essay examination day

The Sitting Bee

Short Story Reviews

Examination Day by Henry Slesar

In Examination Day by Henry Slesar we have the theme of fear, suppression, control, freedom and acceptance. Narrated in the third person by an unnamed narrator the reader realises from the beginning of the story that Slesar may be exploring the theme of fear. Dickie’s mother is anxious. She knows how important the Government test is and knows that Dickie must do it. Mr Jordan also knows how important the test is. This might explain as to why he is abrupt with Dickie when Dickie asks him some questions. It is as though Mr Jordan’s mind is preoccupied by the test. What is interesting about Dickie’s questions is the fact that they highlight how inquisitive Dickie is. He wants to learn about things though ironically this appears to be something that the Government do not allow. If anything Dickie and his family appear to live in a suppressive environment. There would be no other explanation for a twelve year old having to take truth serum and answer a Government test. The actions of the Government would and should be considered to be irregular.

There is also a sense that the Government are controlling their citizens and the freedom they allow their citizens to have. Which may be important as Slesar could be highlighting what can happen when a Government is not held to account and is allowed to dictate to its citizens. The fact that Dickie is killed simply because his IQ is too high or above what is acceptable by the Government also seems to be bizarre. However it is most likely that the Government are working off a formula. That being people who are clever will be inquisitive and question things. Which in turn will result in challenges to the Government and how they operate. If anything the only way for the Government to maintain the status quo is to remove or kill those who have an IQ that is higher than what is acceptable to the Government.  Though some critics might suggest that Dickie is just unfortunate it might be important to remember that what is happening is that a Government is imposing its will on its citizens. There is no sense that a citizen has the freedom to develop as they might like to.

It is also interesting that Mrs Jordan though afraid does not spare Dickie from the test. It is as though she has been programmed to accept the way that things are. Similarly with the other parents who Dickie sees when he is brought to take the test by his father. They too appear to accept the status quo. Never questioning the legitimacy of the Government’s actions. Nobody in the story forewarns Dickie of the consequences of the test. He is an innocent child who has been willing sent to his death by both his mother and father. Something they both appear to accept. Which suggests that the rule of Government may be more important than family. Individuals appear to serve the Government rather than the other way around. Whereas people would usually come before institutes. This is not the case in the story which may explain why truth serum is used before the start of the test. If the consequences of the test where known to the child taking the test. The Government knows that they would deliberately try and fail the test by giving the wrong answers.

The end of the story is also interesting due to the tone of the Government official who is on the phone to Mr Jordan. His manner is matter of fact with no emotion. Though the message he is relaying is of a serious nature (Dickie has been killed). It is only Mr Jordan’s reaction and Mrs Jordan’s cry out that gives the end of the story any emotion. It is as though both their fears have been realised. Though they never told Dickie how serious or dangerous the test was as parents Slesar does still afford them the opportunity to be emotional about Dickie’s death. However as readers we are left wondering as to why Mr and Mrs Jordan didn’t intervene and stop Dickie from taking the test. Some critics might suggest that because of the form of Government in place they were afraid. Though others might suggest that as parents they had not only a responsibility to Dickie but that they are also to blame for Dickie’s death. If anything it is possible that both Mr and Mrs Jordan have put themselves first ahead of Dickie. Which would highlight just how significant the Government’s interference in family life actually is. Which may be the point that Slesar is attempting to make. He may be suggesting that both family and Government need to be separated. If they are not the Government will control not only the family but each individual in the family as well. Something that is clear to the reader when it comes to Dickie’s parents.

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20 comments

There is a — novel? short story? — that I heard of years ago, and have been trying (unsuccessfully so far) to locate. It has roughly the same theme as “Examination Day”: a society so hostile to excellence of any kind that beautiful people have to wear masks, strong men have to carry weights around with them constantly to disable them, and no expression of intelligence is allowed. (The rationale for this is that distinction of any kind is humiliating to mediocre people, and must therefore be prohibited). The only other fact I know about this story is that its protagonist is named Ambrose. If anyone can identify this work, please leave a note here letting me know. Thanks in advance.

Kurt Vonnegut – “Harrison Bergeron”.

Well, that was quick. The short story I was looking for is called “Harrison Bergeron”, by Kurt Vonnegut (“Harrison”, not “Ambrose”). Vonnegut’s novel “The Sirens of Titan” has a similar theme.

As Emily Litella would’ve said on “Saturday Night Live”: “Never mind”.

Poor Gilda Radner…

Do you think that another reason Dickie’s parents didn’t intervene and stop him from taking the test because 1. Their house might be microphoned so if they said the wrong thing or too much they would be punished, or 2. If they did try to intervene and stop, they would be punished/executed along with Dickie for disobeying the government.

I would agree with number 2 possibly. In a world where the government is willing to kill a 12-year-old boy, I’m sure they’d be shameless enough to kill the parents/married couples too.

This is a world we are fast heading towards. We just let them box us into homes over a disease that has only a .7% mortality rate….. Nature isn’t nice and life isn’t fair.

What is the main message of ‘examination day’, in relation to context to do with Henry Slesar?

What are some of the ideas the author is asking us to consider in this story

What makes Dickie intelligent?

