The Writing Center • University of North Carolina at Chapel Hill

Essay Exams

What this handout is about.

At some time in your undergraduate career, you’re going to have to write an essay exam. This thought can inspire a fair amount of fear: we struggle enough with essays when they aren’t timed events based on unknown questions. The goal of this handout is to give you some easy and effective strategies that will help you take control of the situation and do your best.

Why do instructors give essay exams?

Essay exams are a useful tool for finding out if you can sort through a large body of information, figure out what is important, and explain why it is important. Essay exams challenge you to come up with key course ideas and put them in your own words and to use the interpretive or analytical skills you’ve practiced in the course. Instructors want to see whether:

  • You understand concepts that provide the basis for the course
  • You can use those concepts to interpret specific materials
  • You can make connections, see relationships, draw comparisons and contrasts
  • You can synthesize diverse information in support of an original assertion
  • You can justify your own evaluations based on appropriate criteria
  • You can argue your own opinions with convincing evidence
  • You can think critically and analytically about a subject

What essay questions require

Exam questions can reach pretty far into the course materials, so you cannot hope to do well on them if you do not keep up with the readings and assignments from the beginning of the course. The most successful essay exam takers are prepared for anything reasonable, and they probably have some intelligent guesses about the content of the exam before they take it. How can you be a prepared exam taker? Try some of the following suggestions during the semester:

  • Do the reading as the syllabus dictates; keeping up with the reading while the related concepts are being discussed in class saves you double the effort later.
  • Go to lectures (and put away your phone, the newspaper, and that crossword puzzle!).
  • Take careful notes that you’ll understand months later. If this is not your strong suit or the conventions for a particular discipline are different from what you are used to, ask your TA or the Learning Center for advice.
  • Participate in your discussion sections; this will help you absorb the material better so you don’t have to study as hard.
  • Organize small study groups with classmates to explore and review course materials throughout the semester. Others will catch things you might miss even when paying attention. This is not cheating. As long as what you write on the essay is your own work, formulating ideas and sharing notes is okay. In fact, it is a big part of the learning process.
  • As an exam approaches, find out what you can about the form it will take. This will help you forecast the questions that will be on the exam, and prepare for them.

These suggestions will save you lots of time and misery later. Remember that you can’t cram weeks of information into a single day or night of study. So why put yourself in that position?

Now let’s focus on studying for the exam. You’ll notice the following suggestions are all based on organizing your study materials into manageable chunks of related material. If you have a plan of attack, you’ll feel more confident and your answers will be more clear. Here are some tips: 

  • Don’t just memorize aimlessly; clarify the important issues of the course and use these issues to focus your understanding of specific facts and particular readings.
  • Try to organize and prioritize the information into a thematic pattern. Look at what you’ve studied and find a way to put things into related groups. Find the fundamental ideas that have been emphasized throughout the course and organize your notes into broad categories. Think about how different categories relate to each other.
  • Find out what you don’t know, but need to know, by making up test questions and trying to answer them. Studying in groups helps as well.

Taking the exam

Read the exam carefully.

  • If you are given the entire exam at once and can determine your approach on your own, read the entire exam before you get started.
  • Look at how many points each part earns you, and find hints for how long your answers should be.
  • Figure out how much time you have and how best to use it. Write down the actual clock time that you expect to take in each section, and stick to it. This will help you avoid spending all your time on only one section. One strategy is to divide the available time according to percentage worth of the question. You don’t want to spend half of your time on something that is only worth one tenth of the total points.
  • As you read, make tentative choices of the questions you will answer (if you have a choice). Don’t just answer the first essay question you encounter. Instead, read through all of the options. Jot down really brief ideas for each question before deciding.
  • Remember that the easiest-looking question is not always as easy as it looks. Focus your attention on questions for which you can explain your answer most thoroughly, rather than settle on questions where you know the answer but can’t say why.

Analyze the questions

  • Decide what you are being asked to do. If you skim the question to find the main “topic” and then rush to grasp any related ideas you can recall, you may become flustered, lose concentration, and even go blank. Try looking closely at what the question is directing you to do, and try to understand the sort of writing that will be required.
  • Focus on what you do know about the question, not on what you don’t.
  • Look at the active verbs in the assignment—they tell you what you should be doing. We’ve included some of these below, with some suggestions on what they might mean. (For help with this sort of detective work, see the Writing Center handout titled Reading Assignments.)

Information words, such as who, what, when, where, how, and why ask you to demonstrate what you know about the subject. Information words may include:

  • define—give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning.
  • explain why/how—give reasons why or examples of how something happened.
  • illustrate—give descriptive examples of the subject and show how each is connected with the subject.
  • summarize—briefly cover the important ideas you learned about the subject.
  • trace—outline how something has changed or developed from an earlier time to its current form.
  • research—gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you’ve found.

Relation words ask you to demonstrate how things are connected. Relation words may include:

  • compare—show how two or more things are similar (and, sometimes, different).
  • contrast—show how two or more things are dissimilar.
  • apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation.
  • cause—show how one event or series of events made something else happen.
  • relate—show or describe the connections between things.

Interpretation words ask you to defend ideas of your own about the subject. Don’t see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation. Interpretation words may include:

  • prove, justify—give reasons or examples to demonstrate how or why something is the truth.
  • evaluate, respond, assess—state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons (you may want to compare your subject to something else).
  • support—give reasons or evidence for something you believe (be sure to state clearly what it is that you believe).
  • synthesize—put two or more things together that haven’t been put together before; don’t just summarize one and then the other, and say that they are similar or different—you must provide a reason for putting them together (as opposed to compare and contrast—see above).
  • analyze—look closely at the components of something to figure out how it works, what it might mean, or why it is important.
  • argue—take a side and defend it (with proof) against the other side.

Plan your answers

Think about your time again. How much planning time you should take depends on how much time you have for each question and how many points each question is worth. Here are some general guidelines: 

  • For short-answer definitions and identifications, just take a few seconds. Skip over any you don’t recognize fairly quickly, and come back to them when another question jogs your memory.
  • For answers that require a paragraph or two, jot down several important ideas or specific examples that help to focus your thoughts.
  • For longer answers, you will need to develop a much more definite strategy of organization. You only have time for one draft, so allow a reasonable amount of time—as much as a quarter of the time you’ve allotted for the question—for making notes, determining a thesis, and developing an outline.
  • For questions with several parts (different requests or directions, a sequence of questions), make a list of the parts so that you do not miss or minimize one part. One way to be sure you answer them all is to number them in the question and in your outline.
  • You may have to try two or three outlines or clusters before you hit on a workable plan. But be realistic—you want a plan you can develop within the limited time allotted for your answer. Your outline will have to be selective—not everything you know, but what you know that you can state clearly and keep to the point in the time available.

Again, focus on what you do know about the question, not on what you don’t.

Writing your answers

As with planning, your strategy for writing depends on the length of your answer:

  • For short identifications and definitions, it is usually best to start with a general identifying statement and then move on to describe specific applications or explanations. Two sentences will almost always suffice, but make sure they are complete sentences. Find out whether the instructor wants definition alone, or definition and significance. Why is the identification term or object important?
  • For longer answers, begin by stating your forecasting statement or thesis clearly and explicitly. Strive for focus, simplicity, and clarity. In stating your point and developing your answers, you may want to use important course vocabulary words from the question. For example, if the question is, “How does wisteria function as a representation of memory in Faulkner’s Absalom, Absalom?” you may want to use the words wisteria, representation, memory, and Faulkner) in your thesis statement and answer. Use these important words or concepts throughout the answer.
  • If you have devised a promising outline for your answer, then you will be able to forecast your overall plan and its subpoints in your opening sentence. Forecasting impresses readers and has the very practical advantage of making your answer easier to read. Also, if you don’t finish writing, it tells your reader what you would have said if you had finished (and may get you partial points).
  • You might want to use briefer paragraphs than you ordinarily do and signal clear relations between paragraphs with transition phrases or sentences.
  • As you move ahead with the writing, you may think of new subpoints or ideas to include in the essay. Stop briefly to make a note of these on your original outline. If they are most appropriately inserted in a section you’ve already written, write them neatly in the margin, at the top of the page, or on the last page, with arrows or marks to alert the reader to where they fit in your answer. Be as neat and clear as possible.
  • Don’t pad your answer with irrelevancies and repetitions just to fill up space. Within the time available, write a comprehensive, specific answer.
  • Watch the clock carefully to ensure that you do not spend too much time on one answer. You must be realistic about the time constraints of an essay exam. If you write one dazzling answer on an exam with three equally-weighted required questions, you earn only 33 points—not enough to pass at most colleges. This may seem unfair, but keep in mind that instructors plan exams to be reasonably comprehensive. They want you to write about the course materials in two or three or more ways, not just one way. Hint: if you finish a half-hour essay in 10 minutes, you may need to develop some of your ideas more fully.
  • If you run out of time when you are writing an answer, jot down the remaining main ideas from your outline, just to show that you know the material and with more time could have continued your exposition.
  • Double-space to leave room for additions, and strike through errors or changes with one straight line (avoid erasing or scribbling over). Keep things as clean as possible. You never know what will earn you partial credit.
  • Write legibly and proofread. Remember that your instructor will likely be reading a large pile of exams. The more difficult they are to read, the more exasperated the instructor might become. Your instructor also cannot give you credit for what they cannot understand. A few minutes of careful proofreading can improve your grade.

