
them. Imagine how you would explain/teach the material to
someone else as you revise - it forces you to notice when
you don't understand something rather than just aimlessly
reading through pages of notes.
 Organise the information - It is easier to remember well
organised information. Try to find a meaningful structure for
the information. Identify the most significant points, break
down ideas into sections. Make a spidergram to summarise
ideas and evidence. It is easier to remember one series of
connected ideas rather than a lot of separate points.
 Make the information more memorable – One way is to
generate sounds or images to go with the information and
form mental images to go with the ideas. Or make a
spidergram using colours to create a visual image
EFFECTIVE REVISION - LEARN ACTIVELY

14.  Dr Angela Taylor, Dr Judy Turner, Dr Kim Shahabudin & Dr Michelle
Reid. University Study Advice team & LearnHigher CETL, University
of Reading. Available online from
<http://www.reading.ac.uk/web/FILES/sta/A5_Exams_3.pdf>
(Accessed 12th March 2015).
 Chambers, E. & Northedge, A. (1997) The Arts Good Study Guide.
The Open University, Milton Keynes.
Additional websites used:
 http://www.reading.ac.uk/internal/studyadvice/StudyResources/
Exams/sta-revision.aspx#timing
 http://www.port.ac.uk/media/contacts-and-departments/student-
support-services/ask/downloads/Basic-essay-structure.pdf
 http://www.library.dmu.ac.uk/Support/Heat/index.php?page=482
REFERENCES