The fact that he took a preference to reading instead of watching television, as well as him taking a liking to his success with his education.

What is the author warning us about this short story?

The funny thing is that they want the parents to pay for a burial for something that THEY killed and acts like it’s no big deal.

Hi, thank you for the article. I saw the Twilight Zone episode, which adapted this story. It was decent. The story is sad, but I do not think the parents had much of a choice. If they did not willing give up their son, he would probably have been sent away anyway and they would have probably been sent to jail or worse executed. I think they did love their son, they were just afraid, and the last moment of the story though brief clearly described that. I do agree with your points, but I think there is much more to the story than several may think.

I think that one reason the parents do not actively try to stop the test or in some way affect the outcome is the test itself. Obviously these parents both took the test, and “passed”. So they are not the sharpest folks. The parents represent the whole purpose behind the test – to create a society of semi-mindless followers. And they are. This is even foreshadowed in the fathers responses to Dickies questions about “what makes grass green?” etc. The father answers ” no-one knows!” well in real life people do know.

“What makes Dickie intelligent?”

His thirst for knowledge. Dickie was a very curios boy. He had an inquisitive mind. He wanted to know how everything works. He asked questions about the nature of things. If he had grown up, he would have start asking questions about the government. That would make him a threat to this government. So that’s the reason why this totalitarian government has created this examination test.

What is the tone of Examination Day?

I agree that the parents are not very smart as when Dickie asked how far away the sun is his father said 5 thousand miles it is actually 148 .25 millon km .

Thanks for the comment Maggie.

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Examination Day by Henry Slesar Analysis Essay

All people want at the end of the day is to be free and respected. That’s why so many governments have been created to make sure everybody gets independence, and freedom of choice. Not every government has always been this way, however. The physical altercations of the Cold War weren’t necessarily the inspiration behind “Examination Day,” but the types of government arising in the world were. Totalitarian governments in the USSR were increasing the fear of a strict, controlling government. In the Dystopian short story, “Examination Day,” by Henry Slesar, children at the age of twelve are required to take a test mandated by the government. The test measures a child’s intelligence, and if the child scores too high, the government will kill them. The trends of government control and civilian fear are shown throughout the entirety of the short story. 

The control that parents and children have in the current society is left behind in the dystopian world that takes place in “Examination Day.” Throughout the story, governmental control is criticized through the lack of choice in childrens’ futures and the guiltiness felt for the child. On a child’s twelfth birthday, the government obliges that the child take part in a government exam. Most kids never learn what the exam is about, but they are told that the test is just a “government intelligence test they give children” (Slesar 1). The child or parent never gets to decide whether or not that child in particular will take the exam; they are forced to do it because it is what the government has decided all children must do. Apart from the fact that children do not get any choice in taking the exam, neither the parents nor the child gets to make the decision of whether or not the child lives after the exam. If the child is considered “too smart” for the government, they are killed. After Dickie finishes his test, Mr. and Mrs. Jordan recieve a phone call informing them that Dickie’s  “intelligence quotient is above government regulation” (4). Due to his cleverness, Dickie is eliminated by the government, just like many children before him. Dickie’s fate leaves a sense of mourning with the reader. The government is essentially controlling how smart every citizen is, and punishing them for it. It doesn’t matter what the child’s situation is, their exam score will define their future. The instances convey how much control the government has over its citizens; as well as give the reader reasons to feel guilty for the children in these circumstances. As the reader feels more and more guilty for the victim, less and less remorse is felt for the offender, the government. The actions of the government give reason for governmental control to be criticized.

Civilian fear is criticized through the feelings of Dickie’s parents. Whenever Mrs. Jordan first mentions the exam, it causes “[Mr. Jordan] to answer sharply” (1). Just the thought of the exam makes Dickie’s parents tense up and become anxious. Their reactions to the mention of the exam indicate that they are worried about Dickie’s future, and are fearful of what the government has in store for their son. Dickie’s parents live in constant fear that their son will be killed for the way they raised him. Not only does the suspense of the exam make Mr. and Mrs. Jordan nervous, the actual result is excruciatingly painful. When Dickie’s mom finds out about Dickie’s death, she “[cries] out, knowing nothing except the emotion she [reads] on her husband’s face” (4). Mrs. Jordan’s reaction is important, because it really makes her emotion and her situation seem real. Much like the child being killed, her reaction is so powerful, it makes the reader detest the strategy of implementing so much fear into its citizens; the citizens who are just trying to live their life. Everything about the way the government is ruling over people is a malicious way to treat others. The government spreads fear amongst its citizens, and it really makes their approach of ruling very sickening.

Taking everything into account, it is very obvious how government control and citizen fear is denounced through the actions of the government, and the feelings of the characters. Thankfully, the government in “Examination Day” is very far from the governments that exist today. While some still have their negatives, most have developed into a somewhat fair, and just government. Even though that may be how it is now, who knows what the future governments have in store. Perhaps the current world may somehow evolve into a government where people are killed because they are too smart.

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Essay Exams

What this handout is about.

At some time in your undergraduate career, you’re going to have to write an essay exam. This thought can inspire a fair amount of fear: we struggle enough with essays when they aren’t timed events based on unknown questions. The goal of this handout is to give you some easy and effective strategies that will help you take control of the situation and do your best.

