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ENGLISH FORM 3

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Name:………………………………………………………Adm No:……………

Candidate’s Signature:………………………..Date:……………………………

         TERM 3 2023 JOINT EXAMINATION

Kenya Certificate of Secondary Education

INSTRUCTIONS TO CANDIDATES

• Write our name and Adm number in the spaces provided above
• Sign and write the date of examination in the spaces provided above
• Answer any one question, either 1a or 1b
• Your essay must not exceed 450 words
• All your answers must be written on the answer sheet provided
• Candidates should check the question paper to ascertain that all the pages are printed as indicated and that no questions are missing.
• Candidates must answer the questions in English.

For Examiner’s Use Only

• IMAGINATIVE                                    (20 MARKS)

Do question (a) or (b).

• Write a composition beginning:

I got out of bed at dawn. I had not slept at all…

• Write a composition to illustrate the saying:

You can never climb the ladder of success with your hands in the pocket.

_____________________________________________________________

F3 ENGLISH PAPER 3

MARKING SCHEME

QUESTION ONE (COMPULSORY)

Q   1.Intended to test the candidate’s ability to communicate in writing. Communication is established at different levels of intelligibility, correctness, accuracy, fluency, pleasantness and originality. Within the constraints set by each question, it is the linguistic competence shown by the candidate that should carry most of the marks. Examiners should not hesitate to use the full range of marks for each essay. It is important to determine first how each essay communicates and in which category A, B, C or D it fits.

(The mark indicated below are for question one)

D CLASS               The candidate does not communicate at all or his language ability is so minimal that examiner practically has to guess what the candidate wants to say. The candidate fails to fit English words he knows into meaningful sentences. The subject is glanced at or distorted. Practically no valid punctuation. All kinds or errors ‘’broken English’’

D-01-02               Chaotic, little meaning whatsoever. Question paper or some words from it simply copied.

D 03       Flow of thought almost impossible to follow. The errors are continuous

D+ 04-05              Although the English is often broken and the essay is full of all types of we can at least guess what the candidate wants to say.

C CLASS The candidate communicates understandably but only more or less clearly.

(06-10)  He is not confident with his language. The subject is often undeveloped. There may be some digressions. Unnecessary repetitions are frequent. The arrangement is weak and the flow jerky.

C-06-07 The candidate obviously finds it difficult to communicate his /her ideas.

He/she is seriously hampered by his/her very limited knowledge of structure and vocabulary. This results in many gross errors of agreements, spellings and misuse of prepositions, tenses, verb, agreement and sentence construction.

C 08       The candidate communicates but not with consistent clarity. His/her linguistic abilities being very limited, he/she cannot avoid frequent errors in sentence structure. There is little variety of originality. Very bookish English, links are weak incorrect, repeated at times.

C+ 09 10              The Candidate communicates clearly but in a flat and uncertain manner.

Simpler concepts sentence forms are often strained. There may be an over usage of clichés, unsuitable idioms. Proverbs are misquoted or misinterpreted. The flow is still jerky. There are some errors of agreements, tenses and spelling.

B CLASS This class is characterized by greater fluency and ease of expression. The

(11-15)  candidate demonstrates that he/she can use English as a normal way of expressing them. Sentences are varied and usually well constructed. Some candidates become ambitious and even over-ambitious. There may be items of merit of the one word or one expression type. Many essays in this category may be clean and unassuming but

they still show that the candidate is at ease with language. They may be tendency to under mark such essays.

Give credit for tone.

B-11-12 The candidate communicates fairly and with some fluency. There may be little variety in sentence structure. Gross errors are still found occasionally, but this must not be over punished by the examiner.

B13        The sentences are varied but rather simple and straight forward. The candidate does not strain himself in an effort to impress. There is fair range of vocabulary and idioms. Natural and effortless. Some items of merit, economy of language.

B+ 14-15              The candidate communicates his ideas pleasantly and without strain. There are errors and slips. Tenses, spellings and punctuation are quite good. A number of merits of the ‘whole sentence” or the “whole expression” type.

A CLASS The candidate communicates not only fluently, but attractively, with originality and efficiency. He/she has the ability to make us share his deep feelings, emotions, enthusiasm. He or she expresses himself freely and without any visible constraint. The script gives evidence of your maturity, good planning and often humour. Many items of merit which indicate that the candidate has complete command of language. There is no strain, just pleasantness, clever arrangement, felicity of expression.

A-16-17 The candidate shows competence and fluency in using the language. He may lack imagination or originality which usually provide the “spark” in such essays. Vocabulary, idioms, sentence structure, links, variety are impressive.

Gross errors are very rare.

A 18       Positive ability. A few errors that are felt to be slips. The story or argument has a definite impact. No grammar problem. Variety of structures. A definite spark. Many margin ticks.

A+19-20               The candidate communicates not only information and meaning, but also and especially the candidate whole self; his/her feelings, tests points of view, youth culture. This ability to communicate is deep. Wide range of effective vocabulary, original approach, vivid and sustained account in the case of a narrative, well developed and ordered argument in the case of a debate or discussion. Errors and slips should not deprive the candidate of full marks he deserves. A very definite spark.

POINTS OF INTERPRETATIONS

• a) Must be a story if not deduct four marks AD
• It must start with the given words. If not/if the words are altered deduct 2 marks
• b) It must be a story
• Must clearly depict/illustrate the given saying.
• Discourage students from writing titles.

_________________________________________________________________

NAME…………………………………………………ADM NO…………………….

CLASS………………………………………………….SIGN…………………………

ENGLISH PAPER 1

FORM 3 TERM 3

OCTOBER 2023

JOINT EXAMINATION

INSTRUCTIONS

• Write your name , admission number and sign in the spaces provided.
• Confirm that you have all the questions.
• Answer all the questions in this paper.
• Ensure that your question paper has all the pages.

FOR EXAMINER’S USE ONLY:

• FUNCTIONAL WRITING       (20MKS) You are the secretary of debating club in your school, recently the club held a meeting and the following issues were discussed;
• Election of officials
• Income generating activities in the club
• Preparation for the great debate

In the meeting, 8 members were present, 3 including the vice chairperson sent apologies and the whereabouts of two members were unknown. The club patron has also attended the meeting. Apart from the main issues, members raised some issues from the previous meeting. Write down minutes of the meeting.

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

• CLOZE TEST       (10MKS)

Read the passage below and fill in the blanks with the most appropriate word.

In the world today some people are……………………..(1) of starvation while others of diseases brought……………………….(2) by overeating. An understanding of nutrition, therefore, is important for………………………..(3) who wants to see changes for the ………………………(4). Today, as never before, people are increasingly aware of the …………………….(5) that the world’s food resources are limited. Infact, the problems of human welfare…………………….(6) probably for greater than economic or political problems. It is not only the…………………………..(7) of food available in a given place that is important but……………………………(8) the quality of food. Indeed, the ……………………..(9) faced by nutritionists have never been greater ……………………….(10) they are today and the science of nutrition is a subject everyone should study.

• ORAL SKILLS       (30MKS)
• Read the poem below and answer the questions that follow;       ( 10mks)

When my love swears that she is made of truth,

I do believe her, though I know she lies

That she might think me some untutored youth,

Unlearned in the world’s false subleties.

Thus vainly thinking that she thinks me young

Although she knows my days are past the best.

Simply I credit her false speaking tongue,

On both sides thus is simple truth suppressed.

But wherefore says she’s not unjust?

And wherefore says not I that I am old?

O love’s best habit is seeming trust,

And age in loves not to have years told.

Therefore I lie with her, and she with me,

And in our faults by lies we flattered be.

• Identify and illustrate the sound patterns in the poem.             (4mks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

• Explain and illustrate the rhyme scheme in the poem.             (2mks)

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

• “Therefore I lie with her, and she with me. And in our faults by lies we flattered be.” Give the two meanings of the word ‘lie’ in the lines above             (2mks)

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

• Imagine you are performing this poem to learners who are visually impaired (blind) . Explain two ways in which you would ensure that they get the message effectively. (2mks)
• Identify silent letter in the following words (3mks)
• Foreign………………..……………………………………………………………………..
• League……………………………………………………………………………………….
• Honour………………..……………………………………………………………………..
• Your school has invited a bank manager to come and address form three students on banking as a career. During the discussion the students seem not to be attentive. Suggest what could be the manager’s shortcomings.                               (6mks)

…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

• Indicate the intonation used in the following sentences. (3 marks)
• Come here!……………………………………………………………………………………………………………
• Are you hungry?…………………………………………………………………………………………………….
• What’s your name?………………………………………………………………………………………………..
• Write another word pronounced the same as the following words. (2marks)
• Blue…………………………………………………………………………………….
• Profit……………………………………………………………………………………
• Complete the following appropriately.

