The document provides information from a workshop on revision strategies presented by the Writing Development Centre at Newcastle University. It discusses the revision process, what exams test, strategies for revising and remembering information, organizing revision materials, managing time, and addressing common revision challenges. Sample exam questions are also presented to help attendees practice applying their knowledge. The document offers advice on active learning techniques and guidance for effective exam preparation.
1. Writing Development Centre
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Dr Helen Webster, Dr Caroline Crow
On behalf of the Writing Development Centre
Robinson Library
Revision Strategies
For enquiries about workshops, please email wdc@ncl.ac.uk
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The Revision Process
select
break
down
Learn
revisit
test
Practise
apply
synthesise
Organise
rework
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What is the purpose of exams?
What do exams test that other forms
of assessment don’t?
Pair discussion: List three
things which can best be
tested by exams rather than
other forms of assessment
like coursework.
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Knowledge
Understanding
Application
Analysis
Evaluation
Synthesis
ideas
connections
extensions
What do exams test?
Bloom’s taxonomy (revised)
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Think about one of the modules
you’re revising for (and the exam
paper you brought).
If you were only allowed to take ten
core pieces of knowledge into the
exam, what would they be?
What should be in your store
cupboard?
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Revising for memory: Principles
Organise: Chunking
Encode: Mnemonics
Store: Repeating,
Overlearning
Spacing
Retrieve: Testing
New contexts
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Mnemonic strategies
How do you ‘learn’ something?
• List all the strategies you use
• Compare with the person next to you
• Remove duplicates
• What does this tell you about your
learning preferences?
• What new strategy might you try?
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Revising for Memory: Practices and
Preferences
Pictures and visualisations
Acronyms and word association
Narratives and stories
Chunking (into groups of 3-5),
numbering and categorising
Personal associations
The ‘locus’ method
Sound: music, rhythm and rhyme
April 29, 2015
12. Writing Development Centre
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Revising for higher skills:
typical examiners reports
“The forcing of prepared answers on ill-fitting questions
substituted too often for fresh and thoughtful adaptation.”
“Some candidates still regurgitate prepared answers
regardless of the issue they are asked to address and this
was reflected in lower marks.”
“Candidates would do well to remember that this is a test
of the ability to write and manage an argument.”
Now you’ve learned your material, what
can you do with it?
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Revising for higher skills:
Analyse the exam paper you brought
with you. What type of thinking do the
questions typically require?
Are they looking for a single right
answer, or a range of possible right
answers focussing on your reasoning?
How might you practise using your
learning in this way?
April 29, 2015
14. Writing Development Centre
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Revising for Understanding: Active
Learning
4 Essential principles:
Select and prioritise (your working knowledge!)
Reduce and expand
Apply material to questions, test your ability to
explain it
Re-work material into another form
Text to bullet points, bullet points to mind-map,
mindmap to index cards, index cards to table,
table to voice recording, recording to diagram
etc
April 29, 2015
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Revising for higher skills: Write your
own exam paper
Make up a question in the style of
those on your exam paper. What are
you mainly going to test?
Apply it for different purposes, imagine
different uses
Analyse it, break it down, see how parts
relate to one another
Synthesise it with another source or topic
Evaluate it – possible approaches,
solutions etc
April 29, 2015
16. Writing Development Centre
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Where to start? Revision Resources
Lecture handouts
Your lecture notes
Main textbooks and alternative ones
Your coursework
Notes from additional reading
Course handbook
Past papers
Past external examiners reports
Model answers
The Internet
April 29, 2015
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Organise your materials - The
Overview
MODULE
Topic 1
Lectures 1-3
Textbook ch 2, 4
Topic 2
Lectures 4, 5
Textbook ch 8
Topic 3
Lectures 6-8
Textbook ch 3, 5
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Organise your material: Making
connections
Subject
1
Subject
2
Subject
3
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Realistic Time management
Keep working sessions short – take frequent
breaks
Do not aim to work excessive hours per day, or
much out of your usual routine
Change topic frequently and revisit topics
regularly
Get an early night before an exam!
April 29, 2015
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Case Study One:
Matthew’s exams start in two weeks’ time. He also
has a dissertation deadline two days before his
exams begin. He still has his final chapter and a
conclusion to write. He is really worried about
fitting effective revision around his other work. He
feels overwhelmed by his workload and can’t
figure out where to start with his revision. What
would you advise him?
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Case Study Two:
Laura’s exams start in ten days time. She has
started her revision early, as her marks are
currently borderline 2:1 to 1st and really needs
this exam to push her over that grade boundary.
She’s done a lot of work for a particular module,
but doesn’t feel like any of it is going in. She has
struggled with this module all semester and
doesn’t feel she understands the material. What
would you advise her?
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Case study
What are the issues here?
What are the causes?
What advice would you give?
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The Writing Development Centre
Understanding assignment types, questions, instructions and marking
criteria
Critical thinking, critiquing and reviewing literature
Note-taking from lectures and reading
Planning and structuring writing (incl. paragraphing)
Academic writing style (incl. fundamentals of grammar)
Understanding and using feedback to improve your work
Referencing, citing and avoiding plagiarism
Managing time, work and writing (incl. writers block and
procrastination)
Exams and Revision
Managing research projects, dissertations and theses
Presentations and posters
Learning effectively in lectures, seminars, classes, labs etc
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The Writing Development Centre
Level 2, Robinson Library
Our team offers:
- One-to-one tutorials on study
skills and all stages and types of
academic writing
- A programme of workshops on aspects
of study and academic writing
- Online resources
You can book appointments and workshops with us
online: http://www.ncl.ac.uk/students/wdc/
Hinweis der Redaktion
Buzz activity: pairs and feed back
Note also hidden curriculum issues and pragmatic issues around academic misconduct prevention.
4
Criteria – things which will be central, and which you could put to answer various different questions or which might be relevant across several topics, even across modules
10
Different formats suit different people, but don’t overuse any of them and mix up strategies