Perhaps the most important thing to keep in mind in writing essay exams is that you have a limited amount of time and space in which to get across the knowledge you have acquired and your ability to use it. Essay exams are not the place to be subtle or vague. It’s okay to have an obvious structure, even the five-paragraph essay format you may have been taught in high school. Introduce your main idea, have several paragraphs of support—each with a single point defended by specific examples, and conclude with a restatement of your main point and its significance.

Some physiological tips

Just think—we expect athletes to practice constantly and use everything in their abilities and situations in order to achieve success. Yet, somehow many students are convinced that one day’s worth of studying, no sleep, and some well-placed compliments (“Gee, Dr. So-and-so, I really enjoyed your last lecture”) are good preparation for a test. Essay exams are like any other testing situation in life: you’ll do best if you are prepared for what is expected of you, have practiced doing it before, and have arrived in the best shape to do it. You may not want to believe this, but it’s true: a good night’s sleep and a relaxed mind and body can do as much or more for you as any last-minute cram session. Colleges abound with tales of woe about students who slept through exams because they stayed up all night, wrote an essay on the wrong topic, forgot everything they studied, or freaked out in the exam and hyperventilated. If you are rested, breathing normally, and have brought along some healthy, energy-boosting snacks that you can eat or drink quietly, you are in a much better position to do a good job on the test. You aren’t going to write a good essay on something you figured out at 4 a.m. that morning. If you prepare yourself well throughout the semester, you don’t risk your whole grade on an overloaded, undernourished brain.

If for some reason you get yourself into this situation, take a minute every once in a while during the test to breathe deeply, stretch, and clear your brain. You need to be especially aware of the likelihood of errors, so check your essays thoroughly before you hand them in to make sure they answer the right questions and don’t have big oversights or mistakes (like saying “Hitler” when you really mean “Churchill”).

If you tend to go blank during exams, try studying in the same classroom in which the test will be given. Some research suggests that people attach ideas to their surroundings, so it might jog your memory to see the same things you were looking at while you studied.

Try good luck charms. Bring in something you associate with success or the support of your loved ones, and use it as a psychological boost.

Take all of the time you’ve been allotted. Reread, rework, and rethink your answers if you have extra time at the end, rather than giving up and handing the exam in the minute you’ve written your last sentence. Use every advantage you are given.

Remember that instructors do not want to see you trip up—they want to see you do well. With this in mind, try to relax and just do the best you can. The more you panic, the more mistakes you are liable to make. Put the test in perspective: will you die from a poor performance? Will you lose all of your friends? Will your entire future be destroyed? Remember: it’s just a test.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Axelrod, Rise B., and Charles R. Cooper. 2016. The St. Martin’s Guide to Writing , 11th ed. Boston: Bedford/St Martin’s.

Fowler, Ramsay H., and Jane E. Aaron. 2016. The Little, Brown Handbook , 13th ed. Boston: Pearson.

Gefvert, Constance J. 1988. The Confident Writer: A Norton Handbook , 2nd ed. New York: W.W. Norton and Company.

Kirszner, Laurie G. 1988. Writing: A College Rhetoric , 2nd ed. New York: Holt, Rinehart, and Winston.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Woodman, Leonara, and Thomas P. Adler. 1988. The Writer’s Choices , 2nd ed. Northbrook, Illinois: Scott Foresman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Writing Essays for Exams

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While most OWL resources recommend a longer writing process (start early, revise often, conduct thorough research, etc.), sometimes you just have to write quickly in test situations. However, these exam essays can be no less important pieces of writing than research papers because they can influence final grades for courses, and/or they can mean the difference between getting into an academic program (GED, SAT, GRE). To that end, this resource will help you prepare and write essays for exams.

What is a well written answer to an essay question?

Well Focused

Be sure to answer the question completely, that is, answer all parts of the question. Avoid "padding." A lot of rambling and ranting is a sure sign that the writer doesn't really know what the right answer is and hopes that somehow, something in that overgrown jungle of words was the correct answer.

Well Organized

Don't write in a haphazard "think-as-you-go" manner. Do some planning and be sure that what you write has a clearly marked introduction which both states the point(s) you are going to make and also, if possible, how you are going to proceed. In addition, the essay should have a clearly indicated conclusion which summarizes the material covered and emphasizes your thesis or main point.

Well Supported

Do not just assert something is true, prove it. What facts, figures, examples, tests, etc. prove your point? In many cases, the difference between an A and a B as a grade is due to the effective use of supporting evidence.

Well Packaged

People who do not use conventions of language are thought of by their readers as less competent and less educated. If you need help with these or other writing skills, come to the Writing Lab

How do you write an effective essay exam?

  • Read through all the questions carefully.
  • Budget your time and decide which question(s) you will answer first.
  • Underline the key word(s) which tell you what to do for each question.
  • Choose an organizational pattern appropriate for each key word and plan your answers on scratch paper or in the margins.
  • Write your answers as quickly and as legibly as you can; do not take the time to recopy.
  • Begin each answer with one or two sentence thesis which summarizes your answer. If possible, phrase the statement so that it rephrases the question's essential terms into a statement (which therefore directly answers the essay question).
  • Support your thesis with specific references to the material you have studied.
  • Proofread your answer and correct errors in spelling and mechanics.

Specific organizational patterns and "key words"

Most essay questions will have one or more "key words" that indicate which organizational pattern you should use in your answer. The six most common organizational patterns for essay exams are definition, analysis, cause and effect, comparison/contrast, process analysis, and thesis-support.

Typical questions

  • "Define X."
  • "What is an X?"
  • "Choose N terms from the following list and define them."

Q: "What is a fanzine?"

A: A fanzine is a magazine written, mimeographed, and distributed by and for science fiction or comic strip enthusiasts.

Avoid constructions such as "An encounter group is where ..." and "General semantics is when ... ."

  • State the term to be defined.
  • State the class of objects or concepts to which the term belongs.
  • Differentiate the term from other members of the class by listing the term's distinguishing characteristics.

Tools you can use

  • Details which describe the term
  • Examples and incidents
  • Comparisons to familiar terms
  • Negation to state what the term is not
  • Classification (i.e., break it down into parts)
  • Examination of origins or causes
  • Examination of results, effects, or uses

Analysis involves breaking something down into its components and discovering the parts that make up the whole.

  • "Analyze X."
  • "What are the components of X?"
  • "What are the five different kinds of X?"
  • "Discuss the different types of X."

Q: "Discuss the different services a junior college offers a community."

A: Thesis: A junior college offers the community at least three main types of educational services: vocational education for young people, continuing education for older people, and personal development for all individuals.

Outline for supporting details and examples. For example, if you were answering the example question, an outline might include:

  • Vocational education
  • Continuing education
  • Personal development

Write the essay, describing each part or component and making transitions between each of your descriptions. Some useful transition words include:

  • first, second, third, etc.
  • in addition

Conclude the essay by emphasizing how each part you have described makes up the whole you have been asked to analyze.

Cause and Effect

Cause and effect involves tracing probable or known effects of a certain cause or examining one or more effects and discussing the reasonable or known cause(s).

Typical questions:

  • "What are the causes of X?"
  • "What led to X?"
  • "Why did X occur?"
  • "Why does X happen?"
  • "What would be the effects of X?"

Q: "Define recession and discuss the probable effects a recession would have on today's society."

A: Thesis: A recession, which is a nationwide lull in business activity, would be detrimental to society in the following ways: it would .......A......., it would .......B......., and it would .......C....... .

The rest of the answer would explain, in some detail, the three effects: A, B, and C.

Useful transition words:

  • consequently
  • for this reason
  • as a result

Comparison-Contrast

  • "How does X differ from Y?"
  • "Compare X and Y."
  • "What are the advantages and disadvantages of X and Y?"

Q: "Which would you rather own—a compact car or a full-sized car?"

A: Thesis: I would own a compact car rather than a full-sized car for the following reasons: .......A......., .......B......., .......C......., and .......D....... .

