Stacy Stout

They need to answer the question, provide relevant background information.

They can define, explain or mention kind of keywords, terms, people that are going to come up in the essay and then outline the rest of their essay.

Then with each of their paragraphs, they should include three components.

So link back to the question, provide relevant content.

And again, please relevant.

OK, make sure it's relevant and then link on to our next paragraph.

The conclusions, which they nearly all hate, just try to remember two things.

So answer the question by summarising the key findings of their essay and then try to offer some sort of maybe judgment call or kind of maybe look beyond the scope of the essay just to really show off to your examiners like your kind of critical thinking skills basically.

And then R1, try and include one quote somewhere in the essay because again, it just looks really impressive to examiners when you've managed to do that.

Yeah.

I know.

Like students, I encourage my lot to do it and I would encourage anybody else to do it as well.

Get your highlighter, get your red pen, actually go over the question and like circle, highlight, underline what they're actually asking you to do.

Because when you're in an exam, it is a stressful situation.

You might go in and you might see a particular word and term and then off you go.

And then afterwards you realise, oh, I misinterpreted that.

OK.

So again, it's normal to be nervous, a little bit stressed, but make sure you're actually answering the question that's been asked.

And I know for a lot of students with history, they find kind of maybe the essay is a little bit strange because you're constantly expected to repeat the words of the question kind of over and over and over again.

And especially for kind of maybe students who are kind of very good at English as well, they find it almost frustrating.