What does the question mean?

Many students fail in answering questions because they have not given sufficient thought to the exact significance of the question asked. Sometimes a period will be stated to help you, e.g. 'the nineteenth century'; sometimes you will be asked to 'discuss', or 'compare'; sometimes you will be given the name of a country or person. This is always given to set definite limits to your essay. Be careful not to introduce material which is irrelevant, material which will not help directly to develop your answer.

Sometimes you may have to define certain phrases or words in the question, e.g. 'intelligence', 'the middle classes', 'philanthropy', 'a tragedy'. Whether you use your own words or a dictionary definition from some well-known authority will be a matter for your own judgment. Again, whether you take five lines over the definition or one page will depend on the nature of the essay and the question asked. You must always strive for a balance answer.

To help you get an idea of the meaning of common terms used in essay questions, the following list in supplied:

1. Analyse - A question requiring an analysis usually implies that the student should carefully define the components of the question and investigate their relationship. For example:

'Analyse Pring's definition of integration'. In answering this question the student should study the definition involved, carefully define the concepts which are included in the definition and investigate the way in which the components of the definition are linked.

2. Comment - The term comment usually implies that the student is required to express an opinion on the issue which forms the base of the question. Such opinion should draw on evidence both supporting and opposing the proposition, but the student's own preference should be clearly stated. For example:

'Taba identifies balance as the most important principle underlying curriculum development. Comment.' To answer this question the student would be required to determine if the statement were true or false and would have to construct an argument to justify a personal position. The answer would not be considered complete if important evidence refuting the personal position adopted was ignored or was not commented on.

3. Compare - This term normally requires a student to consider two or more ideas about

the same topic or area and to construct an essay that relates the similarities and

differences that are discovered.

4. Contrast - This term is usually used in conjunction with 'compare' but indicates that the two ideas being considered should not only looked at in terms of similarities and differences but should be evaluated to determine which of the ideas or which components of the two ideas the student finds most defensible. For example:

'Compare and contrast the models for curriculum development proposed by Hughes and Skilbeck'.

An answer to this question would involve a discussion of the similarities and differences between the two models and an evaluation by the student of which of the models was most appropriate for the task of curriculum development.

5. Critically discuss - The term criticism is often taken to mean that an answer should find fault with the concept being discussed. This, however, is not the case. Rather, the use of this terminology requires the student to seek out both strengths and weaknesses in the statement being reviewed. For example:

'Critically discuss the new that objectives are not necessarily the starting point for curriculum development'.

This question requires the student to subject the argument under analysis to careful scrutiny and to agree or disagree with each point that is made in support of it.

(In the sense 'criticism' is used much as it is in referring to the articles written by literary or theatrical critics. The findings may be either favourable or unfavourable)

6.Describe - This term refers to the factual reporting of an idea, model or event. The term calls for no further analysis of the phenomena under discuss. For example:

Describe the C.I.P.P. model for curriculum evaluation. '

This question requires the student to reproduce the model as accurately as possible in his own words. (The term is rarely employed at this level unless it is used in conjunction with one of those discussed above, eg. Describe and analyse, etc.)

7. Evaluate - This term requires the student to pass judgment, based on the literature, on an idea, concept, dc. Such decisions should be soundly based on evidence and extensively supported. For example:

'Evaluate the relevance of Tyler's view of curriculum evaluation for the classroom teacher'.

Such a question would require the student to establish a set of criteria against which the proposed view of evaluation could be assessed. These criteria should be drawn from a review of the literature on curriculum evaluation.

Having established clearly what it is you are going to write about, you must begin the search for appropriate reading material (a) to gather relevant facts, (b) to ascertain the opinions and arguments of authorities in this field.

Sometimes you will be supplied with a list of reference books from which to make your choice when reading for the essay. However, many lecturers regard it as part of the assignment for you to locate suitable references.

In your preliminary reading always keep a record of the title of every book or journal you read and where you obtained it. You may need it again. Moreover, remember to copy exactly any quotation which might be relevant to the topic you are writing about, and note carefully the page numbers of the books from which they are taken.

You must return constantly to the original question. Keep asking yourself: 'What am I trying to prove?' 'What argument am I advancing?' 'What field am I trying to cover?' If you do this, you will find that you will be constantly sorting out material - putting aside some which will probably not be needed - and sorting the remainder into some kind of logical order. Very soon you will be able to produce the first draft. Some students find it easier to write sections or even paragraphs on loose sheets of paper, so that, if need be, they can be re-assembled in a different order, without the laborious task of re-writing.

