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We've looked at writing introductions to essays and at how to brainstorm and plan them.But there's one more very important aspect to look at.
If you’ve given yourself a mock test in advance, you’ll be able to go to office hours with an agenda. Think about what written questions might be on the exam; Outline each potential essay as a form of pretesting and practice. Find a group of dedicated students with whom to study.
A group study session is an ideal time to review and compare notes, ask each other questions, explain ideas to one another, discuss the upcoming exam and difficult concepts, and, when appropriate, delegate study tasks. Your professor will sometimes come right out and tell you about the exam or present study strategies. Add keywords, summaries, idea maps, graphs, charts, discussion points, and questions where applicable. You should also review these notes on a regular basis.
If you take effective notes and think in terms of themes as you study each night, you’ll be prepared for every type of test question.
You’ll soon find that, in understanding the theme of each lesson or chapter, you’ll begin to think more like your teacher thinks.
Teachers like to use essay questions because they give students the opportunity to express everything they’ve learned over the weeks or months, using their own words.
Essay test answers reveal more than the bare facts, though.
The fullest answer, with the highest marks, will adopt a critical position towards this assumption.
Has the internet really been a positive thing or has it also had negative consequences for us?
After that, you can talk about what will happen as the technology develops. Even a question that looks simple needs careful thought before you start to plan. If you go straight into saying that two or three languages is necessary, or your mother tongue plus English or another variation on the number of languages, you'll probably get a reasonable mark but it might be hard to fill the word count.
To give your essay the edge, it might be worth questioning the assumption that people "need" to learn languages at all.