Why do instructors give essay exams?

Essay exams are a useful tool for finding out if you can sort through a large body of information, figure out what is important, and explain why it is important. Essay exams challenge you to come up with key course ideas and put them in your own words and to use the interpretive or analytical skills you’ve practiced in the course. Instructors want to see whether:

• You understand concepts that provide the basis for the course
• You can use those concepts to interpret specific materials
• You can make connections, see relationships, draw comparisons and contrasts
• You can synthesize diverse information in support of an original assertion
• You can justify your own evaluations based on appropriate criteria
• You can argue your own opinions with convincing evidence
• You can think critically and analytically about a subject

What essay questions require

Exam questions can reach pretty far into the course materials, so you cannot hope to do well on them if you do not keep up with the readings and assignments from the beginning of the course. The most successful essay exam takers are prepared for anything reasonable, and they probably have some intelligent guesses about the content of the exam before they take it. How can you be a prepared exam taker? Try some of the following suggestions during the semester:

• Do the reading as the syllabus dictates; keeping up with the reading while the related concepts are being discussed in class saves you double the effort later.
• Go to lectures (and put away your phone, the newspaper, and that crossword puzzle!).
• Take careful notes that you’ll understand months later. If this is not your strong suit or the conventions for a particular discipline are different from what you are used to, ask your TA or the Learning Center for advice.
• Participate in your discussion sections; this will help you absorb the material better so you don’t have to study as hard.
• Organize small study groups with classmates to explore and review course materials throughout the semester. Others will catch things you might miss even when paying attention. This is not cheating. As long as what you write on the essay is your own work, formulating ideas and sharing notes is okay. In fact, it is a big part of the learning process.
• As an exam approaches, find out what you can about the form it will take. This will help you forecast the questions that will be on the exam, and prepare for them.

These suggestions will save you lots of time and misery later. Remember that you can’t cram weeks of information into a single day or night of study. So why put yourself in that position?

Now let’s focus on studying for the exam. You’ll notice the following suggestions are all based on organizing your study materials into manageable chunks of related material. If you have a plan of attack, you’ll feel more confident and your answers will be more clear. Here are some tips: 

• Don’t just memorize aimlessly; clarify the important issues of the course and use these issues to focus your understanding of specific facts and particular readings.
• Try to organize and prioritize the information into a thematic pattern. Look at what you’ve studied and find a way to put things into related groups. Find the fundamental ideas that have been emphasized throughout the course and organize your notes into broad categories. Think about how different categories relate to each other.
• Find out what you don’t know, but need to know, by making up test questions and trying to answer them. Studying in groups helps as well.

Taking the exam

Read the exam carefully.

• If you are given the entire exam at once and can determine your approach on your own, read the entire exam before you get started.
• Look at how many points each part earns you, and find hints for how long your answers should be.
• Figure out how much time you have and how best to use it. Write down the actual clock time that you expect to take in each section, and stick to it. This will help you avoid spending all your time on only one section. One strategy is to divide the available time according to percentage worth of the question. You don’t want to spend half of your time on something that is only worth one tenth of the total points.
• As you read, make tentative choices of the questions you will answer (if you have a choice). Don’t just answer the first essay question you encounter. Instead, read through all of the options. Jot down really brief ideas for each question before deciding.
• Remember that the easiest-looking question is not always as easy as it looks. Focus your attention on questions for which you can explain your answer most thoroughly, rather than settle on questions where you know the answer but can’t say why.

Analyze the questions

• Decide what you are being asked to do. If you skim the question to find the main “topic” and then rush to grasp any related ideas you can recall, you may become flustered, lose concentration, and even go blank. Try looking closely at what the question is directing you to do, and try to understand the sort of writing that will be required.
• Focus on what you do know about the question, not on what you don’t.
• Look at the active verbs in the assignment—they tell you what you should be doing. We’ve included some of these below, with some suggestions on what they might mean. (For help with this sort of detective work, see the Writing Center handout titled Reading Assignments.)

Information words, such as who, what, when, where, how, and why ask you to demonstrate what you know about the subject. Information words may include:

• define—give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning.
• explain why/how—give reasons why or examples of how something happened.
• illustrate—give descriptive examples of the subject and show how each is connected with the subject.
• summarize—briefly cover the important ideas you learned about the subject.
• trace—outline how something has changed or developed from an earlier time to its current form.
• research—gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you’ve found.

Relation words ask you to demonstrate how things are connected. Relation words may include:

• compare—show how two or more things are similar (and, sometimes, different).
• contrast—show how two or more things are dissimilar.
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation.
• cause—show how one event or series of events made something else happen.
• relate—show or describe the connections between things.

Interpretation words ask you to defend ideas of your own about the subject. Don’t see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation. Interpretation words may include:

• prove, justify—give reasons or examples to demonstrate how or why something is the truth.
• evaluate, respond, assess—state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons (you may want to compare your subject to something else).
• support—give reasons or evidence for something you believe (be sure to state clearly what it is that you believe).
• synthesize—put two or more things together that haven’t been put together before; don’t just summarize one and then the other, and say that they are similar or different—you must provide a reason for putting them together (as opposed to compare and contrast—see above).
• analyze—look closely at the components of something to figure out how it works, what it might mean, or why it is important.
• argue—take a side and defend it (with proof) against the other side.