Two patterns of development:

  • Full-sized car

Disadvantages

  • Compact car

Useful transition words

  • on the other hand
  • unlike A, B ...
  • in the same way
  • while both A and B are ..., only B ..
  • nevertheless
  • on the contrary
  • while A is ..., B is ...
  • "Describe how X is accomplished."
  • "List the steps involved in X."
  • "Explain what happened in X."
  • "What is the procedure involved in X?"

Process (sometimes called process analysis)

This involves giving directions or telling the reader how to do something. It may involve discussing some complex procedure as a series of discrete steps. The organization is almost always chronological.

Q: "According to Richard Bolles' What Color Is Your Parachute?, what is the best procedure for finding a job?"

A: In What Color Is Your Parachute?, Richard Bolles lists seven steps that all job-hunters should follow: .....A....., .....B....., .....C....., .....D....., .....E....., .....F....., and .....G..... .

The remainder of the answer should discuss each of these seven steps in some detail.

  • following this
  • after, afterwards, after this
  • subsequently
  • simultaneously, concurrently

Thesis and Support

  • "Discuss X."
  • "A noted authority has said X. Do you agree or disagree?"
  • "Defend or refute X."
  • "Do you think that X is valid? Defend your position."

Thesis and support involves stating a clearly worded opinion or interpretation and then defending it with all the data, examples, facts, and so on that you can draw from the material you have studied.

Q: "Despite criticism, television is useful because it aids in the socializing process of our children."

A: Television hinders rather than helps in the socializing process of our children because .......A......., .......B......., and .......C....... .

The rest of the answer is devoted to developing arguments A, B, and C.

  • it follows that

A. Which of the following two answers is the better one? Why?

Question: Discuss the contribution of William Morris to book design, using as an example his edition of the works of Chaucer.

a. William Morris's Chaucer was his masterpiece. It shows his interest in the Middle Ages. The type is based on medieval manuscript writing, and the decoration around the edges of the pages is like that used in medieval books. The large initial letters are typical of medieval design. Those letters were printed from woodcuts, which was the medieval way of printing. The illustrations were by Burn-Jones, one of the best artists in England at the time. Morris was able to get the most competent people to help him because he was so famous as a poet and a designer (the Morris chair) and wallpaper and other decorative items for the home. He designed the furnishings for his own home, which was widely admired among the sort of people he associated with. In this way he started the arts and crafts movement.

b. Morris's contribution to book design was to approach the problem as an artist or fine craftsman, rather than a mere printer who reproduced texts. He wanted to raise the standards of printing, which had fallen to a low point, by showing that truly beautiful books could be produced. His Chaucer was designed as a unified work of art or high craft. Since Chaucer lived in the Middle Ages, Morris decided to design a new type based on medieval script and to imitate the format of a medieval manuscript. This involved elaborate letters and large initials at the beginnings of verses, as well as wide borders of intertwined vines with leaves, fruit, and flowers in strong colors. The effect was so unusual that the book caused great excitement and inspired other printers to design beautiful rather than purely utilitarian books.

From James M. McCrimmon, Writing with a Purpose , 7th ed. (Boston: Houghton Mifflin Company, 1980), pp. 261-263.

B. How would you plan the structure of the answers to these essay exam questions?

1. Was the X Act a continuation of earlier government policies or did it represent a departure from prior philosophies?

2. What seems to be the source of aggression in human beings? What can be done to lower the level of aggression in our society?

3. Choose one character from Novel X and, with specific references to the work, show how he or she functions as an "existential hero."

4. Define briefly the systems approach to business management. Illustrate how this differs from the traditional approach.

5. What is the cosmological argument? Does it prove that God exists?

6. Civil War historian Andy Bellum once wrote, "Blahblahblah blahed a blahblah, but of course if blahblah blahblahblahed the blah, then blahblahs are not blah but blahblah." To what extent and in what ways is the statement true? How is it false?

For more information on writing exam essays for the GED, please visit our Engagement area and go to the Community Writing and Education Station (CWEST) resources.

essay final exam

Introduction

CDHE Nomination

AUCC Requirements

Course Description

Sample Policy Statements

Syllabus Sequencing Strategies

Sample Daily Syllabi

Lesson Plans

Reading Selection Recommendations

Assignments

Response Papers and Discussion Forums

Presentations

Discusssion, Group, WTL Questions

Variations, Misc.

Curbing Plagiarism

Additional Teaching & Course Design Resources

Guide Contributors

Midterm and Final Exam Examples

Exams are a great way to reinforce and evaluate students' understanding of the course content and main ideas. There are several different ways to approach exams including an in-class essay, short essays, multiple choice, short answer, fill in the blank, matching, quote/passage identification, character identification, etc. with plenty of flexibility for what an instructor deems important. Most instructors that choose to assign exams give both a midterm and final, though some just choose a comprehensive final. Of those who do give both, the midterm and final exam often look similar in style and content so students can expect consistency in the testing methods. Many instructors choose to test the first half of the course's information in the middle of the semester through a midterm and the rest of the semester at the final. In other words, the course's information is not cumulative and lets students focus on the most current concepts so they do not need to remember trivial details such as minor characters from the first text at the end of the semester.

Midterm Exams: Midterm exams often come at the midpoint in the semester. As stated previously in the overview, instructors sometimes divide the class into two sections so that the course's information is not cumulative. This strategy emphasizes making the overall picture or most recent concepts most important instead of testing on characters or plot lines from the first text of the semester.

Midterm Exam Examples:

  • Midterm Exam Example
  • Midterm Exam Study Guide Example

Final Exams: Final exams are similar to midterms except given at the end of the semester. Keep in mind that according to university policy,

"Final examination week is part of the regular semester. Student attendance shall be consistent with University policy. The final in-class examination period is intended for the end-of-semester examination. No in-class examination constituting more than 10% of the final course grade may be given in undergraduate courses during the week preceding the final examination period of the semester; laboratory, performance and other alternative classes (e.g., courses in the individualized mathematics program) excluded."

This does not indicate that instructors must give a final, only that they must use the time. If you do decide to give a final, here are a few sample finals to give you ideas for your own. Many of them follow the same format and structure of the midterm exams.

Final Exam Examples:

  • Final Exam Example
  • Final Exam Study Guide Example
  • Final Exam Example with Study Guide
  • EXPLORE Random Article

How to Prepare for an Essay Exam

Last Updated: April 20, 2023

This article was co-authored by Michelle Golden, PhD . Michelle Golden is an English teacher in Athens, Georgia. She received her MA in Language Arts Teacher Education in 2008 and received her PhD in English from Georgia State University in 2015. This article has been viewed 137,181 times.

The dreaded essay exam. Whether you like it or not, at some point in your life you are certain to encounter an exam composed entirely of essays. In the days leading up to the exam you may feel anxious or downright sick to your stomach. Fortunately, with a little bit of preparation and practice, you can turn any pre-exam jitters into a feeling of confidence, which will allow you to successfully tackle any essay exam.

Participating in Class

Step 1 Go to class.

  • Actively participate. It’s important to find a participation method that works for you, whether that’s asking thought-provoking questions or commenting on the reading. Active participation just means involving yourself in some way, so even if you don’t feel comfortable speaking at length in front of your peers, try to ask a question every now and then.
  • Free yourself from distractions. Put away your cell phone or tablet and concentrate on listening and taking good notes. Now is not the time to work on homework for another class or to catch up with friends on Facebook.

Step 2 Take notes.

  • Always have a notebook on hand. It is helpful to use one notebook per subject or course, so that you don’t confuse yourself when looking back.
  • Be sure to date your notes so that you can quickly reference or find the subject material covered on the exam.
  • If you struggle with taking notes, ask the instructor if you can record the lecture. You can then go back and listen to the recording and either take notes at your own pace or review any parts of the lecture, which will be relevant for the exam.

Step 3 Do the readings.

  • Take notes on what you’ve read and have questions ready for class.
  • Follow the schedule for reading assignments. Typically readings are broken out in a way that is both manageable and topical. If, however, you find yourself unable to keep up with the readings, speak with your instructor about a schedule that suits your particular needs. For example, if readings are assigned for every other day of class, you may need to break it out such that you are reading a portion every day.

Reviewing the Material

Step 1 Collect your notes from class.

  • In addition to having one notebook per course, it may be helpful to also have an individual course binder or folder, which contains all course materials.
  • Take your organization to the next level by categorizing according to exams. Don’t throw away previous notes or materials from past exams. They may come in handy for midterm or final exams. Instead, organize the materials as if they were chapters, with chapter one being the first exam and so forth and so on.

Step 2 Find a quiet place to study.

  • Limit phone calls and any other distractions such as texting. It might help to turn your phone and other devices to silent mode while you’re studying.
  • The TV should always be off while you’re preparing for an exam.
  • If you want to listen to music, be sure it’s something that is relaxing or peaceful. Also, keep the music at a low level. Otherwise, music can easily become a distraction.

