IT'S NOT ENOUGH to know it all. You also have to damp down the exam nerves, read the questions correctly and time yourself properly. Each year, a number of very well informed students, who have the entire course at their finger tips, get lower marks than they should.
Simple errors, unconnected with their knowledge, are their downfall of reading the paper correctly: It's the old chestnut. Each year, examiners say that this is one of the commonest errors. It is also potentially fatal. Students should make sure they know what they are being asked; it is not enough to see the word "Yeats" in a question and launch into an account of the relevant poem or poems without reference to the particular requirements of the question on the paper.
Not attempting all compulsory questions: Multiple part questions often graduate from the relatively easy to the more difficult. The temptation to leave the last part of a question unanswered should be avoided. An attempt to answer the question, even if unsuccessful, can produce marks.
Ignoring the marking system: It's very tempting to concentrate on what you do know, turning a definition into an essay. Unfortunately, if there are only 10 marks for the definition, you can only score a maximum of 10 - no matter how much information you give on the topic.
You must take the marking system into account when you allot time to each question or part of a question.
Using irrelevant quotations: Okay, so you've learned it off, but the sad fact is that a particular long quotation may not always be relevant.
The literary subjects, which usually have essay questions, can tempt students into using long, irrelevant passages which they have learned off and are determined to use, no matter what. Not only does this wastes time, but it can irritate the examiner.
Calculator over use: Many students rely solely on calculators to take them through their maths, physics, business studies, and so on. However, calculators are not infallible - run down batteries or faulty circuits can result in some weird and wonderful answers.
Equally, a slip of the finger will not be obvious to an examiner in the same way that rough work can give a clue to where things went wrong.
The safest way is to at least do a rough calculation to satisfy yourself that the answer is in the right order of magnitude.
Not trusting the paper: Students often waste valuable time worrying and puzzling over questions that they cannot understand. Rarely, a real mistake in the writing or printing can occur, but this is rare and you should not assume this is the case. The "mistake" may simply be a gap in your knowledge.
If there is a genuine mistake in a question, it will be taken into account in the marking. If you are seriously concerned that a question is wrong or doesn't make sense, put your hand up and ask the superintendent, who is there to help.
Repetition: Make the point once. There are no extra marks for restating the facts, even in you have phrased them differently. Examiners say repetition is a very common mistake.
Misusing charts, graphs and diagrams: It has been said that a picture is worth 1,000 words. In the case of a chart, graph or diagram, this should be qualified by only when it is labelled properly and is sufficiently large and clear to be readily understood".
If graph paper is specified, then graph paper should be used. Business accounts should have the appropriate headings, such as "balance sheet", "trading, profit and loss account" and so on.
In geography, students drawing a map from a photograph should be careful that it is oriented correctly - the photograph will indicate which way is north, but it is not uncommon for students to draw their maps upside down or back to front.
Missing part of a question: Sometimes part of a question can be carried over on to the next page and students do not see it. This means they may miss out on a compulsory section or may pass up an option that would have suited them better. Giving short answers to short questions: In some papers, the short questions carry quite a lot of marks, but students may answer them quickly in an effort to spend more time on the essay questions. It would be wise to spend longer periods of time on short questions, if the marks merit it.
Mixing debits and credits: Examiners in business studies and accounting report that the commonest mistake is debiting or crediting the wrong account, and breaking the double entry. Different procedures for cash and cheque transactions are also often mixed up.
Not including rough work: Include all your rough work with your exam script - many students take it with them or throw it in the bin. In the numerical subjects a wrong answer can be partly compensated by good preparatory work or a statement of the principles involved.
Not finishing the paper: "A watch is a vital piece of equipment which every student should know how to use," says one examiner. It's not enough to simply have a watch strapped to your wrist - you must refer to it regularly.
Students who do not plan their time properly may end up with in sufficient time to answer the required number of questions. Remember, it is much easier to get the first 10 per cent of the marks in a question than the last. If you have only answered three questions instead of six, then the maximum marks you can hope to achieve are 50 per cent of the total.
