What makes a good English exam answer

Focus on the question

What are the terms of the question?

• Decide what the key words of the question are, and underline them
• Ensure that you have defined them at least in your own mind — if you think they are problematic, define them at the beginning of your essay
• Make sure your definition is sound; do not try to stretch the meaning of words too far, but do not just jump at the first possible idea.

What has been asked?

• Answer the question asked — not the one you would like to have been asked
• Avoid being irrelevant
• Be sure that you show explicitly enough how your ideas relate to the question.

Close analysis

If you are asked to analyse an extract:

• Look closely at it, considering the writer's choice of language
• Do not generalise and do not waffle
• Keep your eye on the given passage.

Wake up the examiner!

Be willing to think

• Do not just go for the first possible approach
• Try to range widely, covering a good number of ideas, as long as you stay within the terms of the question
• Be willing to dispute the terms of the question if you are given the opportunity (e.g. questions which ask: ‘how far … ', ‘to what extent … ' , ‘do you think …').

Create a strong opening and closing

A reader of an essay — usually a teacher or examiner — is going to be marking many similar essays. To send the reader to sleep at once:

• Just repeat the words of the question (‘This essay asks about ... and I am going to …' )
• Or give the hackneyed dictionary definition.

Instead, try to start in an way which wakes him or her up. Try:

• A short, controversial statement
• A relevant quotation
• A relevant piece of evidence.

The main thing is that you have thought about it, and realised that a strong opening is very helpful.

A strong ending is important since it is what the reader comes to last in your essay, and so helps to create the final impression:

• Save a new, controversial (but relevant) point to the end
• Or have a useful quotation to end with.

Illustrate amply with relevant material

• Do not try to get by on ignorance and waffle
• Use a good number of brief but totally appropriate quotations from the text to prove each point you are making
• You need to know your text well to do this!

Style

A fluent style

You need to think out each sentence (very rapidly!) before you put pen to paper:

• Does it say what you want?
• Does it make the point?

Accuracy

Anyone claiming to be a student of English is expected to have mastered the mechanics of the language:

• If you know you have problems with spelling and punctuation, do something about it before any examination
• In examinations you will be penalised for errors
• Examiners award marks for ‘quality of language'.

Quotations

• You need to know your text well enough that all its ideas are in your head and that relevant quotations come easily to mind
• When you use textual quotations, remember to try to blend them seamlessly into your own sentence-structure
• If you have simply memorised a few quotations, they may not be the most apt ones.

Be succinct!

• Say what you want in a clear way without going round in circles
• Leave yourself time to make new points
• Always avoid repeating ideas.

Appropriate tone and vocabulary

Most of the essays you will write require a formal register of language:

• Contractions (‘don't', ‘can't') and slang which we all naturally use in spoken language are not appropriate in a written essay
• The tone and style of the language must be right for the designated audience
• Students of literature are also expected to have a wide range of literary terminology which they can apply correctly; reading some literary criticism during your course (see Resources and further reading) will help you.

Organising your time in exams

Plan a coherent line of argument

Have the confidence to take time to plan. It is worth it:

• You will save time in the end
• You will have a much sharper, more authoritative piece of writing
• Someone who is a practised planner can usefully give a quarter of the overall time allowed to making a plan. By not then sitting trying to think of the next point, the rest of the time allowance should be sufficient. (See Approaching exams and essays: How to plan an essay).

Divide your time appropriately

In an examination you will have several essays to write, or sections to complete:

• Give each the appropriate time
• Even if you can write an amazingly stunning essay on one topic, don't take time off other questions in order to do it
• You can't get more than maximum marks on any one question, however brilliant your answer
• You will not do well if you fail to answer all compulsory sections
• If you are allowed your text in an examination and rely on leafing through it to find ideas in an exam, you will run out of time
• Don't repeat what you have said earlier: e.g. ‘So we see that …' (followed by a summary of everything you have already said). You won't get further marks
• End with something memorable
• Above all, never waste time!

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