Step 3 Review class materials.

  • Get into the habit of reviewing class materials after each course. This will help to ease anxiety leading up to the exam, as you won’t have as much to review and will be able to clear up any questions that arise, prior to the big day.
  • Cramming doesn’t work. Multiple studies have shown that spacing out learning was more effective than cramming. [2] X Research source What’s more, cramming only increases the feeling of desperation which leads to panic, and then to test anxiety.

Step 4 Look for potential...

  • Creating an outline will also come in handy when drafting essay responses, so give yourself some practice and start with your class materials.

Practicing Ahead of Time

Step 1 Understand the structure of an essay.

  • Don’t wait until the night before to outline answers. As you’re studying and organizing your class materials, come up with potential questions along the way. You can then go back and review and revise as necessary.
  • Some instructors do specify a word count for essays. Don’t focus on counting words though. Write what you can and look for opportunities to flesh out your answers without being overly wordy.

Step 3 Recognize different types of questions.

  • Identify - typically short and direct answers will do.
  • Explain - requires a more detailed answer.
  • Compare - look for connections.
  • Argue - address this from your own perspective.

Step 4 Revise your answers.

  • This is a good opportunity to proofread your work and to look for any grammatical errors as well.
  • Have a friend, parent or peer look over your essay as well. It is often helpful to have a fresh set of eyes review your work and provide feedback.

Community Q&A

Community Answer

  • For open-notes or open-book tests, study thoroughly anyway. This will prepare you for other exams or tests where you're not allowed to use notes, and will allow for you to complete the test faster and easier because you won't need to search for everything in the book or your notes. Thanks Helpful 0 Not Helpful 0
  • Be positive. If you are negative and believe you will not do well, chances are that you will perform the way you expect to. Thanks Helpful 1 Not Helpful 0
  • Practice writing. Be sure you can write fairly well in other situations so that you can express your ideas clearly. Thanks Helpful 0 Not Helpful 0

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About this article

Michelle Golden, PhD

If you’re worried about an upcoming essay exam, start reviewing your class notes by topic. One helpful way to prepare for your essay exam is to create a potential outline for each theme. For example, if you’re studying Shakespeare’s Romeo and Juliet, you might come up with an essay outline about the themes of the play. Once you have a few of these outlines, do practice essays at home under timed conditions, using old exams or questions you can see from your outline. Additionally, make it easier to prepare for future exams by attending all classes, doing the assigned readings and taking clear notes. Keep reading for more tips, including how to understand what the essay questions are asking of you. Did this summary help you? Yes No

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Example of a Great Essay | Explanations, Tips & Tricks

Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes.

This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .

Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement .

As you read, hover over the highlighted parts to learn what they do and why they work.

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Table of contents

Other interesting articles, frequently asked questions about writing an essay, an appeal to the senses: the development of the braille system in nineteenth-century france.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.

Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.

Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.

Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.

While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.

The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://​doi.org/10.1001/​archophthalmol.2009.286.

Herron, M. (2009, May 6). Blind visionary. Retrieved from https://​eandt.theiet.org/​content/​articles/2009/05/​blind-visionary/.

Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://​doi.org/10.1016/​j.survophthal.2008.10.006.

Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://​www.jstor.org/​stable/40214926.

Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.

Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.

Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Your essay introduction should include three main things, in this order:

  • An opening hook to catch the reader’s attention.
  • Relevant background information that the reader needs to know.
  • A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Bryson, S. (2023, July 23). Example of a Great Essay | Explanations, Tips & Tricks. Scribbr. Retrieved February 22, 2024, from https://www.scribbr.com/academic-essay/example-essay-structure/

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How to write an essay introduction | 4 steps & examples, academic paragraph structure | step-by-step guide & examples, how to write topic sentences | 4 steps, examples & purpose, what is your plagiarism score.

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Taking In-Class Essay Exams

About In-Class Essays

Relax... Essay exams are really not so different from the essays you write as assignments except for two major points: you can’t get feedback from a peer or the instructor and only rarely are you given the chance to complete serious revision.

The good news is that how you communicate what you know is rewarded more than mere memorization or repetition of details. To write a successful essay, you need to be able to recall relevant information and to organize it clearly by generating a thesis and building to a conclusion.

  Preparation Before Exam Day

Take good notes throughout the course. Start reviewing them several days before the exam, and look for connections between concepts. You may want to discuss these in your essay.

If you don’t know what the exam questions will be, create your own questions from your notes, and practice answering them with a time limitation.

Look at essay exams you have written in the past. Think about what instructors have praised in your writing, and what instructors haven’t liked so much.

If you can use notes or books, make sure you know where to find important information and mark those places if allowed.

The Day of the Exam

Believe it or not, what you wear and when you’ve eaten can be important factors in your success. Studies have shown that being too warm or too full can affect your performance in exam situations. Be sure you’ve eaten well, but not too close to the exam. And don’t overdress—bring along a sweatshirt that you can take off or put on depending on your level of comfort.

Spend 15 minutes writing before class, just to warm up and break through anxiety.

Taking the Exam

Before the exam begins, budget your time: If your allotted time is 75 minutes, then prepare to spend 15 minutes planning, 50 minutes writing, and 10 minutes reviewing. Keep track of time as you write, and stick to your plan.

When you receive the exam, read the question(s) carefully. Look for keywords, especially those telling you what to do. Keywords in the question will suggest how to structure your essay. (Several of these keywords are explained on the back of this handout.)

After you decode your question, develop your thesis statement. The thesis statement should:

1. Narrow the topic you are writing about to a single idea; 2. Convey your purpose—what you are going to do—and your opinion; 3. Provide a preview of how you’ll arrange your ideas.

After you write your thesis statement, think of at least three strong ways to prove your thesis.

Then put these ideas in a logical order. To do this, you’ll use:

1. Topic sentences (telling your reader the focus of the paragraph);

2. Transitions (referring back to earlier sentences to link ideas or paragraphs)

Exam Question Keywords

Analyze : Break a topic into its parts. Identify the parts and demonstrate how they relate to each other to make the whole.

Compare : Give detailed similarities and differences between two ideas and tell why these similarities or differences are important or significant to overall meaning.

Define : Tell what a concept/thing/event is and what it is not. Place it in a general class or group, and then explain how it is different from other members of that class or group.

Discuss/Examine : The most vague of directions, this asks you to find relationships between ideas, evaluate situations, and/or interpret statements.

Evaluate/Assess : Make a judgment about something; this leaves room for you to present more than one view on a position.

Explain : Find a relationship between things, and explain how and why this relationship works.

Illustrate : Use details/examples to show relationships between things.

Interpret : Translate what something means or explain what an author means.

Outline/Trace/Review : Organize main and subordinate points to classify the elements or stages of

development of a concept/thing/event.

Prove : Declare a point of view about a topic; then give reasons for believing it.

Thesis Statement Checklist

  • Does it make an assertion (claim) about your topic?
  • Does it convey your purpose, opinion, and attitude?
  • Is it limited to only one strong idea?
  • Is it specific?
  • Does each paragraph of your essay have something to do with the thesis? 

Proofreading and Editing Checklist

  • If the essay is about a literary or scholarly text, have you named the author and work in your introductory paragraph?
  • If quotations have been used, have you explained why you're using them?
  • Do you provide strong, clear transitions?
  • Have you maintained consistent verb tense?
  • Is there variety in the length, structure, and rhythm of sentences within the essay?
  • Can you find any spelling errors or incorrect punctuation?
  • Can you find any sentence fragments or comma splices?

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Tips on Writing an Essay on a Final Exam

Therese rochon.

Many final exams in college require lengthy essays.

In most college courses, final exams account for at least half the final grade. Many college exams require students to answer essay questions in addition to multiple choice and short-answer questions. Since essays often constitute a majority of the total exam grade, professors recommend taking the time to prepare for them.

Explore this article

  • Daily Preparation
  • Working with the Study Guide
  • Other Effective Study Methods
  • During the Exam

1 Daily Preparation

The best way to prepare for essay exams is by studying every day throughout the semester. Go to lectures, participate in discussions, take notes and do the readings. If a concept in the readings or lectures is confusing, clarify it with the professor well before the exam. Professors can give better attention to students who prepare early because, as the exam date approaches, more students will want to see the professor when there is less time for detailed explanations.

2 Working with the Study Guide

Although professors usually provide study guides, for most classes, anything covered during the semester can show up on the exam. If the student has been preparing throughout the semester, she will be better able to answer unexpected questions. Nevertheless, still read the study guide several times to understand what questions might appear. If the study guide contains confusing or difficult questions, discuss them with the professor.