Delphine: (Telephone rings) Hello, how can I help you?

Trevor:…………………………………………………………………………………………………………………………………………………………………………………………………………(1 mark)

Delphine: I am sorry. Ms Oketch is in a conference out of town. Could you kindly leave a message for     her?

Trevor:………………………………………………………………………………………………………………………………………………………………….……………………………………(1 mark)

Delphine: Sorry, I didn’t get the last two digits of the number.

Trevor:………………………………………………………………………………………………………………………………………………………………………………………………………….(1 mark)

Delpine: you mean…(repeats the number).

Trevor:…………………………………………………………………………………………….(1 mark)

Delphine: anything else?

Delphine: Okay, goodbye.

Trevor:…………………………………………………………………………………………..(1 mark)

_____________________________________________________________________

F3 ENGLISH PP1 TERM 3

• Functional writing

Format (8mks)

Heading: minutes of debating club: must have purpose, venue, date and time @ ½ mk (2mks)

List of attendance;

Present ½ mk

Apologies ½ mk

Absent ½ mk

In attendance ½ mk

Preliminaries 1mk

Matters Arisng 1mk

AOB ½ mk

Adjournament ½ mk

Signing off (the secretary and chairperson-must be left blank) 1mk

CONTENT   (8 marks)

Matters Arising-should mention 2 @1mk-2mks

Election- must have a list of officials 2mks

Income generating activities-at least 2 @ 1mk (2mks)

The great debate (2mks)

LANGUAGE (4MKS)

• CLOZE TEST (10MKS)
• challenges/problems
• ORAL SKILLS
• Alliteration: T hus, T hinking, T hat line 5

Assonance: th o ugh, k n ow; th i nking, t h inks

Consonance: thinki ng , you ng

Rhyming words; truth, youth

• Regular scheme-ab ab cd cd ef ef gg
• Lie to sleep

Lie to cheat

• (i) Being audible/voice projection

(ii)Pronunciation/articulation of words correctly

(iii) Vary pitch

(iv) Stress important words

(v) Intonation

• Foreign (g)
• Must be about the manager
• Did not do thorough research on the topic
• Could be misleading students
• Poorly groomed
• Being inaudible
• The speaker was too fast/slow
• Poor articulation/fluency
• Poor eye contact. each 1mk (any six)

iii. Falling

f)Delphine: (Telephone rings) Hello, how can I help you?

Trevor: hello, may I speak to Ms Oketch, please?( learner must respond to greetings if not award 0.5) (1 mark)

Trevor: yes, kindly inform her to call me on this number 123456798 (1 mark)

Trevor: 123456798 (1 mark)

Trevor: correct/yes .(1 mark)

Trevor: yes, Let her know I will be expecting her call. (1 mark)

Trevor: thank you, goodbye .(1 mark)

PAPER 2 (101/2)

FORM THREE (3)

Time: 2 ½ Hours

Name : …………………………………………………………. AdmNo : ……………….

School : ………………………………………………………..   Class : …………………..

      Signature : ……………………………………………………..  Date : ……………………

Instructions to the candidates

• Write your name and admission number in the spaces above.
• Questions one and two are compulsory.
• Choose any one question in question three.
• Check to ascertain that the paper has all questions.
• The paper has 2 printed pages.

• COMPREHENSION PASSAGE

Read the passage below then answer the questions that follow                                (20mks)

Problem drinkers and alcoholics pay severe penalties for their drinking. It has been estimated that alcoholics are likely to die ten to twelve years sooner than non-alcoholics half die before the age of fifty, which is one reason there are so few elderly alcoholics.  The mortality rate (that is, the number of persons per 100,000 who die each year) among alcoholics is more than two and a half times higher than that of the general population.

Alcoholics often die violent circumstances; serious accidents, homicide, and suicide  are not uncommon.  This, together with the physical deterioration accompanying alcoholism, helps explain the limits on life expectancy.  No one really knows how many deaths are directly attributed to drinking, and all such statistics are estimates.  One reason for our limited knowledge is that many physicians do not report alcoholism as the main cause of death out of concern for the feelings of the family of the deceased.

Research on the physiological effects of alcoholism has increased in the last few years.  Heavy drinking is known to be associated with various types of cancer, particularly among persons who also use tobacco. Alcohol abuse also increases the probability of hypertension, stroke and coronary heart disease.  Alcoholics frequently suffer illness and death from cirrhosis of the liver, a disease in which the liver becomes fatty, scarred, and incapable of functioning normally.  In large urban areas, cirrhosis is the fourth most common cause of death among men aged twenty-five to forty-five.

Alcohol affects the brain, often permanently damaging the mental functioning of alcoholics.  Drinking may reduce the number of living cells in the brain. Since brain cells do not grow back, alcoholics may suffer from organic psychosis (a mental illness traceable to brain damages), loss of memory, and poor physical and mental co-ordination.  One out of four persons who are admitted to mental hospitals are diagnosed as alcoholics and 40 percent of all admissions are alcohol related.  Many of the alcoholic inmates are unlikely to recover.

The unborn children of female alcoholics are subject to harm from drinking in what is called foetal alcohol syndrome.

Because alcohol tends to be a substitute for a balanced diet, alcoholics are often malnourished.  Consequently, the infants of alcoholic women are likely to be less healthy and less well developed than other babies.  Moreover, when a pregnant woman drinks, so, in effect, does her foetus.  The new born children of alcoholic women may die shortly after birth unless they are medically treated from the shock to their systems for suddenly being cut off from alcohol.  Furthermore, the impact of alcohol on the woman and her foetus is a major cause of birth defects and originally based mental deficiency among the new born.  The effects of foetal alcohol syndrome on the children of female alcoholics are usually chronic and may be permanently disabling.

Clearly, it is not too much of an exaggeration to say that alcohol kills and mains people.  When abused, alcohol is a highly dangerous drug.

(i)  What are the major causes of death among alcoholics?                                     (2mks)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(ii) Which reason does the writer give as to why physicians do not report alcoholic related deaths?                                                                                                                        (2mks)

(iii) One out of four persons who are admitted to mental hospitals are diagnosed as alcoholics. (Rewrite using a few………………)                                                                  (2mks)

(iv) Alcoholics often die under violent circumstances. (Add a question tag)          (1mk)

______________________________________________________________________________

(v) What is the attitude of the writer towards people who abuse alcohol?              (3mks)

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(vi)            Explain what the following sentence means.  Alcohol tends to be a substrate for a balanced diet                                                                                                                  (2mks)

(vii) Make notes on the effects of alcohol to expectant mothers and their children       (4mks)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(viii) Supply a suitable title for the passage.                                                             (1mk)

­­­­­­­­­­­­­­­­­­______________________________________________________________________________

(ix)               Explain the meanings of the following words and phrases as used in the passage.

• Attributable

____________________________________________________________________________________________________________________________________________________________

• EXCERPT – FATHERS OF NATIONS                                       25 MARKS

Red the excerpt below then answer the questions that follow

The door to the bathroom opened. Fiona emerged and started walking but stopped. Her eyeshad not adjusted to the darkness in the living room. “Where are you?” she asked.

“Over here” he said. “I have taken a couch in the living room. Go take the bed in the bedroom.”

“You’re acting as if you might have a wife,” she said. “Do you?” “No, she divorced me last year.”

“Did she?”

“Yes”

“Let’s see now. You studied in America at a marriageable age.”

“Let me guess.” “Go ahead.” “She is American.”

“Who? Pamela?”

“Yes it is. And, yes, she is American. Enough about me now. Let’s turn to you. Shouldn’t your name still be Fiona McKenzie?”

