short answer and essay questions both require students to

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Exam Strategies: Short Answer & Essay Exams

Essay exams involve a significant written component in which you are asked to discuss and expand on a topic. These could include written responses in the form of a formal essay or a detailed short-answer response.

Short answer vs essay questions

Preparing for an essay exam

Answering essay questions.

Check out our visual resources for " Test Taking Strategies: Short Answer & Essay Questions " below!

What is the difference between a short answer and an essay question?

Both short-answer and essay questions ask you to demonstrate your knowledge of course material by relating your answer to concepts covered in the course.
Essay questions require a thesis (argument) and supporting evidence (from course material - lectures, readings, discussions, and assignments) outlined in several paragraphs, including an introduction, body, and conclusion.
Short-answer questions are more concise than essay answers - think of it as a “mini-essay” - and use a sentence or two to introduce your topic; select a few points to discuss; add a concluding sentence that sums up your response.
Review your course material - look for themes within the topics covered, use these to prepare sample questions if your instructor has not given direction on what to expect from essay questions.
Create outlines to answer your practice questions. Choose a definite argument or thesis statement and organize supporting evidence logically in body paragraphs. Try a mnemonic (like a rhyme or acronym) to help remember your outline.
Practice! Using your outline, try using a timer to write a full response to your practice or sample questions within the exam time limit.
Review the question carefully. Think about what it is asking - what are you expected to include? What material or examples are relevant?
Underline keywords in the question to identify the main topic and discussion areas.
Plan your time. Keep an eye on the time allowed and how many essay questions you are required to answer. Consider the mark distribution to determine how much time to spend on each question or section.
Make a plan. Take a few minutes to brainstorm and plan your response - jot down a brief outline to order your points and arguments before you start to write.
Include a thesis statement in your introduction so that your argument is clear, even if you run out of time, and help structure your answer.
Write a conclusion , even if brief - use this to bring your ideas together to answer the question and suggest the broader implications.
Clearly and concisely answer the question :
In your introduction, show that you understand the question and outline how you will answer it.
Make one point or argument per paragraph and include one or two pieces of evidence or examples for each point.
In your conclusion, summarize the arguments to answer the question.

"Test Taking Strategies: Short Answer & Essay Questions"

Does your next test have short answer or essay questions? Let's look at how to prepare for these type of questions, how to answer these types of questions, and strategies to keep in mind during the exam. Fight exam writer's block and achieve your best marks yet!

"Test Taking Strategies: Short Answer & Essay Questions" PDF
"Test Taking Strategies: Short Answer & Essay Questions" Video

Looking for more strategies and tips? Check out MUN's Academic Success Centre online!

Carnegie Mellon University. (n.d.). Successful exam strategies. Carnegie Mellon University: Student Academic Success. Retrieved April 1, 2022 from https://www.cmu.edu/student-success/other-resources/fast-facts/exam-strategies.pdf

Memorial University of Newfoundland. (n.d.). Exam strategies: Short answer & essay exams. Memorial University of Newfoundland: Academic Success Centre. Retrieved April 1, 2022 from https://www.mun.ca/munup/vssc/learning/exam-strategies-essays.php

Trent University. (n.d.). How to understand and answer free response or essay exam questions. Trent University: Academic Skills. Retrieved April 1, 2022 from https://www.trentu.ca/academicskills/how-guides/how-study/prepare-and-write-exams/how-understand-and-answer-free-response-or-essay-exam

University of Queensland Australia. (n.d.). Exam tips. University of Queensland Australia: Student support, study skills. Retrieved April 1, 2022 from https://my.uq.edu.au/information-and-services/student-support/study-skills/exam-tips

University of Waterloo. (n.d.). Exam questions: Types, characteristics, and suggestions. University of Waterloo: Centre for Teaching Excellence. Retrieved April 1, 2022 from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/exams/questions-types-characteristics-suggestions

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Best Preparation Tips for Short Answer Tests

Most tests contain at least a few short answer questions. The following are proven study and test preparation strategies that will help improve your performance on short answer/essay questions and tests.

Best Short Answer Test Preparation Tips and Strategies

Study for understanding.