3 Other Effective Study Methods

Rewriting class notes is one of the most effective study methods. Essay exams require students to explain and argue concepts in their own words. However, the notes that students take in class are usually in the professor’s words. Another effective study method is to memorize key terms or review important readings and find the connections between them. Map out your responses to the essay questions in the study guide and use key terms and important readings to support your essay.

4 During the Exam

Organization and focus are key to composing a well-written, persuasive essay. Plan your answer before writing. If it's allowed, bring in scratch paper, or tear out a page from the blue book and use it to outline your essay. Since there is limited time, bring a watch and decide how to budget your time. Budget more time to essay questions that are worth the most points. Although professors understand that, due to time constraints, students cannot write perfect essays, they do expect legible work, so proofread your essay exam before submitting it.

About the Author

Therese Rochon is a college student and freelance writer from St. Louis. She is studying English and Spanish literature at Washington University and plans to attend law school in the future. She speaks two languages and, in 2011, will au pair in Europe to learn two more languages. She has been writing online since 2005.

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By submitting my email address. i certify that i am 13 years of age or older, agree to recieve marketing email messages from the princeton review, and agree to terms of use., how to study for finals.

Final exams aren’t just any tests. They draw upon your knowledge from the entire semester, and you have to take a whole bunch of them at once. Depending on how your finals are weighted, your final exam grade could even mean the difference between an A and a C on your transcript ! 

Follow our ultimate studying guide, and earn a top grade on your final exams.

how to study for finals

1. Make a finals game plan.

If you plan out your study sessions (for ALL your exams), you’ll get a better handle on how much work you’re facing. Use the calendar on your phone to set alerts and reminders for yourself so you stick to your plan. 

2. Start early.

Start studying for finals a few weeks before the first exam, and figure out how much time to set aside each day for each subject. Be realistic about how long it will take to, say, memorize the dates for all the Civil War battles. You need to fit in brain breaks, too!

3. Study in this order: a) definitely b) probably c) might be on the final

Don’t just start from the beginning of your notes and try to cram everything in: Think about what you know for sure will be on each test and review that material first. Then move on to studying what will probably be on the test, then what might be covered. That way, if you run out of time, you know you at least have the basics nailed. Ask your teachers if they’ll share copies of previous finals so you can see what might be covered or how questions will be phrased.

4. Give yourself more time to study for your toughest classes.

If chemistry gave you trouble all semester, devote more time to that subject—even if it’s your last final. Look over your previous tests for the year, if you scored poorly on one unit in Spanish , chances are you didn’t absorb it all the first time. Take extra time now to review what you missed. By starting with the toughest stuff first, you have time to ask your teacher questions or get help from our tutors .

Read More: How to Calculate Your GPA

5. Form a study group.

There’s nothing like peer pressure to keep you motivated to study. Make a plan with friends to review the class material, compare notes, or work through tricky concepts. You'll benefit from the good study habits and notes of the other members in your study group. if you’re trying to solve a tough  math problem, two heads are better than one.

6. Talk it out.

Not only is it more fun to study with your friends than studying by yourself, you’ll also learn more. By talking through the facts and formulas with a study partner, you’re thinking about the material more deeply, which means you’ll remember it better later.

7. Get creative with study aids.

Now that you know what key concepts from each subject you need to prioritize, find the best way to review and internalize what you predict will be on the final exam. Make flash cards to help you memorize dates and equations. Or come up with a mnemonic device—a system of memorizing facts using a phrase or acronym you’ll definitely remember. For example, using the name Roy G. Biv helps to remember the order of colors in a rainbow.

8. Study your notes.

Outline your class notes for daily review. Notes and flashcards are also great for last-minute review the morning of your exam.

9. Quiz yourself.

If you’re studying at home, have your mom or dad quiz you on the information you’ve already studied. Students tend to remember the information they've been quizzed on better than the information they simply review.

10. Make sleep a priority.

While it may be tempting to pull an all-nighter and cram everything in at the last minute, it’s a bad idea. You just add stress, and you won’t retain the information for very long by studying that way. You may even forget some of it by the time the test begins.

11. Take five.

Take breaks to improve your concentration when you return to studying: Veg out with an episode of your favorite TV show or play a couple rounds of Wii tennis.

12. Brain food is real.

Eat healthy and drink plenty of water to keep your brain firing on all cylinders.

Still stuck on how to study for finals?

We can help! Try a session with one of our online tutors . We can walk you through tricky concepts or study strategies—whatever you need, 24/7.

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FNU News 10 Ways to Prepare for Your Final Exam

10 Ways to Prepare for Your Final Exam

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After decades of research on how final examinations impact college courses and overall learning, we can safely infer the following:

  • Even if they have not mastered course materials, some students are better than others when it comes to taking tests.
  • Students who are stressed and overwhelmed are more likely to score poorly on final examinations.
  • Final examinations often feel like awarding the NASCAR Cup to the driver who wins the final lap at the Homestead Speedway instead of using the traditional points system.

At Florida National University, some courses feature final examinations while others do not. As a higher learning institution properly accredited by the Southern Association of Colleges and licensed by the Florida Commission for Independent Education, FNU is expected to deliver certain portions of its curriculum in accordance to established practices, and this means that final exams are often part of core courses. Some instructors, particularly those who teach graduate programs , forego finals and instead assign a project that must be completed over the length of the semester; this option demands more work from students. Either way, chances are that you will encounter final exams in at least some FNU courses.

Whether you’re bearing down on the end of this semester or looking to prepare for the next one, the latter being even better, you know that finals week will always come around. Yet, it doesn’t have to be a stressful and hurried time. Here are 10 tips on how to prepare for final exams in college .

1) Ask Questions and Request Help When You Need It.

Talk to classmates who clearly master the material and see if they’d be interested in helping you study. For many people, teaching is a great way to solidify their knowledge, so this would be a win-win situation for both. Don’t be afraid to ask classmates or friends who have already succeeded in the class to help you study for finals.

If your course features teaching assistants or tutors, take advantage of their availability to ask questions. Approach them before or after class, or visit them during office hours.

Instructors have regular office hours to ensure that they are available to students. If your schedule conflicts with the instructors’ office hours, send e-mails to set up alternate times. Instructors are there to help you understand the subject, and by asking questions you show them that you care about the material as well as your grade.

2) Become Involved From Day One.

Keeping up with all readings and assignments throughout the semester will minimize the time you need to prepare for finals. Attend class punctually and regularly. While you may be able to borrow a friend’s notes if you miss a class, this will never compare to being consistently present.

3) Don’t Just Study Hard – Study Smart.

For each subject, be sure to make a list of the course materials and the chapters that you’ve covered in the course. Consider how difficult each chapter or type of material was for you and write your evaluation next to it. You can use labels such as easy, somewhat difficult or extremely difficult; this will help you determine how much time you should spend on each chapter or area. It is also useful to study the difficult parts first; in this fashion, you will have more time before the exam to address particular difficulties or areas you really need help with.

4) Study with a Friend or Group.

Do not wait until the last minute to form study groups. Early on in the semester, approach classmates with the idea of forming a study group. It is ideal to have at least three people in case one person backs out, but not more than five since larger groups often turn difficult to coordinate. Organize your study groups by doing a few practice sessions early to go over class notes and areas that should be covered. Everyone in your study group will feel ahead of the game with an early start. Knowing that study group members depend on each other is a great method for reducing stress and increasing your motivation to study. In the case of FNU courses and programs that can be fully completed online, you can use the course forums to organize and coordinate study groups.

5) Don’t Cram – Start Early.

Do yourself a huge favor and make a habit of start studying early on in the semester. Spend at least one hour per week reviewing class notes. Highlight all the areas that are important, and look back at the syllabus to narrow down the key areas you’ll need to get a handle on. By simply going over all your class notes, you’ll get a good overview of the specific areas you should start studying. This will also provide your mind with a good summary of everything you’ve been learning this semester.

6) Make a Plan and Stick to It.

Make a commitment to spend at least an hour a week per class to focus on the final exam. By setting aside enough time now, you will be preparing your mind for the final exam and everything else that is ahead. If you come across material that you have questions about you will have plenty of time to get answers from your instructors. By reviewing early and often, you’ll simultaneously prepare for finals and midterms.

7) Spend Time Studying for the Tests that Matter Most.

Not all final exams and papers are weighed the same. Take a look at the syllabus of each course you are taking and assess how you are doing overall in that course. Make sure you know what percentage each paper or final exam is worth to your grade. This will give you some perspective on how much time you should designate studying for each class. Final exams are not always deal-breaker elements of a course; in fact, some instructors prefer to assign the same weight to all tests so that students do not feel overwhelmed towards the end.

8) Take Appropriate Care of Your Health.