“Who told you it might have changed?” She started walking to the bedroom. Her eyes had adjusted to the only light.

“Why was the Liberian Mauler calling you Joy instead?” “It’s local slang for streetwalker .”

“He was calling you a streetwalker?”

“Yes, do you want me to draw a picture for you? Where are you from anyway? Mars?” “No, Nigeria. Married?” “Me?”

The phone rang. He rose and answered the landline by the couch. When he ended the call, his mood had darkened.

“What’s the matter?” she asked him. “You seem upset all of a sudden. Who was on the phone?”

“One Chineke Chiamaka,” he said. “This man was claiming I chided him for being drunk, when all he had was a “Pepsi”. He wriggled in his improvised bed to protest his innocence against that claim. “It beats me how he got my suite phone number in the first place,” he added. “Anyway, I did not chide him. Why do people like to tell lies?”

• What happens immediately before this excerpt?       4marks

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________

• Discuss two character traits of Abiola and one of Fiona McKenzie as brought out in the excerpt. 6marks
• Why do people like telling lies? (Write in reported speech) 1 mark
• The phone rang. Add a question tag 1 mark
• No, she divorced me last year. (Rewrite in the passive)
• Highlight two themes raised in the excerpt. 4 marks
• Identify and illustrate two features of style used in the excerpt.       4marks
• Explain the meaning of the following words as used in the excerpt.   3marks
• Streetwalker
• POETRY 20 MARKS

Read the poem below and answer the questions that follow.

“Sympathy”

• a) Explain briefly what the poem is about. (3 marks)
• b) What does the poet focus on in each of the three stanzas? (6 marks)
• How would you describe the persona’s feelings towards the caged bird? (4 marks)
• d) What can we infer about the persona’s own experiences? (3 marks)
• e) Identify a simile in the first stanza and explain why it is used. (2 marks)
• f) Explain the meaning of the following lines:

(i) And the faint perfume from the petals steals                                 (1 mark)

• g) Supply another suitable title for this poem. (1 mark)
• GRAMMAR 15 MARKS
• (i) Apart from those two, everyone else is disciplined.                     ( Rewrite beginning: Save…………………

________________________________________________________________________________________________________________________________________________________________________

• (ii) Milkah is a Kenyan student who is 16 years old.

( Rewrite to end in………student .)

• (iii) My certificate was released only after I had cleared the balance.

Begin: Not until …

• (iv) Joan did not know that the dog was behind her.

( Begin: Little ……..)

• Fill in the blanks with the appropriate prepositions.

                                                                                                                       (4marks)

• He was charged ……………….forging property inheritance documents.
• Kamau deals ………………………..groceries.
• She was diagnosed ……………………… cancer.
• He was forced to kill the cat……………… his will.
• Change the following sentences into the passive. (4mks)
• i) The farmer had planted the beans.
• ii) The principal gave the education officer the forms.

iii) We expect the strike to end soon.

• iv) The principal summoned the students in his office.
• Fill in the blanks spaces using the correct form of the word. (3 marks)

(i)  The man could not stand the ____________________ (vulgar) of his actions.

• The criminal’s __________________ (scandal) behaviour in court appalled the judge.
• He walked ____________________ (caution) since the flour was wet.

_________________________________________________________

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How to Write a Good Answer to Exam Essay Questions

Last Updated: July 9, 2024 Fact Checked

This article was co-authored by Tristen Bonacci . Tristen Bonacci is a Licensed English Teacher with more than 20 years of experience. Tristen has taught in both the United States and overseas. She specializes in teaching in a secondary education environment and sharing wisdom with others, no matter the environment. Tristen holds a BA in English Literature from The University of Colorado and an MEd from The University of Phoenix. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 649,037 times.

Answering essay questions on an exam can be difficult and stressful, which can make it hard to provide a good answer. However, you can improve your ability to answer essay questions by learning how to understand the questions, form an answer, and stay focused. Developing your ability to give excellent answers on essay exams will take time and effort, but you can learn some good essay question practices and start improving your answers.

Understanding the Question

• Analyze: Explain the what, where, who, when, why, and how. Include pros and cons, strengths and weaknesses, etc.
• Compare: Discuss the similarities and differences between two or more things. Don't forget to explain why the comparison is useful.
• Contrast: Discuss how two or more things are different or distinguish between them. Don't forget to explain why the contrast is useful.
• Define: State what something means, does, achieves, etc.
• Describe: List characteristics or traits of something. You may also need to summarize something, such as an essay prompt that asks "Describe the major events that led to the American Revolution."
• Discuss: This is more analytical. You usually begin by describing something and then present arguments for or against it. You may need to analyze the advantages or disadvantages of your subject.
• Evaluate: Offer the pros and cons, positives and negatives for a subject. You may be asked to evaluate a statement for logical support, or evaluate an argument for weaknesses.
• Explain: Explain why or how something happened, or justify your position on something.
• Prove: Usually reserved for more scientific or objective essays. You may be asked to include evidence and research to build a case for a specific position or set of hypotheses.
• Summarize: Usually, this means to list the major ideas or themes of a subject. It could also ask you to present the main ideas in order to then fully discuss them. Most essay questions will not ask for pure summary without anything else.

• Raise your hand and wait for your teacher to come over to you or approach your teacher’s desk to ask your question. This way you will be less likely to disrupt other test takers.

Forming Your Response

• Take a moment to consider your organization before you start writing your answer. What information should come first, second, third, etc.?
• In many cases, the traditional 5-paragraph essay structure works well. Start with an introductory paragraph, use 3 paragraphs in the body of the article to explain different points, and finish with a concluding paragraph.
• It can also be really helpful to draft a quick outline of your essay before you start writing.

• You may want to make a list of facts and figures that you want to include in your essay answer. That way you can refer to this list as you write your answer.
• It's best to write down all the important key topics or ideas before you get started composing your answer. That way, you can check back to make sure you haven't missed anything.

• For example, imagine that your essay question asks: "Should the FIFA World Cup be awarded to countries with human rights violations? Explain and support your answer."
• You might restate this as "Countries with human rights violations should not be awarded the FIFA World Cup because this rewards a nation's poor treatment of its citizens." This will be the thesis that you support with examples and explanation.

• For example, whether you argue that the FIFA World Cup should or should not be awarded to countries with human rights violations, you will want to address the opposing side's argument. However, it needs to be clear where your essay stands about the matter.
• Often, essay questions end up saying things along the lines of "There are many similarities and differences between X and Y." This does not offer a clear position and can result in a bad grade.

• If you are required to write your answer by hand, then take care to make your writing legible and neat. Some professors may deduct points if they cannot read what you have written.

Staying Calm and Focused

• If you get to a point during the exam where you feel too anxious to focus, put down your pencil (or take your hands off of the keyboard), close your eyes, and take a deep breath. Stretch your arms and imagine that you are somewhere pleasant for a few moments. When you have completed this brief exercise, open up your eyes and resume the exam.

• For example, if the exam period is one hour long and you have to answer three questions in that time frame, then you should plan to spend no more than 20 minutes on each question.
• Look at the weight of the questions, if applicable. For example, if there are five 10-point short-answers and a 50-point essay, plan to spend more time on the essay because it is worth significantly more. Don't get stuck spending so much time on the short-answers that you don't have time to develop a complex essay.

• This strategy is even more important if the exam has multiple essay questions. If you take too much time on the first question, then you may not have enough time to answer the other questions on the exam.

• If you feel like you are straying away from the question, reread the question and review any notes that you made to help guide you. After you get refocused, then continue writing your answer.
• Try to allow yourself enough time to go back and tighten up connections between your points. A few well-placed transitions can really bump up your grade.

Community Q&A

• If you are worried about running out of time, put your watch in front of you where you can see it. Just try not to focus on it too much. Thanks Helpful 0 Not Helpful 0
• If you need more practice, make up your own questions or even look at some practice questions online! Thanks Helpful 0 Not Helpful 0

Tips from our Readers

• Look up relevant quotes if your exam is open notes. Use references from books or class to back up your answers.
• Make sure your sentences flow together and that you don't repeat the same thing twice!

