Writing the essay question

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Academic Skills Centre (2009) www.trentu.ca/academicskills There are overlaps and crossovers, of course, but most verbs commonly encountered in essay questions belong primarily in one of these five categories: Identify Explain Compare Argue Assess Enumerate List Describe Define Paraphrase Summarize State Analyze Discuss Account for Illustrate Trace Outline Contrast Relate Distinguish Agree Disagree Debate Defend Justify Prove Criticize Evaluate Interpret Propose Recommend Review Identify Questions. As a general rule, verbs in the “Identify” column are perfunctory little staff sergeants. Neither solicitous nor tolerant of your opinions, such verbs direct you to hit the nail on the head, pin the butterfly to the sample board, snap the shot, not to philosophize for days about the subtleties of its construction: “Enumerate the varieties of begonia in Bulgaria”; “List the seven deadly sins”; “Summarize Kant’s argument for the Categorical Imperative.” Such questions are less common than the others on essay exams because they elicit concise paragraphs, not developed answers. Explain Questions. “Explain” verbs are less crude in their requests, and more demanding: they are the “why” to Identify’s “what.” One is often expected to establish cause and effect relationships in explain questions. Thus, one is not asked to “Enumerate the begonias of Bulgaria,” but to “Discuss the processes by which Bulgarian begonias variegated into their present prolificacy.” Compare Questions. These are popular among professors not because the detection of similarities and differences is particularly worthwhile in itself, but because they encourage students to undertake more complex analyses than they might if asked to discuss only one book, or play, or political system, or whatever. We see a thing more precisely and astutely when we have been asked to distinguish it from something else. The student, then, who responds by writing for the first half of the answer on Tweedledum, and the second half on Tweedledee, has misinterpreted the professor’s intent: to bring the one and the other together. Tweedledum likes chamber music reads Russian Novels looks like a jerk, wears a beanie, goes by "Tweedle" gives money to the Trotskyites Tweedledee same as L'dum except likes the Kazoo & Jimmy Swaggart The sparks are much more likely to fly if you organize by similarities and differences: From Making your Mark: Learning to Well on Exams. Catherine Taylor, Heather Avery and Lucille Strath: ASC, Trent U. (1994).
Academic Skills Centre (2009) www.trentu.ca/academicskills Similarities A. both have intellectual interests - L'dum's chamber music & L'dee's kazoo - both read Russian novels, in Russian B. superficial resemblance - both look like jerks - wear beanies - answer to Tweedle Differences A. Political - one a Trot, the other a Jimmy Swaggart supporter B. Financial - L'dum's dismay at T'dee's contributions to religious broadcasters - L'dee's dismay at L'dum's contributions to the Party Argue Questions. All essays are forms of argument in the general sense of being developed from a premise towards a conclusion via a structure of support built on logic and evidence. Some, though, are argumentative in the more common sense of requiring that a position be defended against potential detractors. “Prove that Francis Bacon wrote what goes by the misnomer, the Shakespearean canon.” Assess Questions. Just as all essay questions require an answer in the form of an argument, all require that the writer exercise his judgement or powers of discrimination in determining what is relevant or not, significant or not, authentic or not. “Assess” questions require that judgement become the focus and purpose of the essay. Thus, “Evaluate Thought, Action and Passion in its attempt to describe the interrelationships among various disciplines.” One is frequently asked to measure degree, to answer, “How well?” To do this, sensible criteria must be established against which to judge the subject in question, and then one’s judgement must be defended. Sketch the answer. Take a few minutes at the beginning of each question to jot down your main ideas on the blank side of the examination booklet. Approximately five minutes for a half-hour question should be about right. A little sketch, remember: an outline that turns into a rough draft is a luxury that is normally not worth the time on an exam. Use whatever outlining method you are comfortable with — mind map or conventional hierarchical structure. 2 Don’t abandon hope if you feel your answer is incomplete or lacks focus. Instead, see what you can come up with, and invent a thesis that makes good use of it. Writing your response Once you’ve outlined your argument, you are ready to begin writing. In your essay answer: Aim to produce the Grateful Examiner. Whatever the question, try to answer it in an organized way. Remember that your professor is reading dozens and dozens of exam papers, most of which display student writing — and student handwriting — at its very worst. Therefore, write reasonably neatly, every other line, in visible ink, and show intelligence at all costs. If you can’t address the topic, come as close as possible. This 2 For an extensive discussion of outlines, see Thinking It Through, 91-107. From Making your Mark: Learning to Well on Exams. Catherine Taylor, Heather Avery and Lucille Strath: ASC, Trent U. (1994).
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