It is extremely important to maintain good health in order to do your best in school. Exercise regularly and set aside time to take breaks from studying and working. Eat healthy foods to keep you energized and focused. Stick to a regular sleep schedule; this is particularly important in the days and weeks preceding finals week. Pulling all-night study sessions can easily result in low grades because being tired will significantly affect your attention and comprehension. Make it a point to relax with friends regularly and participate in non-academic activities to avoid getting burned out; to this effect, FNU organizes events at its Miami and Hialeah campus locations as an effort to make student life more interesting. If you would like to learn more about FNU events and student life , contact one of our academic counselors.

9) Respect Your Personal Habits and Abilities.

What do you have to do to be your best? This may involve several aspects:

  • What time of day are you more focused? If you are bright and fresh in the morning, then this is the best time for you to study. However, if you are a night owl and find more energy after dinner, this is when your brain is ripe to soak up information. Respect how your body clock works and use it to your advantage when studying.
  • How much studying do you really need to master the material? Do you start to zone out when study sessions last more than two or three hours? If this is the case, schedule more frequent sessions that last shorter amounts of time. However, if you do your best and really get rolling after an hour or so, schedule a whole day away from other distractions so you can concentrate in full and progress.
  • Do you study best alone or with a group? By testing yourself or simply re-reading the material? Try various methods and see how they work for you, then be sure to stick to them in order to really do your best.

10) Don’t Stress.

Rather than being worried and stressed, be proactive and calm. Plan well, structure your time appropriately and believe in yourself. Take care of problems you can handle right away; for example, if you find that your budget can no longer accommodate tuition, you may want to look into the financial aid opportunities offered by FNU. When you have difficult moments, take a walk or breathe deeply. Take a catnap to refresh or relax with a cup of tea and a good book. Remember that feeling calm and centered will allow you to bring out your best for the final exam.

The FNU Academic Advising team can help you with strategies to make the most out your college education. From ESL classes to courses that focus on studying techniques, FNU wants to help you achieve academic success. Get in touch with our academic counselors today.

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Succeed at Exams

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  • Write Online Exams
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What is unique about essay exams?

What is the difference between a short-answer question and an essay question, how do i prepare for an essay exam, how do i use practise questions, how can i prepare if i get the questions in advance, how can i prepare for a take-home exam.

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Essay exams have a significant written component, such as detailed short answer questions and/or formal essays. These exams may ask you to:

  • Show what you know about the course content and communicate this knowledge effectively.
  • Be analytical and critical about the themes of the course.
  • Demonstrate an understanding of the relationships between course content, course objectives, and the practical and theoretical perspectives used within the course.
  • Integrate and apply what you have learned in lectures, readings, and discussions.
  • Articulate connections between the course material in complete sentences and paragraphs.

Both short-answer and essay questions ask you to demonstrate your knowledge of course material by relating your answer back to concepts covered in the course.

Essay questions require a thesis (argument) and supporting evidence, which comes from knowledge gained from course lectures, readings, seminar discussions, and assignments.

Short-answer questions are more concise than essay answers and they generally do not require an introduction, body, and conclusion.

  • Go beyond the topics that are covered and try to figure out the broader themes that the course explores.
  • Use this information to prepare sample questions.
  • Keep the content fresh in your mind.
  • Look for recurring themes, ideas, concepts, and trends.
  • Organize your study notes around these major ideas.
  • Go beyond simply reading your notes.
  • Describe concepts aloud, explain them to a friend, or use a strategy such as concept mapping to organize your thoughts and show how concepts are related or different.
  • Identify the areas that you understand well and the areas where you can strengthen your knowledge and understanding.
  • Review your notes from lectures, seminars, textbook, online notes, and other course materials to create summary or study notes.
  • Formulate practice questions based on the different categories of questions described above. Use old midterms, course outlines, study partners, and lecture and text notes to help you predict and create possible short-answer or essay questions.
  • Create outlines to answer your possible questions. Choose a definite argument and organize the supporting evidence logically.
  • Try mnemonics such as rhymes or acronyms to help you remember your outline.
  • Use a timer to practise answering your questions within a limited time frame.
  • Arrange a study group to discuss possible questions and key issues or concepts from the course.
  • Research the questions from your text, lecture notes, and other supplemental resources, and write down outlines for your answers ahead of time.
  • Memorize an outline or key points.
  • Prepare as if you were going to write the exam on campus.
  • Study before you receive the take-home exam or you may spend too much time researching the material and not enough time writing the exam.
  • << Previous: Short-Answer Exams
  • Next: Write Essay Exams >>
  • Last Updated: Jun 22, 2023 8:01 AM
  • URL: https://guides.lib.uoguelph.ca/SucceedatExams

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How to Write the AP Lit Prose Essay + Example

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What is the ap lit prose essay, how will ap scores affect my college chances.

AP Literature and Composition (AP Lit), not to be confused with AP English Language and Composition (AP Lang), teaches students how to develop the ability to critically read and analyze literary texts. These texts include poetry, prose, and drama. Analysis is an essential component of this course and critical for the educational development of all students when it comes to college preparation. In this course, you can expect to see an added difficulty of texts and concepts, similar to the material one would see in a college literature course.

While not as popular as AP Lang, over 380,136 students took the class in 2019. However, the course is significantly more challenging, with only 49.7% of students receiving a score of three or higher on the exam. A staggeringly low 6.2% of students received a five on the exam. 

The AP Lit exam is similar to the AP Lang exam in format, but covers different subject areas. The first section is multiple-choice questions based on five short passages. There are 55 questions to be answered in 1 hour. The passages will include at least two prose fiction passages and two poetry passages and will account for 45% of your total score. All possible answer choices can be found within the text, so you don’t need to come into the exam with prior knowledge of the passages to understand the work. 

The second section contains three free-response essays to be finished in under two hours. This section accounts for 55% of the final score and includes three essay questions: the poetry analysis essay, the prose analysis essay, and the thematic analysis essay. Typically, a five-paragraph format will suffice for this type of writing. These essays are scored holistically from one to six points.

Today we will take a look at the AP Lit prose essay and discuss tips and tricks to master this section of the exam. We will also provide an example of a well-written essay for review.  

The AP Lit prose essay is the second of the three essays included in the free-response section of the AP Lit exam, lasting around 40 minutes in total. A prose passage of approximately 500 to 700 words and a prompt will be given to guide your analytical essay. Worth about 18% of your total grade, the essay will be graded out of six points depending on the quality of your thesis (0-1 points), evidence and commentary (0-4 points), and sophistication (0-1 points). 

While this exam seems extremely overwhelming, considering there are a total of three free-response essays to complete, with proper time management and practiced skills, this essay is manageable and straightforward. In order to enhance the time management aspect of the test to the best of your ability, it is essential to understand the following six key concepts.

1. Have a Clear Understanding of the Prompt and the Passage

Since the prose essay is testing your ability to analyze literature and construct an evidence-based argument, the most important thing you can do is make sure you understand the passage. That being said, you only have about 40 minutes for the whole essay so you can’t spend too much time reading the passage. Allot yourself 5-7 minutes to read the prompt and the passage and then another 3-5 minutes to plan your response.

As you read through the prompt and text, highlight, circle, and markup anything that stands out to you. Specifically, try to find lines in the passage that could bolster your argument since you will need to include in-text citations from the passage in your essay. Even if you don’t know exactly what your argument might be, it’s still helpful to have a variety of quotes to use depending on what direction you take your essay, so take note of whatever strikes you as important. Taking the time to annotate as you read will save you a lot of time later on because you won’t need to reread the passage to find examples when you are in the middle of writing. 

Once you have a good grasp on the passage and a solid array of quotes to choose from, you should develop a rough outline of your essay. The prompt will provide 4-5 bullets that remind you of what to include in your essay, so you can use these to structure your outline. Start with a thesis, come up with 2-3 concrete claims to support your thesis, back up each claim with 1-2 pieces of evidence from the text, and write a brief explanation of how the evidence supports the claim.

2. Start with a Brief Introduction that Includes a Clear Thesis Statement

Having a strong thesis can help you stay focused and avoid tangents while writing. By deciding the relevant information you want to hit upon in your essay up front, you can prevent wasting precious time later on. Clear theses are also important for the reader because they direct their focus to your essential arguments. 

In other words, it’s important to make the introduction brief and compact so your thesis statement shines through. The introduction should include details from the passage, like the author and title, but don’t waste too much time with extraneous details. Get to the heart of your essay as quick as possible. 

3. Use Clear Examples to Support Your Argument 

One of the requirements AP Lit readers are looking for is your use of evidence. In order to satisfy this aspect of the rubric, you should make sure each body paragraph has at least 1-2 pieces of evidence, directly from the text, that relate to the claim that paragraph is making. Since the prose essay tests your ability to recognize and analyze literary elements and techniques, it’s often better to include smaller quotes. For example, when writing about the author’s use of imagery or diction you might pick out specific words and quote each word separately rather than quoting a large block of text. Smaller quotes clarify exactly what stood out to you so your reader can better understand what are you saying.