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• ↑ https://www.linnbenton.edu/student-services/library-tutoring-testing/learning-center/academic-coaching/documents/Strategies%20For%20Answering%20Essay%20Questions.pdf
• ↑ https://success.uark.edu/get-help/student-resources/short-answer-essays.php

About This Article

To write a good answer to an exam essay question, read the question carefully to find what it's asking, and follow the instructions for the essay closely. Begin your essay by rephrasing the question into a statement with your answer in the statement. Include supplemental facts and figures if necessary, or do textual analysis from a provided piece to support your argument. Make sure your writing is clear and to the point, and don't include extra information unless it supports your argument. For tips from our academic reviewer on understanding essay questions and dealing with testing nerves, read on! Did this summary help you? Yes No

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• Focus and Precision: How to Write Essays that Answer the Question

About the Author Stephanie Allen read Classics and English at St Hugh’s College, Oxford, and is currently researching a PhD in Early Modern Academic Drama at the University of Fribourg.

We’ve all been there. You’ve handed in an essay and you think it’s pretty great: it shows off all your best ideas, and contains points you’re sure no one else will have thought of.

You’re not totally convinced that what you’ve written is relevant to the title you were given – but it’s inventive, original and good. In fact, it might be better than anything that would have responded to the question. But your essay isn’t met with the lavish praise you expected. When it’s tossed back onto your desk, there are huge chunks scored through with red pen, crawling with annotations like little red fire ants: ‘IRRELEVANT’; ‘A bit of a tangent!’; ‘???’; and, right next to your best, most impressive killer point: ‘Right… so?’. The grade your teacher has scrawled at the end is nowhere near what your essay deserves. In fact, it’s pretty average. And the comment at the bottom reads something like, ‘Some good ideas, but you didn’t answer the question!’.

If this has ever happened to you (and it has happened to me, a lot), you’ll know how deeply frustrating it is – and how unfair it can seem. This might just be me, but the exhausting process of researching, having ideas, planning, writing and re-reading makes me steadily more attached to the ideas I have, and the things I’ve managed to put on the page. Each time I scroll back through what I’ve written, or planned, so far, I become steadily more convinced of its brilliance. What started off as a scribbled note in the margin, something extra to think about or to pop in if it could be made to fit the argument, sometimes comes to be backbone of a whole essay – so, when a tutor tells me my inspired paragraph about Ted Hughes’s interpretation of mythology isn’t relevant to my essay on Keats, I fail to see why. Or even if I can see why, the thought of taking it out is wrenching. Who cares if it’s a bit off-topic? It should make my essay stand out, if anything! And an examiner would probably be happy not to read yet another answer that makes exactly the same points. If you recognise yourself in the above, there are two crucial things to realise. The first is that something has to change: because doing well in high school exam or coursework essays is almost totally dependent on being able to pin down and organise lots of ideas so that an examiner can see that they convincingly answer a question. And it’s a real shame to work hard on something, have good ideas, and not get the marks you deserve. Writing a top essay is a very particular and actually quite simple challenge. It’s not actually that important how original you are, how compelling your writing is, how many ideas you get down, or how beautifully you can express yourself (though of course, all these things do have their rightful place). What you’re doing, essentially, is using a limited amount of time and knowledge to really answer a question. It sounds obvious, but a good essay should have the title or question as its focus the whole way through . It should answer it ten times over – in every single paragraph, with every fact or figure. Treat your reader (whether it’s your class teacher or an external examiner) like a child who can’t do any interpretive work of their own; imagine yourself leading them through your essay by the hand, pointing out that you’ve answered the question here , and here , and here. Now, this is all very well, I imagine you objecting, and much easier said than done. But never fear! Structuring an essay that knocks a question on the head is something you can learn to do in a couple of easy steps. In the next few hundred words, I’m going to share with you what I’ve learned through endless, mindless crossings-out, rewordings, rewritings and rethinkings.

Top tips and golden rules

I’ve lost count of the number of times I’ve been told to ‘write the question at the top of every new page’- but for some reason, that trick simply doesn’t work for me. If it doesn’t work for you either, use this three-part process to allow the question to structure your essay:

1)     Work out exactly what you’re being asked

It sounds really obvious, but lots of students have trouble answering questions because they don’t take time to figure out exactly what they’re expected to do – instead, they skim-read and then write the essay they want to write. Sussing out a question is a two-part process, and the first part is easy. It means looking at the directions the question provides as to what sort of essay you’re going to write. I call these ‘command phrases’ and will go into more detail about what they mean below. The second part involves identifying key words and phrases.

2)     Be as explicit as possible

Use forceful, persuasive language to show how the points you’ve made do answer the question. My main focus so far has been on tangential or irrelevant material – but many students lose marks even though they make great points, because they don’t quite impress how relevant those points are. Again, I’ll talk about how you can do this below.

3)     Be brutally honest with yourself about whether a point is relevant before you write it.

It doesn’t matter how impressive, original or interesting it is. It doesn’t matter if you’re panicking, and you can’t think of any points that do answer the question. If a point isn’t relevant, don’t bother with it. It’s a waste of time, and might actually work against you- if you put tangential material in an essay, your reader will struggle to follow the thread of your argument, and lose focus on your really good points.

Put it into action: Step One

Let’s imagine you’re writing an English essay about the role and importance of the three witches in Macbeth . You’re thinking about the different ways in which Shakespeare imagines and presents the witches, how they influence the action of the tragedy, and perhaps the extent to which we’re supposed to believe in them (stay with me – you don’t have to know a single thing about Shakespeare or Macbeth to understand this bit!). Now, you’ll probably have a few good ideas on this topic – and whatever essay you write, you’ll most likely use much of the same material. However, the detail of the phrasing of the question will significantly affect the way you write your essay. You would draw on similar material to address the following questions: Discuss Shakespeare’s representation of the three witches in Macbeth . How does Shakespeare figure the supernatural in Macbeth ?   To what extent are the three witches responsible for Macbeth’s tragic downfall? Evaluate the importance of the three witches in bringing about Macbeth’s ruin. Are we supposed to believe in the three witches in Macbeth ? “Within Macbeth ’s representation of the witches, there is profound ambiguity about the actual significance and power of their malevolent intervention” (Stephen Greenblatt). Discuss.   I’ve organised the examples into three groups, exemplifying the different types of questions you might have to answer in an exam. The first group are pretty open-ended: ‘discuss’- and ‘how’-questions leave you room to set the scope of the essay. You can decide what the focus should be. Beware, though – this doesn’t mean you don’t need a sturdy structure, or a clear argument, both of which should always be present in an essay. The second group are asking you to evaluate, constructing an argument that decides whether, and how far something is true. Good examples of hypotheses (which your essay would set out to prove) for these questions are:

• The witches are the most important cause of tragic action in Macbeth.
• The witches are partially, but not entirely responsible for Macbeth’s downfall, alongside Macbeth’s unbridled ambition, and that of his wife.
• We are not supposed to believe the witches: they are a product of Macbeth’s psyche, and his downfall is his own doing.
• The witches’ role in Macbeth’s downfall is deliberately unclear. Their claim to reality is shaky – finally, their ambiguity is part of an uncertain tragic universe and the great illusion of the theatre. (N.B. It’s fine to conclude that a question can’t be answered in black and white, certain terms – as long as you have a firm structure, and keep referring back to it throughout the essay).

The final question asks you to respond to a quotation. Students tend to find these sorts of questions the most difficult to answer, but once you’ve got the hang of them I think the title does most of the work for you – often implicitly providing you with a structure for your essay. The first step is breaking down the quotation into its constituent parts- the different things it says. I use brackets: ( Within Macbeth ’s representation of the witches, ) ( there is profound ambiguity ) about the ( actual significance ) ( and power ) of ( their malevolent intervention ) Examiners have a nasty habit of picking the most bewildering and terrifying-sounding quotations: but once you break them down, they’re often asking for something very simple. This quotation, for example, is asking exactly the same thing as the other questions. The trick here is making sure you respond to all the different parts. You want to make sure you discuss the following:

• Do you agree that the status of the witches’ ‘malevolent intervention’ is ambiguous?
• What is its significance?
• How powerful is it?