Plan your answers

Think about your time again. How much planning time you should take depends on how much time you have for each question and how many points each question is worth. Here are some general guidelines: 

• For short-answer definitions and identifications, just take a few seconds. Skip over any you don’t recognize fairly quickly, and come back to them when another question jogs your memory.
• For answers that require a paragraph or two, jot down several important ideas or specific examples that help to focus your thoughts.
• For longer answers, you will need to develop a much more definite strategy of organization. You only have time for one draft, so allow a reasonable amount of time—as much as a quarter of the time you’ve allotted for the question—for making notes, determining a thesis, and developing an outline.
• For questions with several parts (different requests or directions, a sequence of questions), make a list of the parts so that you do not miss or minimize one part. One way to be sure you answer them all is to number them in the question and in your outline.
• You may have to try two or three outlines or clusters before you hit on a workable plan. But be realistic—you want a plan you can develop within the limited time allotted for your answer. Your outline will have to be selective—not everything you know, but what you know that you can state clearly and keep to the point in the time available.

Again, focus on what you do know about the question, not on what you don’t.

Writing your answers

As with planning, your strategy for writing depends on the length of your answer:

• For short identifications and definitions, it is usually best to start with a general identifying statement and then move on to describe specific applications or explanations. Two sentences will almost always suffice, but make sure they are complete sentences. Find out whether the instructor wants definition alone, or definition and significance. Why is the identification term or object important?
• For longer answers, begin by stating your forecasting statement or thesis clearly and explicitly. Strive for focus, simplicity, and clarity. In stating your point and developing your answers, you may want to use important course vocabulary words from the question. For example, if the question is, “How does wisteria function as a representation of memory in Faulkner’s Absalom, Absalom?” you may want to use the words wisteria, representation, memory, and Faulkner) in your thesis statement and answer. Use these important words or concepts throughout the answer.
• If you have devised a promising outline for your answer, then you will be able to forecast your overall plan and its subpoints in your opening sentence. Forecasting impresses readers and has the very practical advantage of making your answer easier to read. Also, if you don’t finish writing, it tells your reader what you would have said if you had finished (and may get you partial points).
• You might want to use briefer paragraphs than you ordinarily do and signal clear relations between paragraphs with transition phrases or sentences.
• As you move ahead with the writing, you may think of new subpoints or ideas to include in the essay. Stop briefly to make a note of these on your original outline. If they are most appropriately inserted in a section you’ve already written, write them neatly in the margin, at the top of the page, or on the last page, with arrows or marks to alert the reader to where they fit in your answer. Be as neat and clear as possible.
• Don’t pad your answer with irrelevancies and repetitions just to fill up space. Within the time available, write a comprehensive, specific answer.
• Watch the clock carefully to ensure that you do not spend too much time on one answer. You must be realistic about the time constraints of an essay exam. If you write one dazzling answer on an exam with three equally-weighted required questions, you earn only 33 points—not enough to pass at most colleges. This may seem unfair, but keep in mind that instructors plan exams to be reasonably comprehensive. They want you to write about the course materials in two or three or more ways, not just one way. Hint: if you finish a half-hour essay in 10 minutes, you may need to develop some of your ideas more fully.
• If you run out of time when you are writing an answer, jot down the remaining main ideas from your outline, just to show that you know the material and with more time could have continued your exposition.
• Double-space to leave room for additions, and strike through errors or changes with one straight line (avoid erasing or scribbling over). Keep things as clean as possible. You never know what will earn you partial credit.
• Write legibly and proofread. Remember that your instructor will likely be reading a large pile of exams. The more difficult they are to read, the more exasperated the instructor might become. Your instructor also cannot give you credit for what they cannot understand. A few minutes of careful proofreading can improve your grade.

Perhaps the most important thing to keep in mind in writing essay exams is that you have a limited amount of time and space in which to get across the knowledge you have acquired and your ability to use it. Essay exams are not the place to be subtle or vague. It’s okay to have an obvious structure, even the five-paragraph essay format you may have been taught in high school. Introduce your main idea, have several paragraphs of support—each with a single point defended by specific examples, and conclude with a restatement of your main point and its significance.

Some physiological tips

Just think—we expect athletes to practice constantly and use everything in their abilities and situations in order to achieve success. Yet, somehow many students are convinced that one day’s worth of studying, no sleep, and some well-placed compliments (“Gee, Dr. So-and-so, I really enjoyed your last lecture”) are good preparation for a test. Essay exams are like any other testing situation in life: you’ll do best if you are prepared for what is expected of you, have practiced doing it before, and have arrived in the best shape to do it. You may not want to believe this, but it’s true: a good night’s sleep and a relaxed mind and body can do as much or more for you as any last-minute cram session. Colleges abound with tales of woe about students who slept through exams because they stayed up all night, wrote an essay on the wrong topic, forgot everything they studied, or freaked out in the exam and hyperventilated. If you are rested, breathing normally, and have brought along some healthy, energy-boosting snacks that you can eat or drink quietly, you are in a much better position to do a good job on the test. You aren’t going to write a good essay on something you figured out at 4 a.m. that morning. If you prepare yourself well throughout the semester, you don’t risk your whole grade on an overloaded, undernourished brain.