Including smaller quotes also allows you to include more evidence in your essay. Be careful though—having more quotes is not necessarily better! You will showcase your strength as a writer not by the number of quotes you manage to jam into a paragraph, but by the relevance of the quotes to your argument and explanation you provide.  If the details don’t connect, they are merely just strings of details.

4. Discussion is Crucial to Connect Your Evidence to Your Argument 

As the previous tip explained, citing phrases and words from the passage won’t get you anywhere if you don’t provide an explanation as to how your examples support the claim you are making. After each new piece of evidence is introduced, you should have a sentence or two that explains the significance of this quote to the piece as a whole.

This part of the paragraph is the “So what?” You’ve already stated the point you are trying to get across in the topic sentence and shared the examples from the text, so now show the reader why or how this quote demonstrates an effective use of a literary technique by the author. Sometimes students can get bogged down by the discussion and lose sight of the point they are trying to make. If this happens to you while writing, take a step back and ask yourself “Why did I include this quote? What does it contribute to the piece as a whole?” Write down your answer and you will be good to go. 

5. Write a Brief Conclusion

While the critical part of the essay is to provide a substantive, organized, and clear argument throughout the body paragraphs, a conclusion provides a satisfying ending to the essay and the last opportunity to drive home your argument. If you run out of time for a conclusion because of extra time spent in the preceding paragraphs, do not worry, as that is not fatal to your score. 

Without repeating your thesis statement word for word, find a way to return to the thesis statement by summing up your main points. This recap reinforces the arguments stated in the previous paragraphs, while all of the preceding paragraphs successfully proved the thesis statement.

6. Don’t Forget About Your Grammar

Though you will undoubtedly be pressed for time, it’s still important your essay is well-written with correct punctuating and spelling. Many students are able to write a strong thesis and include good evidence and commentary, but the final point on the rubric is for sophistication. This criteria is more holistic than the former ones which means you should have elevated thoughts and writing—no grammatical errors. While a lack of grammatical mistakes alone won’t earn you the sophistication point, it will leave the reader with a more favorable impression of you. 

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Here are Nine Must-have Tips and Tricks to Get a Good Score on the Prose Essay:

  • Carefully read, review, and underline key instruction s in the prompt.
  • Briefly outlin e what you want to cover in your essay.
  • Be sure to have a clear thesis that includes the terms mentioned in the instructions, literary devices, tone, and meaning.
  • Include the author’s name and title  in your introduction. Refer to characters by name.
  • Quality over quantity when it comes to picking quotes! Better to have a smaller number of more detailed quotes than a large amount of vague ones.
  • Fully explain how each piece of evidence supports your thesis .  
  • Focus on the literary techniques in the passage and avoid summarizing the plot. 
  • Use transitions to connect sentences and paragraphs.
  • Keep your introduction and conclusion short, and don’t repeat your thesis verbatim in your conclusion.

Here is an example essay from 2020 that received a perfect 6:

[1] In this passage from a 1912 novel, the narrator wistfully details his childhood crush on a girl violinist. Through a motif of the allure of musical instruments, and abundant sensory details that summon a vivid image of the event of their meeting, the reader can infer that the narrator was utterly enraptured by his obsession in the moment, and upon later reflection cannot help but feel a combination of amusement and a resummoning of the moment’s passion. 

[2] The overwhelming abundance of hyper-specific sensory details reveals to the reader that meeting his crush must have been an intensely powerful experience to create such a vivid memory. The narrator can picture the “half-dim church”, can hear the “clear wail” of the girl’s violin, can see “her eyes almost closing”, can smell a “faint but distinct fragrance.” Clearly, this moment of discovery was very impactful on the boy, because even later he can remember the experience in minute detail. However, these details may also not be entirely faithful to the original experience; they all possess a somewhat mysterious quality that shows how the narrator may be employing hyperbole to accentuate the girl’s allure. The church is “half-dim”, the eyes “almost closing” – all the details are held within an ethereal state of halfway, which also serves to emphasize that this is all told through memory. The first paragraph also introduces the central conciet of music. The narrator was drawn to the “tones she called forth” from her violin and wanted desperately to play her “accompaniment.” This serves the double role of sensory imagery (with the added effect of music being a powerful aural image) and metaphor, as the accompaniment stands in for the narrator’s true desire to be coupled with his newfound crush. The musical juxtaposition between the “heaving tremor of the organ” and the “clear wail” of her violin serves to further accentuate how the narrator percieved the girl as above all other things, as high as an angel. Clearly, the memory of his meeting his crush is a powerful one that left an indelible impact on the narrator. 

[3] Upon reflecting on this memory and the period of obsession that followed, the narrator cannot help but feel amused at the lengths to which his younger self would go; this is communicated to the reader with some playful irony and bemused yet earnest tone. The narrator claims to have made his “first and last attempts at poetry” in devotion to his crush, and jokes that he did not know to be “ashamed” at the quality of his poetry. This playful tone pokes fun at his childhood self for being an inexperienced poet, yet also acknowledges the very real passion that the poetry stemmed from. The narrator goes on to mention his “successful” endeavor to conceal his crush from his friends and the girl; this holds an ironic tone because the narrator immediately admits that his attempts to hide it were ill-fated and all parties were very aware of his feelings. The narrator also recalls his younger self jumping to hyperbolic extremes when imagining what he would do if betrayed by his love, calling her a “heartless jade” to ironically play along with the memory. Despite all this irony, the narrator does also truly comprehend the depths of his past self’s infatuation and finds it moving. The narrator begins the second paragraph with a sentence that moves urgently, emphasizing the myriad ways the boy was obsessed. He also remarks, somewhat wistfully, that the experience of having this crush “moved [him] to a degree which now [he] can hardly think of as possible.” Clearly, upon reflection the narrator feels a combination of amusement at the silliness of his former self and wistful respect for the emotion that the crush stirred within him. 

[4] In this passage, the narrator has a multifaceted emotional response while remembering an experience that was very impactful on him. The meaning of the work is that when we look back on our memories (especially those of intense passion), added perspective can modify or augment how those experiences make us feel

More essay examples, score sheets, and commentaries can be found at College Board .

While AP Scores help to boost your weighted GPA, or give you the option to get college credit, AP Scores don’t have a strong effect on your admissions chances . However, colleges can still see your self-reported scores, so you might not want to automatically send scores to colleges if they are lower than a 3. That being said, admissions officers care far more about your grade in an AP class than your score on the exam.

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5 Tips for Studying for Final Exams in College

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essay final exam

  • B.A., English, University of Michigan

Everyone in school has to take them – final exams, that is. But, not everyone knows how to study for final exams, and college is where things get tricky. Exams in college are much different than they are in high school. Likely, in high school, you received a study guide, or an explicit list of information to know for your final exam. In college, you may not get anything at all, so you'll need to study in a very different way. Here are a few tips for how to study for final exams in college. Use them to your very best advantage!

Identify the Type of Exam

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Some professors or adjuncts will give you an essay exam at the end of the semester. Just think of it – tons and tons of information crammed into a three-hour essay . Sounds fabulous, doesn't it?

Other teachers stick strictly to short answer questions, while others will give you a multiple-choice exam or a combination of sorts. The variations are endless, so it's imperative that you find out the type of exam you'll be receiving and whether or not you'll be able to use your notes.

Multiple-choice final exams are a whole different ball of wax than essay final exams, and as such, must be studied for in quite a different way! Ask, if your teacher isn't forthcoming.

Divide and Conquer

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So, you have a semester's worth of material to remember for the big day. How do you manage to learn it all? Some of the stuff you were taught at the beginning of the first nine weeks has gone right out of your head!

Divvy up the material you have to learn according to the number of days prior to the day before the test. (You need an overall review day before the final). Then, divide the material accordingly.

For example, if you have fourteen days before the exam, and you want to start studying, then chop the semester into thirteen equal parts and study a section on each day. Leave one day before the final to review everything . That way, you won't get overwhelmed with the enormity of the task.

Schedule Time

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As you know if you're a college student, it's not only important to learn how to study for final exams, it's important to find the time to do it! You're busy – it's understandable.

You must carve out an hour or so a day to fit studying into your schedule. It will not present itself – you'll have to sacrifice some things to get it done.

Learn Your Learning Style

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You may be a kinesthetic learner and not even realize it. Take a learning styles quiz and figure it out prior to studying – your solo, sit-at-a-desk study session may not be doing you any favors at all!

Or, you might be a group study person. Have you given it a shot? Sometimes, students study the best for final exams with others.

