Every one ready in newspaper. Student suicide due to examination, but I say that if they study well then why are they going to suicide? From the examination we can know that they make progress or not and what change is required to improve that weak point. Exam is important, because it gives us a potential and platform, to know how smart you are and how much knowledge you have…. Keep visiting our site for newly latest whatsapp status and whatsapp dp.
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What is the main reason for failure? What do you think? I did well on the exam. I began to think very highly of outlines. I took some graduate courses in education a few years back, not as part of a degree program, but just to learn stuff. One course in methods of teaching involved a lot of memory work, remembering names of methods, the people most associated with them, the dates of their development, their specific principles or steps, their advantages and disadvantages.
I knew how to study by then, so I had good control over the material and plenty of sleep when I got to the midterm exam, but when I read the exam, I went into shock. We were to have one hour for the exam, and I saw that the test included ten! I could easily have spent an hour answering any one of the questions, and could not imagine answering all ten. I absolutely froze, convinced that I couldn't pass the test.
I told myself that it didn't matter, I wasn't in a degree program, I could walk out the door and not look back. This was my first experience of freezing on an exam. I think I would have walked out, but I was teaching then, telling my own students how to handle the pressures of essay examinations, and I didn't want to return to my own classroom as a hypocrite. So I took my own advice. I outlined all ten answers. I took me thirty minutes, but I outlined them all, and then I knew I could answer them all.
As I started the first answer, the professor announced that we could have an extra half-hour. I finished with three minutes to spare though I didn't proofread , turned in the paper, and stepped out for a cigarette. Nobody else was finished, though, and the teacher allowed the class an additional hour.
I was pretty steamed about that, but I still aced the exam. Now, I would have been toast if the professor had held to the original one-hour time limit everybody would have been toast. And if the test had been set for two and a half hours to begin with, I wouldn't have frozen. But what dominated my experience was that the outlines saved me.
Outlining takes practice, and you have to keep an eye on the clock, making sure that you have enough time to produce your real answers for real points. But if you practice outlining as a part of your long-term study, if you learn to use the questions on the exam to help you shape the outlines for your answers, and if you gain a little experience in real exams, you'll find that outlining is truly a helpful tool.
First, don't waste time with rough drafts. Drafts are an important part of the writing process when you have time to use them. You can set them aside for several hours or days, and come back for a more objective look at what is effective and what is not.
You can treat drafts as resources, as foundations for rewriting. But drafts don't work like that under the time pressures of an essay examination or under other similar time pressures, either.
Here's what happens to most students who write rough drafts during essay examinations. They can't afford much time to think or plan, because they have to save enough time for rewriting. They write their drafts with panicky speed, because they have to save enough time for rewriting.
They think that they will find and fix any errors when they recopy, and they do find and fix some; but because they are so pressured to finish the test before time is up, they are recopying as fast as they were drafting, and they commonly add as many new errors as they fix old ones. If you have a take-home exam with ample time, rough drafts are useful. If you have two hours to write, but only thirty minutes worth of questions to deal with, rough drafts may be useful. But if there is any serious time pressure involved, rough drafts work against you.
A second principle for writing essay exams is to use the question. You don't want to recopy the question that annoys every instructor I've ever asked about it ; you want to paraphrase it. It's usually mindlessly simple, but still effective. Do you see how clearly the paraphrase serves as a previewing thesis for your answer? Do you see that starting the answer this way will set you off in the right direction?
Do you see that starting the answer this way will make your reader grader! Do you see how fast and easy this is to do? This simple paraphrase of the question is often all the introduction your answer will need.
You don't need to build credibility, because that's what the body does. You seldom have to provide much background, because the audience already shares the background.
A third principle for success in writing is to consider your audience. This is a standard concern in all writing, but there's a trick to it in writing essay answers: If the instructor is always asking for examples or specifics, recognize that expectation.
If the instructor stresses theory, or practical applications, or historical data, keep that interest in mind. If the instructor expects you to parrot back her own views or hates it when students parrot back her own views, keep that in mind. But if you think of your instructor alone as your audience, you risk two dangerous assumptions: To avoid those dangerous assumptions, it is useful to address your answer to the virtual audience of another student in your class.
Imagine that an intelligent and responsible student in your class missed the meetings in which the material of this question was explored. Explain the material to that student. You can assume general familiarity with the concepts and context of the course, as well as with its specialized vocabulary, but you have to explain everything that is particular to the question you are answering.
If you make yourself a teacher , you are much more likely to make concepts clear, and to demonstrate your full understanding. The final step in performing well on an essay examination is to proofread, correcting errors that may cost you points. In planning your time strategy for the exam, try to factor in some minutes at the end for proofreading.
Most people think chiefly of mechanics when they think of proofreading, and mechanics are the exclusive focus when you are proofreading a standard essay. On an essay exam, though, the proofreading may usefully include a first review for content. Don't just read your answer over; start by rereading the question.
Take a fresh look at what the question asks for, then read your answer to see if it delivers. If the question asks for three elements, and you stopped with only two, you can gain several points by adding that third element. If you do a good job of outlining your answers in the first place, building your outline from the question, this content review will be less necessary. Proofreading for mechanics is always a little difficult.
When we reread what we just wrote, everything looks fine. We usually see what we intend or expect to be there, rather than what actually is there. Neither of these options is available on a timed test. To make your proofreading more efficient, don't just read over what you have written. Instead, proofread in steps, with specific goals. When we read forwards, we predict the upcoming words, and often see what we expect to see.
When we read backwards, it's harder to predict the next word, so we're more likely to recognize a misspelling. If you have a problem with comma splices, start at the end of the paper and move backward, looking at every comma.
You'll quickly eliminate commas that separate items in a series, or any commas preceding coordinating conjunctions, but you'll slow down and look harder at other commas.
You can actually check every comma in a paper faster than you can read it, and you're likely to find and fix most comma splices if you know what you're looking for. The same process applies to sentence fragments. Start at the end, reading backward, sentence by sentence. When we read forward, we read, "Fred arrived late. Because of a flat tire. If we read backward, though, we read, "Because of a flat tire. Adjust the proofreading process to what you know about your own writing. Go after your most serious and frequent problems first.
If you never write fragments, don't make a pass for fragments. But fix whatever you find, whenever you find it. There's a lot of material here, a lot to absorb.
Read it a few times, and try to practice the steps as you read about them. With practice, you will become more confident and skillful in taking essay examinations, and many other kinds of examinations, as well. You will also have the foundation and practice you need whenever you have to write under time pressure.
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