You cannot assemble your material until you have set down, briefly, he plan you intend to follow. At first, set down your ideas in very broad groups, then sub-divide them until you can list perhaps ten or twelve points which might well become paragraph headings. Think over this plan carefully, particularly the order in which you have listed your points, for this will be the framework for the logical development of your essay. The quotation you wish to use to support your argument can be number alongside the points you have listed.

Then check the number of words required for the essay to see how much time you can spend making each point. Your plan might look like this:

TITLE - LANGUAGE AND SOCIAL CLASS

Introduction and definition (250 words)

Point 1

Point 2 Quote 1

Point 3 Quote 2

Point 4 1600 words left

Point 5 Approx. 160 words/point Quote 3

Point 6

Point 7

Point 8 Quote 4, 5, and 6

Point 9 Quote 7 and 8

Point 10

Conclusion (150 words)

This then decides when each point will be introduced, the order of points, when the quotation will go and approximately how many words to write.

The plan should be used before you start the essay and as you write. By planning this way you can see before you start whether you have too many or too few points or quotes. You will then not have to wait until you have finished before you know you have too much or too little. During the writing, the plan will always let you know what is the next step and give you a good measuring stick as to how you are progressing.

A paragraph should develop one main point or topic in your essay. Build up the paragraphs from the points you have made in the preliminary plan. do not overload the paragraph.

Most important, develop a good introductory sentence for each paragraph, a sentence which will give some indication of the substance of the paragraph.

The importance of a good introduction cannot be over-emphasized. Do not waste time with a long—winded, irrelevant introduction; come to the point quickly. Most essay-topic answers require that in the introduction you sate clearly, in your own words, what the question is about and how you intend to answer it. Practise your opening sentence carefully for this will influence the examiner from the beginning.

The Main Body of the Essay

If your plan is logically sound, your essay will develop smoothly from paragraph to paragraph. Sometimes you may simply be setting down facts, sometimes you may be advancing arguments to build up a case for or against, sometimes you may be discussing a proposition. Be sure to keep to the point - and always keep in mind where your argument is leading.

Just as important as a good opening is an effective conclusion. In some essays your conclusions will be a brief summary of the points you have made to prove a particular case; in other essays you may have to state the main implications from the points you have made in the essay. Your final sentence should be in keeping with the tone of the essay. Consider these in relation to the question asked. Does this skeleton outline your line of thought? Make sure you have stated you own view in your own words.

In assignment work you will usually be asked to write within a certain length, e.g.. 1750 to 2000 words. You must keep within these limits. Check the number of words you write to a line or a page. Of course you must never number the lines or words. On the other hand you may be asked to write an approximate number of words, e.g., 2500; if so, you must aim for this length although a hundred words or so either way is immaterial.

Step 1: Collecting Pertinent Information

Prepare a brief statement outlining the focus and scope of your paper.

Quickly survey each available book or article to determine whether or not it contains relevant information.

Take brief notes in your own words from the appropriate sources.

Record the specific location of potentially useful quotations.

Use a separate page (or card) for each major idea and/or each reference source.

Step 2: Organising Your Information

Read through your notes and sort them into categories that seem useful to you.

Organise each group of pages (or cards) into an appropriate sequence, eliminating duplications and irrelevancies.

Arrange the groups of pages (or cards) into an appropriate sequence.

Using this sequence, prepare a detailed overall plan of your paper.

Ideally, consult your lecturer to clarify any points of uncertainty.

Step 3: Writing and Revising the Initial Draft.

Following the overall plan, dash off an initial draft as quickly and spontaneously as you can concentrating on the development of your topic without, at this stage, worrying unduly about proper punctuation etc.

Stick to the point.

Back up your ideas with specific examples and/or factual details.

Demonstrate that you have been thinking and not merely copying.

Ideally, leave this initial draft for a couple of days.

Check your paper for coherence and clarity of expression.

If necessary, modify your tentative outline.

Step 4: Writing the Final Report

Ideally, type the final version of your paper.

b. Check that you are correctly using unfamiliar or uncommon words - use a dictionary or thesaurus.

c. Check for incorrect grammar, inaccurate punctuation etc.

d. Follow the exact format prescribed for footnoting, bibliography etc.

e. Allow sufficient time for final proof-reading to check for careless errors - spelling

mistakes, omitted words etc.

f. Try to avoid the frantic, last-minute rush to meet the deadline.

g. You are strongly advised to retain a photocopy, disk or carbon copy of each written

assignment submitted