Or, maybe you're into studying solo. That's great! But figure out if it's better for you to study with music or without, and choose the best study spot for you. A crowded coffee shop with white noise may be less distracting for you than the library. Everyone is different!

In college, it's imperative that you figure out how you learn best, as you'll have little guidance. At this stage of the game, professors assume you know what you're doing. Make sure that you do!

Review Session

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More than likely, your professor or TA will host a review session before the final exam. By all means, attend the darn thing. If you fail to go to this class, then you're really in big trouble! This is "How to study for final exams" 101! In it, you'll learn things like the type of exam it is, what kind of information you'll be expected to showcase, and if it's an essay exam, you'll probably get a selection of topics you may see on test day. Whatever you do, don't miss it!

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Top law school final exam tips

High-level tips to help you prepare for your law school finals.

1. What to expect 2. Professor preferences 3. Read the facts 4. Answer the question 5. Organize your thoughts 6. Before you start writing 7. IRAC format 8. Argue both sides of legal issues

What to expect from your law school final exams

A full semester of taking copious notes, reading, briefing, outlining, classroom discussions, and surviving the Socratic Method culminates in one final act. Writing law school final exams.

Most professors give essay exams for law school finals. Some are single-topic, short-answer questions. Others can go on for pages — known as issue-spotter exams. Some are taken in class, while others are take-home, allowing students more than the traditional amount of time to answer the essay questions. There are open-book and closed-book exams. And there are those few professors who create multiple-choice exams or (in rare cases) give oral exams.

Whatever type of exam your professor chooses to administer, you will be tested on your ability to analyze and resolve legal problems and demonstrate your grasp of the materials. Your course grade will be largely, if not exclusively, based on your final exam performance.

Here are some high-level tips to help you prepare for your law school finals.

Law professor stands in an empty class before law school final exams

Understand your professor preferences

The foundation for success on your law school finals is to know who is grading the exam. Your mission is to make that person’s life easier. Ultimately, different professors prefer different types of answers. Some want extreme detail — every possible interpretation of every possible fact. Some like answers straight to the point within a page count. It’s okay to ask your professor.

It’s a given that all professors expect well-organized, legible answers, no matter how brief or expansive.

Read the facts carefully

Read the entire problem through once rather quickly to get a general understanding. Focus on the question you are being asked to respond to at the end of the problem.

Then, read through the scenario again, slowly and carefully. This time, evaluate every word and phrase to identify all potential issues. Applying the law to the facts presented is critical in any law school exam. And changing the facts even slightly could result in a completely different result.

A law student takes a law school final exam

Answer the question that is being asked

Always keep in mind the specific question you are actually being asked to answer. Although you may receive credit for ancillary information provided in your answer, you will only receive maximum credit if you specifically answer the question that is presented. Therefore, you must determine what role the professor is asking you to assume before answering. Are you the defendant’s attorney, or do you represent the plaintiff? Are you a judge trying to resolve the dispute? It makes a real difference in how you answer.

Attempts to include unrelated material in your answer could backfire if your professor believes you are incapable of ruling out irrelevant information.

Organize your thoughts

Organization is critical to writing a strong essay answer on any law school finals. After all, if the professor cannot follow your analysis, how can they grade it fairly and appropriately?

Before you start writing, chart the issues in the manner in which you will resolve them. Again, make sure the issues are related to the actual question you are being asked to answer. Arrange the issues in the sequence in which you would expect a court to address them (i.e., normally jurisdictional issues first, then liability, then remedies). Capture the points you will discuss in sufficient detail to prompt you to think the problem through to a fair and practical solution.

Complete your analysis and organization before you start writing

You may find that you devote a solid one-fourth of the time allocated to reading, analyzing the problem and organizing your answer. That’s okay. A logical organization and clear expression of ideas will strengthen your answer. This purposeful approach may even bolster an answer that’s somewhat weak.

A law student sits in a classroom with other students while taking a law school final exam

Use the IRAC format for each issue raised

As you begin to write out your answer, we recommend you analyze each dispute using the IRAC method.

First, state the issue in precise legal terms (i.e., “Did the defendant’s mistake in computing his bid prevent the formation of an enforceable contract?”). Be careful to avoid generalizations or oversimplification of the issue.

Next, state the applicable law. Be sure to define the pertinent elements of a rule as well as any terms of art.

Application

Then, apply the rules to the facts using arguments. Avoid the common error of stating a rule and then jumping straight to the conclusion. Your professor will not infer a supporting argument for you — you must spell it out. Remember to use the Issue T you created earlier to remind you to discuss which facts in the fact pattern support (or prevent) application of the rule. Discuss and weigh each fact given and the logical inference to be drawn from it. Be sure to include counterarguments where possible.

Finally, come to a straightforward conclusion on each issue. Make sure you have clearly answered the question asked, and you have not left an issue hanging. If a number of outcomes are possible, discuss the merits of each, but always select one position as your conclusion and state why. In close cases, it is generally best to select the most practical and fair conclusion. Just don’t consider yourself bound by the “general rule” or “majority view” in answering on a law school final exam unless the question clearly calls for such.

Argue both sides of legal issues you spot and remember policy concerns

Once a dispute has been framed and a legal theory has been asserted, identify any problems surrounding the theory’s application as well as arguments that each side can make in support of their position.

Also, if time allows, include just a sentence or two regarding the policy implications of your conclusions. Law is meant to provide order in society and, when imposing laws, you should always predict the impact that they will have.

A female law student researches law school final exam tips at the law library

Take a deep breath and try not to panic

If you find yourself panicking, not understanding the issues presented or not remembering the rules related to such issues, don’t panic. Instead, close your eyes and take a few deep breaths. Then, start working systematically through the information with these tips and do your best on your law school finals.

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Using the IRAC method

Learn more about using the IRAC method in law school

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WGS Final exam Self Assesment

Final Exams in a School Essay

Exams have been continually used as a tool in testing the student’s ability in each and every subject in various learning institutions throughout the world. Exams are more often used to measure the understanding of particular concepts after the completion of the normal classroom teaching of a particular course. There have been different reactions from the people when asked if exams are really efficient in the learning process. Some skeptics have argued that exams lead to rot learning. The importance of exams is that students of English are motivated to learn English as there are clear goals. This is so because after marking the exams the students are awarded some kind of certification that they have successfully done the English course.

An English exam is usually aimed at testing the four skills which are listening, reading, writing, and listening. The advantage of this is that the exams are usually founded on realistic communicative contexts. The exams are also similar to the activities of the students. Through these exams, the students are motivated to study English and practically use it correctly. Through these exams, learners not only study grammar in the classroom but also acquire practical skills for communication.

It is necessary to have a final exam in English because English is the formal language for teaching in most of the higher institutions of learning. It is important therefore to have final exams in English for it is the only sure way of preparing learners for University Education and college. It also prepares students who are willing to study abroad and maybe even work there.

In English exams, language use is tested in a meaningful and realistic way. This is a benefit for students who are studying English as a foreign language. Through this realistic testing by way of exams students are able to learn and understand English efficiently and gain proficiency in it. It has been known that the impact of exams on language students has been positive. Therefore, the learners studying English as a second language experience real communication in a foreign language (British Council Examinations Services, 2000).

For an employer to be able to determine the competency of a leaner there must be some kind of valid certification. This certification can only be awarded by way of examinations. These certificates are usually awarded to learners after successful completion of English subject or course and this certification is internationally recognized by universities and employers all over the world.

Struggling students in schools are encouraged to perform even better through exams. Some researches have shown that final English exams do indeed motivate the learners to continue studying it instead of dropping it as a subject or a course. By making the learners sit for a final exam they are not simply handed certification but they are made to have a basic understanding of the language skills that are essential for the outside world.

Through the final exam, the learners become capable of dealing with the challenges of life. They simply get the ability to survive in the real world. Devoid of final English exams the learners are approved diplomas and certificates without the necessary abilities and qualities to succeed being instilled in them.

Final English exams are used as a step to raising the student’s standards. Exams are therefore used as a form of measurement as well as a way of raising student achievement. By way of exams, the teachers who produce a significant increase in the student passage rates in English are rewarded through merit. Final exam in English has benefited struggling students as more attention and resources are devoted to them. It is only through exams that struggling students are identified.

The final English is made more important by the fact that all the other subjects are taught in the English language. It is therefore important that the learners are examined to make them proficient in English which shall translate to them grasping the concepts in the other subjects. By testing the learners through a final exam in English the school administration can be able to identify a class of students that is at risk of failing thereby provide extra tutoring and counseling to this class of students. This, therefore, prevents any future failure in the English course or subject.

In a nutshell, this paper was about the importance of final exams in a school. There is a wide range of benefits both to the teachers and the learners. The school administration can also identify areas of weakness in English teaching and do something about it.

Career Success Through UK Qualification , British Council 2008. Web.

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