Writing
Answers
Or
How to improve your
marks in exams
TEE/WACE Examiner’s reports
Students are missing out on marks due to
poor techniques in answering questions, not
from a lack of knowledge.
◦ Pre-prepared answers that don’t match
asked question.
◦ Not understanding what is the question is
asking them to do.
◦ Missing parts of the question.
◦ Writing answers that are too simplistic.
◦ Missing steps in the sequence of events.
Stage expectations
Course stages have been written with the
following expectations of student
achievement:
Stage 1 – aimed at achieving a Level 4
Stage 2 – aimed at achieving a Level 5
Stage 3 – aimed at achieving a Level 6
The levels are described at the back of
the Course syllabus document.
Differences between levels
Complexity of answers
Use of evidence to support statements
Use of information from different layers of
knowledge hierarchy
Knowledge hierarchy: sub-atomic – atomic -
molecular – compound – microscopic –
macroscopic – whole structure/organism –
groups of structures/organisms –
community etc
Glossary of Words
It is very important to understand what
a question is asking you to do.
This is given in two ways:
the verb(s) used
the number of parts/concepts to be
included in the answer.
Words - simple
Simple – no reasons, explanations needed here.
◦ List – series of words, could be arranged in some order
◦ Label – identify parts of a diagram, picture structure
indicated, usually with arrows
◦ Name – give the title or specific word to indicate what it is
◦ Recall – give facts or remembered features of a situation
◦ Recount – retell a sequence of events in your own words
◦ Select – choose one of the number of items given
◦ State – give the main idea or point with no elaboration
Words – more complex
Analyse – identify parts and explain the relationships between them
to produce the effect seen.
Discuss – identify the issues involved and how they related to
produce the situation given.
Examine – inquire into the causes/effects/consequences/impacts
…
Justify – give reasons and supporting evidence for a conclusion or
stance taken in an argument.
Predict– suggest what may happen supported by evidence and
variations in factors that may affect the situation.
Outline – give the main ideas/features of a situation – could be a
sequence of events, pro’s and con’s, factors affecting with consequences.
Words - Common
These regularly used words are often misinterpreted by
students in exam questions.
Describe – provide the characteristics/features of an object/situation –
size, shape, texture, location, internal parts, juxtaposition of parts.
Explain
◦ cause/effect (simple)
◦ determine the relationships between ….
◦ relating events at different levels of the knowledge hierarchy to
cause/effect (more complex)
Compare – if used by itself
◦ similarities AND differences
Contrast – if used by itself
◦ differences ONLY
Diagram A: Intestinal villi with blood vessels and lymph vessels.
Use Diagrams A and B to
explain the features of
intestinal villi exchange surfaces that
maximise the efficiency of
exchange of materials.
venule
taking
arteriole oxygenated
lymph
vessel blood away
from the
alveoli
alveoli
venule
arteriole delivering
deoxygenated blood to
the alveoli
Diagram B: Alveoli with surrounding blood vessels.
Calculate
Use data - given or from interpretation of graph
In a specific formula – maybe given or you need to
select appropriate one
Work out an answer – show the main steps in the
process
Give answer - in numbers AND units
Marks - given for manipulation of formula AND
numbers
Marks - also given for final answer AND units
Predicting genetic probabilities
Parents genotype – with evidence
Punnett square
A a
State offspring phenotypes A AA Aa
◦ 1 x AA – unaffected
◦ 2 x Aa - unaffected, carriers a Aa aa
◦ 1 x aa – affected
THEN check the question to see which
probability is being asked for.
Discuss
State factors……..
1. Factor 1
2. Factor 2
3. Factor 3…
Take each factor and relate it to the situation
Indicate the influence, significance/effectiveness of
the factor
Conclusion: weigh up the influence of each to make
a judgement/statement.
Justify
Statement of position taken
Reasons
1. …… - evidence supporting your position
2. …… - evidence supporting your position
3. …… - evidence supporting your position
4. …… - evidence supporting your position
Reasons can be in the positive or negative sense.
Compare/Contrast
Similarities
• …
• …..
Differences
A B
Feature
1.
2.
3.
The4.
differences should be paired statements: State the
case for A then describe the same feature for B.
Use quantitative differences where possible – not just
bigger/longer etc.
Explain how All boxes need
have information
A about the
A &B – factors
material/condition
affecting
X
C
D Factors affecting
B the change from
D to E only
H E
Other
feedback changes
F Y /products not
affecting the
G final outcome
Explanation of All arrows
conditions required indicate some
for the different process which
pathways to H or G needs to be
stated
Explain – maintenance of position/rate
Sequence
of events if
too HIGH
Check to see if
the question
Process asks for both
or either of
Position these
sequences.
Sequence
of events if
too LOW
Relate changes with consequences
Change Consequence Consequence
at A at B
Changes may be given.
Make a summarising statement about the
changes and consequences at each location.
Question of many parts
Describe, explain, make a judgement
Method Describe Explain Limitations
1
Make a summary statement/judgement based on the
information in the table.
Now I know!
I can do this!