If for some reason you get yourself into this situation, take a minute every once in a while during the test to breathe deeply, stretch, and clear your brain. You need to be especially aware of the likelihood of errors, so check your essays thoroughly before you hand them in to make sure they answer the right questions and don’t have big oversights or mistakes (like saying “Hitler” when you really mean “Churchill”).

If you tend to go blank during exams, try studying in the same classroom in which the test will be given. Some research suggests that people attach ideas to their surroundings, so it might jog your memory to see the same things you were looking at while you studied.

Try good luck charms. Bring in something you associate with success or the support of your loved ones, and use it as a psychological boost.

Take all of the time you’ve been allotted. Reread, rework, and rethink your answers if you have extra time at the end, rather than giving up and handing the exam in the minute you’ve written your last sentence. Use every advantage you are given.

Remember that instructors do not want to see you trip up—they want to see you do well. With this in mind, try to relax and just do the best you can. The more you panic, the more mistakes you are liable to make. Put the test in perspective: will you die from a poor performance? Will you lose all of your friends? Will your entire future be destroyed? Remember: it’s just a test.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Axelrod, Rise B., and Charles R. Cooper. 2016. The St. Martin’s Guide to Writing , 11th ed. Boston: Bedford/St Martin’s.

Fowler, Ramsay H., and Jane E. Aaron. 2016. The Little, Brown Handbook , 13th ed. Boston: Pearson.

Gefvert, Constance J. 1988. The Confident Writer: A Norton Handbook , 2nd ed. New York: W.W. Norton and Company.

Kirszner, Laurie G. 1988. Writing: A College Rhetoric , 2nd ed. New York: Holt, Rinehart, and Winston.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Woodman, Leonara, and Thomas P. Adler. 1988. The Writer’s Choices , 2nd ed. Northbrook, Illinois: Scott Foresman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Analysis of the short story 'Examination Day'.

Examination Day Essay

`This essay will discuss certain reaction to the story ‘Examination day’, as well as reviewing the lifestyle and world Dickie lives in.

        The Jordan family are not rich but they are part of the working class society. The accommodation is quite small, they’re ‘little apartment’ is described in line 21: ‘The boy … wandered to that part of the living room which had been ‘his’ from infancy.’ This shows that things have not changed in terms of housing since he was young and probably their wealth has not increased as much as they would have liked.

In the ‘little apartment’ Mrs Jordan mentioned ‘the Exam’ which was why the tension was quite high in the room. ‘The Exam’ is the ‘Government intelligence test they give to children at the age of twelve.’ This examination was to make sure that there is no-one clever enough to overrule the current government. This test shows an example of what a dictator ruled government is like. This government is a totalitarian government in terms of not wanting to lose power or authority of any sort. These citizens are stuck in an unwanted dictatorship.

The examination room was just as restricted as the lives they lead. The room was very dim which represents amount of information they know about the world and their current government. Also in Dickie’s eyes the room doesn’t look very inviting or welcoming even if it was an examination room. Although Dickie could not really see the ‘gray-tunicked attendant’ he knew that this was a very serious matter. The dimness of the room also shows the secretiveness of the government and how much they want their citizens to know.

This is a preview of the whole essay

On the day of Dickie’s examination his parents’ were very anxious to see whether or not their son was allowed to come home or not; there were ‘… not speaking, not even speculating.’ They were so apprehensive that when the phone rang they both tried to reach for it. This shows that they had a feeling that things were not going to work out perfectly for them.  When Mr Jordan answered the phone to the ‘Government Educational Service’ he was told that his son’s ‘…intelligence quotient has exceeded the Government regulation.’  This information was a shock to Mr Jordan that even his wife had read the expression of disappointment on his face.

The government had announced that Dickie was going to die because he had breached the ‘intelligence quotient’. This shows that the government are too scared to let the clever people live their own lives or even work for them at their young age. This shows that the dictator is not as strong as he portrays himself to be. This shows that he is insecure and that if anyone clever was around he would probably crumble from having lack of authority.

I think that the Jordan family live in a completely totalitarian world where they have no freedom to do what they like when they feel like it; unless they are in their own home. Their dictator is too worried about anyone overruling him; he feels the need to get rid all of the clever citizens to be secure in his position. This shows that this dictator is too unsecure to be head of the government. He needs to step aside and let someone else do the job properly.

Document Details

• Author Type Student
• Word Count 564
• Page Count 1
• Subject English
• Type of work Homework assignment

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While most OWL resources recommend a longer writing process (start early, revise often, conduct thorough research, etc.), sometimes you just have to write quickly in test situations. However, these exam essays can be no less important pieces of writing than research papers because they can influence final grades for courses, and/or they can mean the difference between getting into an academic program (GED, SAT, GRE). To that end, this resource will help you prepare and write essays for exams.

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.

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NPR suspends veteran editor as it grapples with his public criticism

David Folkenflik

NPR suspended senior editor Uri Berliner for five days without pay after he wrote an essay accusing the network of losing the public's trust and appeared on a podcast to explain his argument. Uri Berliner hide caption

NPR suspended senior editor Uri Berliner for five days without pay after he wrote an essay accusing the network of losing the public's trust and appeared on a podcast to explain his argument.