Step Two: Plan

Having worked out exactly what the question is asking, write out a plan (which should be very detailed in a coursework essay, but doesn’t have to be more than a few lines long in an exam context) of the material you’ll use in each paragraph. Make sure your plan contains a sentence at the end of each point about how that point will answer the question. A point from my plan for one of the topics above might look something like this:

To what extent are we supposed to believe in the three witches in Macbeth ?  Hypothesis: The witches’ role in Macbeth’s downfall is deliberately unclear. Their claim to reality is uncertain – finally, they’re part of an uncertain tragic universe and the great illusion of the theatre. Para.1: Context At the time Shakespeare wrote Macbeth , there were many examples of people being burned or drowned as witches There were also people who claimed to be able to exorcise evil demons from people who were ‘possessed’. Catholic Christianity leaves much room for the supernatural to exist This suggests that Shakespeare’s contemporary audience might, more readily than a modern one, have believed that witches were a real phenomenon and did exist.

My final sentence (highlighted in red) shows how the material discussed in the paragraph answers the question. Writing this out at the planning stage, in addition to clarifying your ideas, is a great test of whether a point is relevant: if you struggle to write the sentence, and make the connection to the question and larger argument, you might have gone off-topic.

Step Three: Paragraph beginnings and endings

The final step to making sure you pick up all the possible marks for ‘answering the question’ in an essay is ensuring that you make it explicit how your material does so. This bit relies upon getting the beginnings and endings of paragraphs just right. To reiterate what I said above, treat your reader like a child: tell them what you’re going to say; tell them how it answers the question; say it, and then tell them how you’ve answered the question. This need not feel clumsy, awkward or repetitive. The first sentence of each new paragraph or point should, without giving too much of your conclusion away, establish what you’re going to discuss, and how it answers the question. The opening sentence from the paragraph I planned above might go something like this:

Early modern political and religious contexts suggest that Shakespeare’s contemporary audience might more readily have believed in witches than his modern readers.

The sentence establishes that I’m going to discuss Jacobean religion and witch-burnings, and also what I’m going to use those contexts to show. I’d then slot in all my facts and examples in the middle of the paragraph. The final sentence (or few sentences) should be strong and decisive, making a clear connection to the question you’ve been asked:

  Contemporary suspicion that witches did exist, testified to by witch-hunts and exorcisms, is crucial to our understanding of the witches in Macbeth.  To the early modern consciousness, witches were a distinctly real and dangerous possibility – and the witches in the play would have seemed all-the-more potent and terrifying as a result.

Step Four: Practice makes perfect

The best way to get really good at making sure you always ‘answer the question’ is to write essay plans rather than whole pieces. Set aside a few hours, choose a couple of essay questions from past papers, and for each:

• Write a hypothesis
• Write a rough plan of what each paragraph will contain
• Write out the first and last sentence of each paragraph

You can get your teacher, or a friend, to look through your plans and give you feedback. If you follow this advice, fingers crossed, next time you hand in an essay, it’ll be free from red-inked comments about irrelevance, and instead showered with praise for the precision with which you handled the topic, and how intently you focused on answering the question. It can seem depressing when your perfect question is just a minor tangent from the question you were actually asked, but trust me – high praise and good marks are all found in answering the question in front of you, not the one you would have liked to see. Teachers do choose the questions they set you with some care, after all; chances are the question you were set is the more illuminating and rewarding one as well.

Image credits: banner ; Keats ; Macbeth ; James I ; witches .

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English Paper 2 Form 3

NOOR LELA BINTI MD TAIB

Test students' ability to write essays creatively with minor guidance.

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English form 3 topics.

• Listening For Information From Different Sources
• Using Appropriate Language Content And Style In Speaking
• Reading For Information From Difference Sources
• Writing Using Appropriate Language Content And Style
• Writing Formal Letters
• Literature Analysis

Strategies for answering exam and test questions

Click on the accordions below to see more information about how best to tackle the following question types in your exam.

Multi-choice questions

Things to remember about multi-choice questions

• Read through the options and try to eliminate the ones that aren’t right . Multi-choice questions usually have one option that is obviously wrong, and three or four others that are similar.  It is important to look carefully at how they are worded in order to select the correct  answer.
• Don’t struggle over a question . Do all of the easy questions first and come back to harder ones later to maximise efficient use of test/exam time.
• Answer all the questions . Even if you are not sure, your educated guess may well be correct. It is better to have a go at answering a question than potentially miss out on a mark.
• When you check back through your paper and think an answer is wrong - change the answer . Research indicates that you will probably be correct in doing so.

Short answer questions

Short answer questions range from a sentence or two through to a paragraph in length.

• Keep to the point . Short answers are usually two-three sentences.
• Main ideas . Your answers should incorporate the key points, words, ideas and phrases the marker will be looking for.
• Leave one or two lines after each answer . This is so you can add important points later on.
• Try to answer all the questions .  If you don’t know the complete answer, put down what you do know, as this is likely to get you some marks.

Exam essay questions

The advice here is in four parts: Time allocation | Task analysis | Planning | Presentation

Time allocation

• Use the reading time at the start of the exam to choose which essay questions you will answer .
• Check how much time you might have to answer each essay question , and stick to it. You can come back and add more to your answer in your revision time at the end of the exam session.
• If you haven’t finished your answer, jot down the rest in note form . This will show the marker what you know, and you might get some marks for it.

Task analysis

• Read the question carefully .
• Underline or highlight the content words . What is the topic?
• Pick out the instruction words in the question, e.g. identify, describe, compare and contrast, evaluate. What are you being asked to do with the topic?
• Take some time to think and plan your answer . For example: use the reading time to select which essay questions you will answer. Then use the start of the writing time (5-20mins) to make notes of all the points you remember that are relevant to the essay. General guide for timing: for 30 minutes of writing, allow 5-7 minutes for planning .
• Plan out the structure by organising your points into a logical order :e.g. by numbering them according to intended sequence.
• General writing rule for exam essays - one paragraph = one point . Follow standard essay-writing procedure, e.g. start with a topic sentence that contains your key point, and then support this with examples, explanations, and evidence.

Presentation

• Make sure your handwriting is legible . Markers should not have to decipher your handwriting. If your handwriting is illegible, it could compromise your marks.
• Make sure that you can express ideas effectively in terms of sentence structure and word use .  Incoherent sentences and incorrect terminology will likely result in the marker not being able to understand your answer properly.
• Don’t worry too much about punctuation, grammar and spelling . Getting your ideas down is more important than ‘perfect’ writing (and markers usually take this into account given that students are writing under pressure in an exam situation). However, you do need a basic level of competency in these areas: an answer that lacks any punctuation and is full of spelling mistakes will probably be incoherent for the marker.
• Don't waffle . Get straight to the point in terms of your answer so that you don’t waste time and word space on unessential or irrelevant detail. Planning your essay beforehand is key to avoiding waffle.

Problem solving questions

Usually these types of questions target formulae, steps in a process, or rules.

• Make sure you write down relevant formulas, equations, and rules . Important: For numerical problems involving computation, make sure you include the appropriate mathematical units in your final answer (e.g. ml, m/sec).
• Clearly show the steps you have taken in working out the answers.
• If necessary, write notes to explain your answers .
• Do the easier answers first , and return to the difficult ones later.

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PT3 English Essay Examples

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TALK / SPEECH EXAMPLE ESSAYS:

INFORMAL LETTER EXAMPLE ESSAYS:

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Useful idioms for pt3 & spm.

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To answer an essay question (EQ), students must assess the purpose of the essay question: factual recall, analysis (explanation of relationships) synthesis (application/transfer of previously learned principles) opinion

How much information to include, repeat, restate (intro needed? details needed?).

The chart below outlines 4 main types of essay questions, the verbs/cues that indicate the type of essay question and its purpose, and the strategy to be used to answer it.

Read the questions very carefully at least 2 or 3 times. Circle  the main verb (= action verb/imperative) in the question and decide on the necessary rhetorical strategy for answering the question (cause-effect, comparison-contrast, definition, classification, problem-solution). Make sure you understand what type of answer the main verb calls for (a diagram a summary, details, an analysis, an evaluation). Circle all the keywords in the question. Decide if you need to write a 1-paragraph or a multi-paragraph answer. Write a brief outline of all the points you want to mention in your answer. Restate the question and answer it with a topic sentence (for a 1-paragraph answer) or a thesis statement (for a multi-paragraph answer).  Answer the question according to general rules of academic writing.  Use indentations; begin each paragraph with a topic sentence; support the topic sentence(s) with reasons and/or examples; use transition words to show logical organization; write a conclusion.  Use correct punctuation throughout. Read over your answer again and check if all the main ideas have been included. Check your answer for grammar and punctuation.

