In our last entry, helpful elephants gave us some tips on how to help students with essay exam questions. As students with learning disabilities sometimes have a hard time gathering their thoughts and staying organized during essay exams, they gave us some tips on developing an initial essay structure.
With some of our students facing their last daunting exams, we were in luck because our wrinkly friends came back to our office to offer more last minute help.
When creating an exam question, teachers and examiners often leave certain keywords behind to clue students in on what type of essay they will be expected to write. For example, they might write “justify the following” to indicate that they want the student to write an argumentative essay.
Students with learning disabilities, particularly those with difficulties in reading, concentrating and processing written words, can often have a hard time if they don’t pick up on these cues. If a student misunderstands or misreads the cues provided, they may write the wrong type of essay and be heavily penalized. For example, they might summarize a topic when asked to “compare and contrast.”
In part two of our downloadable essay writing tips, our elephant friends help us break down, identify and explain the keyword cues that teachers use to indicate what kind of essays they would like their students to write.
Download a PDF copy (about 340Kb) to save and print them out later for future use!Click to download our tips for essay writing (part 2)