NPR has formally punished Uri Berliner, the senior editor who publicly argued a week ago that the network had "lost America's trust" by approaching news stories with a rigidly progressive mindset.

Berliner's five-day suspension without pay, which began last Friday, has not been previously reported.

Yet the public radio network is grappling in other ways with the fallout from Berliner's essay for the online news site The Free Press . It angered many of his colleagues, led NPR leaders to announce monthly internal reviews of the network's coverage, and gave fresh ammunition to conservative and partisan Republican critics of NPR, including former President Donald Trump.

Conservative activist Christopher Rufo is among those now targeting NPR's new chief executive, Katherine Maher, for messages she posted to social media years before joining the network. Among others, those posts include a 2020 tweet that called Trump racist and another that appeared to minimize rioting during social justice protests that year. Maher took the job at NPR last month — her first at a news organization .

In a statement Monday about the messages she had posted, Maher praised the integrity of NPR's journalists and underscored the independence of their reporting.

"In America everyone is entitled to free speech as a private citizen," she said. "What matters is NPR's work and my commitment as its CEO: public service, editorial independence, and the mission to serve all of the American public. NPR is independent, beholden to no party, and without commercial interests."

The network noted that "the CEO is not involved in editorial decisions."

In an interview with me later on Monday, Berliner said the social media posts demonstrated Maher was all but incapable of being the person best poised to direct the organization.

"We're looking for a leader right now who's going to be unifying and bring more people into the tent and have a broader perspective on, sort of, what America is all about," Berliner said. "And this seems to be the opposite of that."

Conservative critics of NPR are now targeting its new chief executive, Katherine Maher, for messages she posted to social media years before joining the public radio network last month. Stephen Voss/Stephen Voss hide caption

Conservative critics of NPR are now targeting its new chief executive, Katherine Maher, for messages she posted to social media years before joining the public radio network last month.

He said that he tried repeatedly to make his concerns over NPR's coverage known to news leaders and to Maher's predecessor as chief executive before publishing his essay.

Berliner has singled out coverage of several issues dominating the 2020s for criticism, including trans rights, the Israel-Hamas war and COVID. Berliner says he sees the same problems at other news organizations, but argues NPR, as a mission-driven institution, has a greater obligation to fairness.

"I love NPR and feel it's a national trust," Berliner says. "We have great journalists here. If they shed their opinions and did the great journalism they're capable of, this would be a much more interesting and fulfilling organization for our listeners."

A "final warning"

The circumstances surrounding the interview were singular.

Berliner provided me with a copy of the formal rebuke to review. NPR did not confirm or comment upon his suspension for this article.

In presenting Berliner's suspension Thursday afternoon, the organization told the editor he had failed to secure its approval for outside work for other news outlets, as is required of NPR journalists. It called the letter a "final warning," saying Berliner would be fired if he violated NPR's policy again. Berliner is a dues-paying member of NPR's newsroom union but says he is not appealing the punishment.

The Free Press is a site that has become a haven for journalists who believe that mainstream media outlets have become too liberal. In addition to his essay, Berliner appeared in an episode of its podcast Honestly with Bari Weiss.

A few hours after the essay appeared online, NPR chief business editor Pallavi Gogoi reminded Berliner of the requirement that he secure approval before appearing in outside press, according to a copy of the note provided by Berliner.

In its formal rebuke, NPR did not cite Berliner's appearance on Chris Cuomo's NewsNation program last Tuesday night, for which NPR gave him the green light. (NPR's chief communications officer told Berliner to focus on his own experience and not share proprietary information.) The NPR letter also did not cite his remarks to The New York Times , which ran its article mid-afternoon Thursday, shortly before the reprimand was sent. Berliner says he did not seek approval before talking with the Times .

NPR defends its journalism after senior editor says it has lost the public's trust

Berliner says he did not get permission from NPR to speak with me for this story but that he was not worried about the consequences: "Talking to an NPR journalist and being fired for that would be extraordinary, I think."

Berliner is a member of NPR's business desk, as am I, and he has helped to edit many of my stories. He had no involvement in the preparation of this article and did not see it before it was posted publicly.

In rebuking Berliner, NPR said he had also publicly released proprietary information about audience demographics, which it considers confidential. He said those figures "were essentially marketing material. If they had been really good, they probably would have distributed them and sent them out to the world."

Feelings of anger and betrayal inside the newsroom

His essay and subsequent public remarks stirred deep anger and dismay within NPR. Colleagues contend Berliner cherry-picked examples to fit his arguments and challenge the accuracy of his accounts. They also note he did not seek comment from the journalists involved in the work he cited.

Morning Edition host Michel Martin told me some colleagues at the network share Berliner's concerns that coverage is frequently presented through an ideological or idealistic prism that can alienate listeners.

"The way to address that is through training and mentorship," says Martin, herself a veteran of nearly two decades at the network who has also reported for The Wall Street Journal and ABC News. "It's not by blowing the place up, by trashing your colleagues, in full view of people who don't really care about it anyway."

Several NPR journalists told me they are no longer willing to work with Berliner as they no longer have confidence that he will keep private their internal musings about stories as they work through coverage.