© 2005: Christine Bauer-Ramazani ; last updated: September 02, 2019

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ENG FORM 3_WRITING AN EMAIL

By : Teacher Bie p1a4r,ge11fe57es,6r4,t01-o7,471, LEARNING OBJECTIVES: SUCCESS CRITERIA : I can, SWAT write an informal email in a correct format using the suitable 1.Write sentences with abbreviations and expressions. contractions 2.Use suitable expressions to invite a friend to a party 3. Write an email in at least 80 words DOS 01 *read the question/task carefully. *use contractions (I'm, you're, she’s, we’re, it’s, can’t). *use abbreviations like 10th, i.e, etc, 6pm *sound ‘chatty’ like you’re talking to a friend DON'TS 02 *miss out any of the necessary information *use a formal beginning and ending *write too long 02 *Start informal emails with Hi + name instead of Dear + name. *An informal email can be like a conversation, so you can start with How are you? *If you're replying, you can start with It’s great to hear from you. *Make sure you answer any questions that were asked. *Use these phrases to make suggestions: TIPS ... is worth doing / seeing / going to. If I were you, I’d... You can ... You should ... *Say why you suggest those things/give reasons. *Use informal vocabulary like phrasal verbs (e.g. to 02 get together, to catch up) to create a friendly tone. TIPS *Before you sign off, close the email with a phrase like Looking forward to seeing you!, Good luck with your exams, Give my love/regards to your family, Keep in touch! , Write soon, See you soon. *End with Love, (for close friends and family) or Take care, Lots of love, Best wishes, Regards,Yours, All the best before signing your name on the next line. making a plan 02 Greeting ------> Hi Anne, Paragraph 1 ------> Ask about the reader Paragraph 2 ------> Give the reason(s) why you are writing Paragraph 3 -------> Give more details Paragraph 4 -------> Ask the reader to response Signing off -------> Love, Syida 02 Samples of email 02 Sample 02 Sample *It’s great to hear from you. / 02 Many thanks for your e-mail *Lovely to hear from you USEFUL PHRASES FOR *How are you? / How are things INTRODUCTION (with you)? / How's it going? / How’s life? *Sorry it's taken me so long to write back *I’ve been really busy recently *It’s great to hear from you. / 02 Many thanks for your e-mail *Lovely to hear from you USEFUL PHRASES FOR *How are you? / How are things INTRODUCTION (with you)? / How's it going? / How’s life? *Sorry it's taken me so long to write back *I’ve been really busy recently *You should/You ought to/If I were you 02 I would... *Why don't you... USEFUL * It would be a good idea to... EXPRESSIONS *What you should do is... *How about.../I think you should... TO GIVE SUGGESTIONS *The best advice I can give you is.. *I'd recommend... *I trust you will accept this advice 02 *Hope this has helped *Take care of yourself! / Look after yourself! CLOSING REMARKS *Well, time to go / to close! / Got to go now! / I've got to leave off now! / That’s all for now. *Make sure you write soon! / Keep in touch! / Drop me a line if you have time! *Looking forward to hearing from you. / Hope to hear from you soon. / Write back soon! *Let me know if you need anything. / Just give me a call if you have any questions left.

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What is a well written answer to an essay question?

Well Focused

Be sure to answer the question completely, that is, answer all parts of the question. Avoid "padding." A lot of rambling and ranting is a sure sign that the writer doesn't really know what the right answer is and hopes that somehow, something in that overgrown jungle of words was the correct answer.

Well Organized

Don't write in a haphazard "think-as-you-go" manner. Do some planning and be sure that what you write has a clearly marked introduction which both states the point(s) you are going to make and also, if possible, how you are going to proceed. In addition, the essay should have a clearly indicated conclusion which summarizes the material covered and emphasizes your thesis or main point.

Well Supported

Do not just assert something is true, prove it. What facts, figures, examples, tests, etc. prove your point? In many cases, the difference between an A and a B as a grade is due to the effective use of supporting evidence.

Well Packaged

People who do not use conventions of language are thought of by their readers as less competent and less educated. If you need help with these or other writing skills, come to the Writing Lab

How do you write an effective essay exam?

• Read through all the questions carefully.
• Budget your time and decide which question(s) you will answer first.
• Underline the key word(s) which tell you what to do for each question.
• Choose an organizational pattern appropriate for each key word and plan your answers on scratch paper or in the margins.
• Write your answers as quickly and as legibly as you can; do not take the time to recopy.
• Begin each answer with one or two sentence thesis which summarizes your answer. If possible, phrase the statement so that it rephrases the question's essential terms into a statement (which therefore directly answers the essay question).
• Support your thesis with specific references to the material you have studied.
• Proofread your answer and correct errors in spelling and mechanics.

Specific organizational patterns and "key words"

Most essay questions will have one or more "key words" that indicate which organizational pattern you should use in your answer. The six most common organizational patterns for essay exams are definition, analysis, cause and effect, comparison/contrast, process analysis, and thesis-support.

Typical questions

• "Define X."
• "What is an X?"
• "Choose N terms from the following list and define them."

Q: "What is a fanzine?"

A: A fanzine is a magazine written, mimeographed, and distributed by and for science fiction or comic strip enthusiasts.

Avoid constructions such as "An encounter group is where ..." and "General semantics is when ... ."

• State the term to be defined.
• State the class of objects or concepts to which the term belongs.
• Differentiate the term from other members of the class by listing the term's distinguishing characteristics.

Tools you can use

• Details which describe the term
• Examples and incidents
• Comparisons to familiar terms
• Negation to state what the term is not
• Classification (i.e., break it down into parts)
• Examination of origins or causes
• Examination of results, effects, or uses

Analysis involves breaking something down into its components and discovering the parts that make up the whole.

• "Analyze X."
• "What are the components of X?"
• "What are the five different kinds of X?"
• "Discuss the different types of X."

Q: "Discuss the different services a junior college offers a community."

A: Thesis: A junior college offers the community at least three main types of educational services: vocational education for young people, continuing education for older people, and personal development for all individuals.

Outline for supporting details and examples. For example, if you were answering the example question, an outline might include:

• Vocational education
• Continuing education
• Personal development

Write the essay, describing each part or component and making transitions between each of your descriptions. Some useful transition words include:

• first, second, third, etc.
• in addition

Conclude the essay by emphasizing how each part you have described makes up the whole you have been asked to analyze.

Cause and Effect

Cause and effect involves tracing probable or known effects of a certain cause or examining one or more effects and discussing the reasonable or known cause(s).

Typical questions:

• "What are the causes of X?"
• "What led to X?"
• "Why did X occur?"
• "Why does X happen?"
• "What would be the effects of X?"

Q: "Define recession and discuss the probable effects a recession would have on today's society."

A: Thesis: A recession, which is a nationwide lull in business activity, would be detrimental to society in the following ways: it would .......A......., it would .......B......., and it would .......C....... .

The rest of the answer would explain, in some detail, the three effects: A, B, and C.

Useful transition words:

• consequently
• for this reason
• as a result

Comparison-Contrast

• "How does X differ from Y?"
• "Compare X and Y."
• "What are the advantages and disadvantages of X and Y?"

Q: "Which would you rather own—a compact car or a full-sized car?"

A: Thesis: I would own a compact car rather than a full-sized car for the following reasons: .......A......., .......B......., .......C......., and .......D....... .

Two patterns of development:

• Full-sized car

Disadvantages

• Compact car

Useful transition words

• on the other hand
• unlike A, B ...
• in the same way
• while both A and B are ..., only B ..
• nevertheless
• on the contrary
• while A is ..., B is ...
• "Describe how X is accomplished."
• "List the steps involved in X."
• "Explain what happened in X."
• "What is the procedure involved in X?"

Process (sometimes called process analysis)

This involves giving directions or telling the reader how to do something. It may involve discussing some complex procedure as a series of discrete steps. The organization is almost always chronological.

Q: "According to Richard Bolles' What Color Is Your Parachute?, what is the best procedure for finding a job?"

A: In What Color Is Your Parachute?, Richard Bolles lists seven steps that all job-hunters should follow: .....A....., .....B....., .....C....., .....D....., .....E....., .....F....., and .....G..... .

The remainder of the answer should discuss each of these seven steps in some detail.

• following this
• after, afterwards, after this
• subsequently
• simultaneously, concurrently

Thesis and Support

• "Discuss X."
• "A noted authority has said X. Do you agree or disagree?"
• "Defend or refute X."
• "Do you think that X is valid? Defend your position."

Thesis and support involves stating a clearly worded opinion or interpretation and then defending it with all the data, examples, facts, and so on that you can draw from the material you have studied.

Q: "Despite criticism, television is useful because it aids in the socializing process of our children."

A: Television hinders rather than helps in the socializing process of our children because .......A......., .......B......., and .......C....... .

The rest of the answer is devoted to developing arguments A, B, and C.

• it follows that

A. Which of the following two answers is the better one? Why?

Question: Discuss the contribution of William Morris to book design, using as an example his edition of the works of Chaucer.

a. William Morris's Chaucer was his masterpiece. It shows his interest in the Middle Ages. The type is based on medieval manuscript writing, and the decoration around the edges of the pages is like that used in medieval books. The large initial letters are typical of medieval design. Those letters were printed from woodcuts, which was the medieval way of printing. The illustrations were by Burn-Jones, one of the best artists in England at the time. Morris was able to get the most competent people to help him because he was so famous as a poet and a designer (the Morris chair) and wallpaper and other decorative items for the home. He designed the furnishings for his own home, which was widely admired among the sort of people he associated with. In this way he started the arts and crafts movement.

b. Morris's contribution to book design was to approach the problem as an artist or fine craftsman, rather than a mere printer who reproduced texts. He wanted to raise the standards of printing, which had fallen to a low point, by showing that truly beautiful books could be produced. His Chaucer was designed as a unified work of art or high craft. Since Chaucer lived in the Middle Ages, Morris decided to design a new type based on medieval script and to imitate the format of a medieval manuscript. This involved elaborate letters and large initials at the beginnings of verses, as well as wide borders of intertwined vines with leaves, fruit, and flowers in strong colors. The effect was so unusual that the book caused great excitement and inspired other printers to design beautiful rather than purely utilitarian books.

From James M. McCrimmon, Writing with a Purpose , 7th ed. (Boston: Houghton Mifflin Company, 1980), pp. 261-263.

B. How would you plan the structure of the answers to these essay exam questions?

1. Was the X Act a continuation of earlier government policies or did it represent a departure from prior philosophies?

2. What seems to be the source of aggression in human beings? What can be done to lower the level of aggression in our society?

3. Choose one character from Novel X and, with specific references to the work, show how he or she functions as an "existential hero."

4. Define briefly the systems approach to business management. Illustrate how this differs from the traditional approach.

5. What is the cosmological argument? Does it prove that God exists?

6. Civil War historian Andy Bellum once wrote, "Blahblahblah blahed a blahblah, but of course if blahblah blahblahblahed the blah, then blahblahs are not blah but blahblah." To what extent and in what ways is the statement true? How is it false?

For more information on writing exam essays for the GED, please visit our Engagement area and go to the Community Writing and Education Station (CWEST) resources.

Essays and Short Answer Prompts

The Penn application process includes a personal essay —which is sent to most schools you apply to—as well as a few short answer prompts . We read your words carefully, as they are yet another window into how you think, what you value, and how you see the world. Through your writing, we get a glimpse of what you might bring to our community—including your voice and creativity. 

Remember, you are the expert on your story. This is an opportunity for you to reflect and understand who you are now, and who you want to be in the future. You have the agency to choose the information you want to share. This is your story: your experiences, your ideas, your perspective.   

A Few Writing Tips

• Review the prompts thoroughly.  Be sure you’re answering the question or prompt being asked. Topics are chosen because the Admissions Committee wants to know specific things about you. If you don’t address them directly, we are left to make decisions regarding your application with incomplete information. 
• Consider your response carefully.  We understand that you may be writing responses for different schools and you may want to reuse material, but be sure to read through your response to make sure it is relevant to the prompt. 
• Double-check your writing.  Give yourself time to revisit your response. Try to avoid rushing your writing process so you have time to revise your work. Ultimately, it is up to you to polish and proofread your writing before you submit. 
• Do your research. Are there classes you’re eager to take? Research opportunities you’d love to pursue? A group or club you want to be a part of? This kind of specificity shows us you’re serious about Penn and have thought about how you’d spend your time here. 

2023-24 Short Answer and Essay Prompts

When answering these prompts, be precise when explaining both why you are applying to Penn and why you have chosen to apply to that specific undergraduate school. Some of our specialized programs will have additional essays to complete, but the  Penn short answer prompts should address your single-degree or single-school choice.  

• Write a short thank-you note to someone you have not yet thanked and would like to acknowledge. (We encourage you to share this note with that person, if possible, and reflect on the experience!) (150-200 words, not required for transfer applicants) 
• How will you explore community at Penn? Consider how Penn will help shape your perspective, and how your experiences and perspective will help shape Penn. (150-200 words) 
• The school-specific prompt is unique to the school to which you are applying. (For example, all applicants applying to the College of Arts and Sciences will respond to the prompt under the “College of Arts and Sciences” section). Considering the undergraduate school you have selected for your single-degree option, please respond to your school-specific prompt below.  

Transfer Essay (required for all transfer applicants): Please explain your reasons for transferring from your current institution and what you hope to gain by transferring to another institution. (4150 characters) 

Undergraduate School-Specific Short Answer Prompts

For students applying to coordinated dual-degree and specialized programs, please answer this question about your single-degree school choice; your interest in the coordinated dual-degree or specialized program may be addressed through the program-specific essay.  

Penn Nursing intends to meet the health needs of society in a global and multicultural world by preparing its students to impact healthcare by advancing science and promoting equity. What do you think this means for the future of nursing, and how do you see yourself contributing to our mission of promoting equity in healthcare? (150-200 words) 

To help inform your response, applicants are encouraged to learn more about  Penn Nursing’s mission and how we promote equity in healthcare . This information will help you develop a stronger understanding of our values and how they align with your own goals and aspirations. 

The flexible structure of The College of Arts and Sciences’ curriculum is designed to inspire exploration, foster connections, and help you create a path of study through general education courses and a major. What are you curious about and how would you take advantage of opportunities in the arts and sciences? (150-200 words) 

To help inform your response, applicants are encouraged to learn more about the  academic offerings within the College of Arts and Sciences .  This information will help you develop a stronger understanding of how the study of the liberal arts aligns with your own goals and aspirations. 

Wharton prepares its students to make an impact by applying business methods and economic theory to real-world problems, including economic, political, and social issues.  Please reflect on a current issue of importance to you and share how you hope a Wharton education would help you to explore it.  (150-200 words) 

To help inform your response, applicants are encouraged to learn more about  the foundations of a Wharton education . This information will help you better understand what you could learn by studying at Wharton and what you could do afterward. 

Penn Engineering prepares its students to become leaders in technology, by combining a strong foundation in the natural sciences and mathematics, exploration in the liberal arts, and depth of study in focused disciplinary majors. Please share how you hope to explore your engineering interests at Penn. (150-200 words) 

To help inform your response, applicants are encouraged to learn more about  Penn Engineering and its mission to prepare students for global leadership in technology . This information will help you develop a stronger understanding of academic pathways within Penn Engineering and how they align with your goals and interests. 

Coordinated Dual Degree and Specialized Program Essay Prompts

For students applying to coordinated dual-degree and specialized programs, please answer the program-specific essay below. 

** Numbers marked with double asterisks indicate a character count that only applies to transfer students applying through Common App.  

Why are you interested in the Digital Media Design (DMD) program at the University of Pennsylvania? (400-650 words / 3575 characters**) 

We encourage you to learn more about the DMD: Digital Media Design Program . 