"Newsrooms run on trust," NPR political correspondent Danielle Kurtzleben tweeted last week, without mentioning Berliner by name. "If you violate everyone's trust by going to another outlet and sh--ing on your colleagues (while doing a bad job journalistically, for that matter), I don't know how you do your job now."

Berliner rejected that critique, saying nothing in his essay or subsequent remarks betrayed private observations or arguments about coverage.

Other newsrooms are also grappling with questions over news judgment and confidentiality. On Monday, New York Times Executive Editor Joseph Kahn announced to his staff that the newspaper's inquiry into who leaked internal dissent over a planned episode of its podcast The Daily to another news outlet proved inconclusive. The episode was to focus on a December report on the use of sexual assault as part of the Hamas attack on Israel in October. Audio staffers aired doubts over how well the reporting stood up to scrutiny.

"We work together with trust and collegiality everyday on everything we produce, and I have every expectation that this incident will prove to be a singular exception to an important rule," Kahn wrote to Times staffers.

At NPR, some of Berliner's colleagues have weighed in online against his claim that the network has focused on diversifying its workforce without a concomitant commitment to diversity of viewpoint. Recently retired Chief Executive John Lansing has referred to this pursuit of diversity within NPR's workforce as its " North Star ," a moral imperative and chief business strategy.

In his essay, Berliner tagged the strategy as a failure, citing the drop in NPR's broadcast audiences and its struggle to attract more Black and Latino listeners in particular.

"During most of my tenure here, an open-minded, curious culture prevailed. We were nerdy, but not knee-jerk, activist, or scolding," Berliner writes. "In recent years, however, that has changed."

Berliner writes, "For NPR, which purports to consider all things, it's devastating both for its journalism and its business model."

NPR investigative reporter Chiara Eisner wrote in a comment for this story: "Minorities do not all think the same and do not report the same. Good reporters and editors should know that by now. It's embarrassing to me as a reporter at NPR that a senior editor here missed that point in 2024."

Some colleagues drafted a letter to Maher and NPR's chief news executive, Edith Chapin, seeking greater clarity on NPR's standards for its coverage and the behavior of its journalists — clearly pointed at Berliner.

A plan for "healthy discussion"

On Friday, CEO Maher stood up for the network's mission and the journalism, taking issue with Berliner's critique, though never mentioning him by name. Among her chief issues, she said Berliner's essay offered "a criticism of our people on the basis of who we are."

Berliner took great exception to that, saying she had denigrated him. He said that he supported diversifying NPR's workforce to look more like the U.S. population at large. She did not address that in a subsequent private exchange he shared with me for this story. (An NPR spokesperson declined further comment.)

Late Monday afternoon, Chapin announced to the newsroom that Executive Editor Eva Rodriguez would lead monthly meetings to review coverage.

"Among the questions we'll ask of ourselves each month: Did we capture the diversity of this country — racial, ethnic, religious, economic, political geographic, etc — in all of its complexity and in a way that helped listeners and readers recognize themselves and their communities?" Chapin wrote in the memo. "Did we offer coverage that helped them understand — even if just a bit better — those neighbors with whom they share little in common?"

Berliner said he welcomed the announcement but would withhold judgment until those meetings played out.

In a text for this story, Chapin said such sessions had been discussed since Lansing unified the news and programming divisions under her acting leadership last year.

"Now seemed [the] time to deliver if we were going to do it," Chapin said. "Healthy discussion is something we need more of."

Disclosure: This story was reported and written by NPR Media Correspondent David Folkenflik and edited by Deputy Business Editor Emily Kopp and Managing Editor Gerry Holmes. Under NPR's protocol for reporting on itself, no NPR corporate official or news executive reviewed this story before it was posted publicly.

• Katherine Maher
• uri berliner

Campus Buzz

Excellent performance of khalsa college law students in essay writing and examination.

AMRITSAR: Girl students of Khalsa College of Law won the Essay Writing Competition and B.Sc from Guru Nanak Dev University. Com. L. L. B. (5 year course) Semester 7th and B. Com. L. L. B. (5-year course) has brought glory to the college, district and parents by performing brilliantly in the 9th semester examination.

On this occasion, College Director-cum-Principal Dr. Jaspal Singh congratulated the said students and said that the college's A. DR. S. An essay writing competition was organized by the club. He said that A. D. R. S. In the subject-based competition B. Com. L. L. B. Kamalpreet Kaur, a student of the fourth semester, previously, B. Com. L. L. B. Tanvi of Semester 8 got second and L. L. B. Prabhjot Kaur of the second semester has secured the third position. This essay writing competition college professor Dr. It was organized by Nidhi and Prof. Sugam, in which the winning students Dr. Jaspal Singh presented medals and certificates.

He said that the college students have made the name of the college bright by showing good performance in the examinations. He said that B. Com. L. L. B. Semester 7 students Sachiar Singh, Ishika Gupta and Praneet Kaur have secured the first, second and third positions in the university with 396, 391 and 388 marks respectively out of a total of 500 marks. Similarly B. Com. L. L. B. The 9th semester student secured 384 marks and secured the second position in the varsity.