The Huntsman Program supports the development of globally minded scholars who become engaged citizens, creative innovators, and ethical leaders in the public, private, and non-profit sectors in the United States and internationally. What draws you to a dual-degree program in business and international studies, and how would you use what you learn to contribute to a global issue where business and international affairs intersect? (400-650 words) 

The LSM program aims to provide students with a fundamental understanding of the life sciences and their management with an eye to identifying, advancing, and implementing innovations. What issues would you want to address using the understanding gained from such a program? Note that this essay should be distinct from your single degree essay. (400-650 words) 

• Explain how you will use the M&T program to explore your interest in business, engineering, and the intersection of the two. (400-650 words) 
• Describe a problem that you solved that showed leadership and creativity. (250 words) 

Describe your interests in modern networked information systems and technologies, such as the internet, and their impact on society, whether in terms of economics, communication, or the creation of beneficial content for society. Feel free to draw on examples from your own experiences as a user, developer, or student of technology. (400-650 words / 3575 characters**) 

Discuss your interest in nursing and health care management. How might Penn's coordinated dual-degree program in nursing and business help you meet your goals? (400-650 words) 

How do you envision your participation in the Vagelos Integrated Program in Energy Research (VIPER) furthering your interests in energy science and technology? Please include any past experiences (ex. academic, research, or extracurricular) that have led to your interest in the program. Additionally, please indicate why you are interested in pursuing dual degrees in science and engineering and which VIPER majors are most interesting to you at this time. (400-650 words) 

AP English Language and Composition Exam Questions

Free-response questions and scoring information.

Download free-response questions from this year's exam and past exams along with scoring guidelines, sample responses from exam takers, and scoring distributions.

If you are using assistive technology and need help accessing these PDFs in another format, contact Services for Students with Disabilities at 212-713-8333 or by email at [email protected] .

2024: Free-Response Questions

2023: Free-Response Questions

2022: Free-Response Questions

2021: Free-Response Questions

2020: Free-Response Questions

Note:  The table below features a selection of free-response questions and related scoring information from the 2020 exam. You can find all of the 2020 FRQs and corresponding scoring information in  AP Classroom .

2019: Rescored Free-Response Questions

2019: Free-Response Questions

2018: Rescored Free-Response Questions

2018: Free-Response Questions

2017: Free-Response Questions

2016: Free-Response Questions

2015: Free-Response Questions

2014: Free-Response Questions

2013: Free-Response Questions

2012: Free-Response Questions

2011: Free-Response Questions

2011: Form B

2010: Free-Response Questions

2010: Form B

2009: Free-Response Questions

2009: Form B

2008: Free-Response Questions

2008: Form B

2007: Free-Response Questions

2007: Form B

2006: Free-Response Questions

2006: Form B

2005: Free-Response Questions

2005: Form B

2004: Free-Response Questions

2004: Form B

2003: Free-Response Questions

2003: Form B

2002: Free-Response Questions

2002: Form B

2001: Free-Response Questions

2000: Free-Response Questions

1999: Free-Response Questions

Essay Sample about Interview Questions

An opinion on “Where do you see yourself in 5 years?” and other awkward interview questions

Introduction

There are two types of interview questions: traditional and behavioral. Traditional questions focus on the position, motivations or work history whereas behavioral questions focus on how you reacted to a past situation or would act in a hypothetical situation in order to predict your future work behavior (Turner 7). At times, the behavioral questions can be awkward, but as an interviewee, one is required to provide the most adequate response to satisfy the interviewing panel. 

Types of interview questions

One question that arises from such a line of questioning is; what is the interviewer’s intention when asking such a question? For example, “What is your opinion on current climate change dialogue?” Most of the time, there is a hidden intention by the interviewer to examine the interviewee’s line of thinking in responding to situations. They use the interviewee’s answers to judge things like their problem-solving skills or ability to work in a team.

Secondly, the interviewing panel is curious to know the other influencers in an interviewee’s life beyond work, which could have a bearing on their work. For example, “Where do you see yourself in 5 years?”  The questioner may want the interviewee to address their career goals, spirituality or family-life. These things allow the interviewer to judge the psychological condition of a candidate and hence help determine whether the candidate will be easily distracted from work by their personal life while they’re in the process of fulfilling their official duties.

Finally, importantly, some of the awkward questions that arise in an interview aim at keeping the conversation going between both parties. A good example is: “Please tell us about yourself?” In this regard, the interviewer has ample time to examine the interviewee’s communication skills, both verbal and non-verbal. Being a good communicator is one essential requirement for any viable candidate and therefore this line of questioning ensures the interviewer satisfactorily assesses how effective an interviewee is in this respect.

A less conventional line of questioning directed to a candidate can provide an interviewer with a better chance to discover the other attributes of a candidate that do not directly relate to their technical abilities. These non-technical skills are, quite often, essential to enabling them to perform their work effectively. The bottom line is that one should be prepared to express themselves in the best way possible to the satisfaction of the interviewing panel. 

Works CitedTurner Tom. Behavioral Interviewing Guide . Trafford, 2004. Print

How to Write an Essay about Interviews

As a student, you may be required to write an essay about interviews as part of your academic assignments. This type of essay is commonly referred to as a “process essay” or an “expository essay”. It requires you to explain the process of conducting an interview and the steps involved in preparing for and performing well in an interview.

The main purpose of writing this type of essay is to educate others on how to conduct a successful interview. It also serves as a means for you to demonstrate your understanding and knowledge of the topic.

To write an essay about interviews, follow these steps:

• The first step in writing any essay is to choose a suitable topic. Your topic should be specific and focused on the process of conducting interviews.
• Once you have chosen your topic, conduct thorough research on the subject. This will help you gather information and facts about the process of conducting interviews.
• Organize your thoughts and ideas by creating an outline for your essay. This will help you structure your essay in a logical and coherent manner.
• Write an introduction. The introduction of your essay should provide background information on the topic and a thesis statement.
• Write body paragraphs. The body of your essay will consist of several paragraphs, each discussing a specific step or aspect of conducting interviews.
• Write a conclusion. Your conclusion should summarize the main points of your essay and restate your thesis statement.

If you don’t have time for planning, research, and writing your essay, get help with it at EssayShark.com. By getting our help, you can get your writing done much faster. An EssayShark writer will  write your essay clearly, concisely, and informatively to ensure the success of your essay.

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The Questions the Secret Service Director Did Not Answer

On Monday, Kimberly A. Cheatle told a House committee that she could not reveal — or did not know — key details about the attempted assassination of President Trump. Here’s what was missing.

• Share full article

By David A. Fahrenthold and Adam Goldman

Reporting from Washington

• July 22, 2024

During a hearing before the House Committee on Oversight and Reform on Monday, several lawmakers, both Republicans and Democrats, expressed frustration with Secret Service Director Kimberly A. Cheatle over the number of questions that she would not — or could not — answer.

Many times, Ms. Cheatle said she was waiting for reports to arrive to give her the requested information — nine days after the shooting. She said she was not trying to be evasive, but rather was trying to provide information that was accurate.

The following are some of the questions Ms. Cheatle was asked repeatedly that she did not answer:

Why did the Secret Service not station an agent on the warehouse roof that the gunman used as a sniper’s perch?

Ms. Cheatle was pressed repeatedly on this point. Her most detailed answer was in response to a question from Committee Chairman James Comer, Republican of Kentucky. Ms. Cheatle seemed to indicate that the Secret Service had left the rooftop unmanned on purpose, because, she said, the agency preferred “sterile” — presumably meaning empty — rooftops. Instead, she said, the warehouse rooftop was to receive “overwatch” — meaning law enforcement officers were supposed to watch that rooftop from another, higher perch.

“There was a plan in place to provide overwatch, and we are still looking into responsibilities, and who was going to provide overwatch,” Ms. Cheatle said.

How many Secret Service agents were assigned to protect President Trump in Butler, Pa.?

Ms. Cheatle declined to answer that question, or to say how many officers from other federal law enforcement agencies were on hand to supplement the Secret Service. “We feel that there was a sufficient number of agents assigned,” she told Mr. Comer. Who decided that the warehouse roof should be outside the Secret Service’s security perimeter for Mr. Trump’s rally?

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