On this occasion Dr. Jaspal Singh said the good result was possible only because of the hard work, dedication of the students and teachers and the provision of a good learning environment by the Honorary Secretary of the Khalsa College Governing Council Mr. Rajinder Mohan Singh Chhina. On this occasion, he encouraged the students to make their name and the name of the college bright by working hard in the future. On this occasion Dr. Gunisha Saluja, Dr. Rashima Changotra, Dr. Harpreet Kaur, Dr. Mohit Saini, Dr. Seema Rani, Dr. Purnima Khanna, Dr. Renu Saini, Dr. Pawandeep Kaur, Dr. Shivan Sarpal, Dr. Divya Sharma, Prof. Utkarsh Seth, Prof. Jobanjit Singh, Prof. Jasdeep Singh, Prof. Munish Kumar, Prof. Harjot Kaur, Prof. Sugam etc. were present.

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LPU Sets World Record with Largest Display of Macarons

Guru nanak dev university organized sardar jaswant singh rai memorial lecture.

GNDU Literary Club hosted discussion with Haroon Khalid

Colourful function marks Baisakhi at RBU

Aryans students from JK, Punjab, Haryana declared winners for various titles

"Bridging Cultures’’ RBU hosts Iftar Party to Celebrate Cultural Harmony and Inclusion

World Turban Day was celebrated at the Khalsa College school

Khalsa College Governing Council’s Vision of New Education

Two day International Conference on Engineering and Applications at KCET

Mojo–mobile journalism inaugurated at kca in collaboration with cms vatavaran.

Opinion Leaders of Jordan, France and Egypt: Cease fire now in Gaza

Abdullah II bin Al-Hussein is king of Jordan. Emmanuel Macron is president of France. Abdel Fatah El-Sisi is president of Egypt.

The war in Gaza and the catastrophic humanitarian suffering it is causing must end now. Violence, terror and war cannot bring peace to the Middle East. The two-state solution will. It is the only credible path to guaranteeing peace and security for all, and ensuring that neither the Palestinians nor the Israelis ever have to relive the horrors that have befallen them since the Oct. 7 attack.

On March 25, the U.N. Security Council finally assumed its responsibility by demanding an immediate cease-fire in Gaza. This is a critical step that must be fully implemented without further delay.

In light of the intolerable human toll of the war, we, the leaders of Egypt, France and Jordan, call for the immediate and unconditional implementation of U.N. Security Council Resolution 2728. We underline the urgent need to bring about a permanent cease-fire in Gaza.

We emphasize the urgency of implementing the Security Council’s demand for the immediate release of all hostages and reaffirm our support for the negotiations brokered by Egypt, Qatar and the United States that address a cease-fire, as well as the hostages and detainees.

As we urge all parties to abide by all relevant U.N. Security Council resolutions, we warn against the dangerous consequences of an Israeli offensive on Rafah, where about 1.5 million Palestinian civilians have sought refuge. Such an offensive would only bring more death and suffering, heighten the risks and consequences of mass displacement of the people of Gaza and threaten regional escalation. We reiterate our equal respect for all lives. We condemn all violations and abuses of international humanitarian law, including all acts of violence, terrorism and indiscriminate attacks on civilians. Protecting civilians is a fundamental legal obligation for all parties and the cornerstone of international humanitarian law. Violating this obligation is absolutely prohibited.

Palestinians in Gaza are no longer facing only a risk of famine, but famine is already setting in. There is an urgent need for a massive increase in the provision and distribution of humanitarian assistance. This is a core demand of U.N. Security Council Resolutions 2720 and 2728, which emphasize the urgent need to expand aid supplies.

U.N. agencies, including the U.N. Relief and Works Agency, and humanitarian actors play a critical role in relief operations in Gaza. They must be protected and granted full access, including in the northern part of the Gaza Strip . We condemn the killing of humanitarian aid workers, most recently the attack against World Central Kitchen’s aid convoy .

Consistent with international law, Israel is under an obligation to ensure the flow of humanitarian assistance to the Palestinian population, a responsibility it has not fulfilled. We reiterate the Security Council’s demand to lift barriers to humanitarian assistance and for Israel to immediately facilitate humanitarian assistance through all crossing points, including in the North of the Gaza Strip and through a direct land corridor from Jordan, as well as by sea.

We, the leaders of Egypt, France and Jordan, are determined to continue stepping up our efforts to meet the humanitarian, medical and health needs of the civilian population of Gaza, in close coordination with the U.N. system and regional partners.

Lastly, we underline the urgency of restoring hope for peace and security for all in the region, primarily the Palestinian and Israeli people. We emphasize our determination to continue working together to avoid further regional spillover, and we call on all actors to refrain from any escalatory action. We urge an end to all unilateral measures, including settlement activity and land confiscation. We also urge Israel to prevent settler violence.

We emphasize the necessity of respecting the historical and legal status quo at Jerusalem’s Muslim and Christian holy sites, and the role of the Jordanian Waqf under the Hashemite custodianship.

We stress our determination to step up our joint efforts to effectively bring about the two-state solution. The establishment of an independent, sovereign Palestinian state on the basis of the two-state solution, in accordance with international law and relevant U.N. Security Council resolutions, to live side by side in peace and security with Israel, is the only way to achieve true peace. The Security Council must play a role in decisively reopening this horizon for peace.

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