Teachers, professors and instructors typically give short answer and/or essay tests to see how well students have grasped course concepts, their meanings and significance. This has both pros and cons with respect to test preparation and performance.

The con is that you can’t just just memorize information and expect to do well on a short answer test – you must understand course material and concepts.

The pro is that even if you can’t remember a specific term, as long as you have a general understanding of the concept in question, you can still develop an answer that is likely to get you full or partial credit.

When preparing for short answer tests focus on understanding rather than memorization of facts.

Focus on topics and concepts

As with all types of test questions, the best way to prepare is by studying and becoming intimately familiar with course content, concepts and material. During lectures, try to decipher what types of topics and concepts will be covered on the test by looking for hints provided by the professor.

While it’s still important to memorize facts and information, try and do so within the framework of important topics that are being explored and concepts that are being taught.

Employ self testing

Make a guess as to what types of concepts will be covered on a test and create some practice questions to prepare yourself for the test. If accessible, study from previous class tests.

Use flashcards

Many students benefit by creating flashcards. On one side of a card, write definitions or other facts, and on the opposite side, write the definition.

If in doubt, make an educated guess

If you are completely unsure about a question, make an educated guess since there is usually no penalty for doing so. Show your work because teachers often provide partial credit if work is shown. Make sure the work you show is accurate.

Answer the easy questions first

When encountering confusing questions, move on to easier ones. Return to tackle more challenging questions once you’ve answered all the questions for which you know the answer. In some cases, you can decipher clues to answers for difficult questions from questions you’ve already answered.

Read all instructions

It’s critical to carefully read instructions for each short answer question. What exactly is the question asking you? Often short answer questions will ask you to describe, list, compare, contrast, identify, analyze, summarize, or a combination of these. If you describe when you’re supposed to compare, or summarize when you’ve been instructed to analyze, your test performance is going to decrease.

Budget your time

With short answer/essay tests it’s easy to lose track of time. At the beginning of the test check to see how many questions on the test and if the test is divided up into sections. Make sure to allocate a specific amount of time per section and per question.

You don’t want to get halfway through the test and realize you only have a few minutes left. Some short answer questions may be worth substantially more than others. Make sure to allocate time to those questions that are worth the most.

Reread each question

Always reread the question after answering it. It’s not uncommon for a short answer question to have multiple parts. For example: “Compare and contrast Frye’s and Bartky’s accounts of social oppression with respect to gender inequality. List the differences in their views.” Answering only part of the short answer question will likely result in only partial credit.

Ask for clarification

If you don’t understand a question or find it is a bit confusing, ask your instructor for clarification. Don’t be scared to ask. Chances are there are several other students who are struggling to understand it as well.

Be thorough. But be concise

While opinions may differ, most teachers believe a short answer question typically requires a “short” answer. That doesn’t mean an answer lacking depth analysis or information. It simply means an answer that is concise and includes just enough information to accurately and fully answer the question being asked.

Typically an answer that’s longer than necessary isn’t going to cause you to lose points, as long as your information is correct. However, if you include incorrect information in your short answer, you’ll likely lose points.

The 6 Basic Types of Short-answer Questions

There are six basic types of short-answer questions. Understanding each will improve your performance on short-answer quizzes, tests and exams. When answering short-answer questions, make sure the format and type of answer you provide matches the type of question being asked.

1. Definition questions

Definition questions require you to define a concept.

Question: “What is a supply curve?”
Answer: “A supply curve shows the relationship between the price of a good or service and the quantity supplied. Typically, the price appears on the left vertical axis and the quality supplied on the horizontal axis.”

2. Explanation questions

Explanation questions require you to explain why something is true or how something functions.

Question: “Why is the supply curve upward-sloping for most goods and services?”
Answer: “The supply curve is upward-sloping because as the price the market pays increases for goods and services the volume that suppliers are willing to produce increases.”

3. Example questions

Example questions simply require a specific real-world example of a concept or phenomenon.

Question: “Provide two examples of pairs of goods that are substitutes.”
Answer: “Margarine and butter, and tea and coffee are examples of pairs of goods that are substitutes.”

4. Relationship questions

Relationship questions require you to state or show how two or more things relate to one another. Are they complementary? Are they the same? Are they different? Are they opposites? How does the existence of one affect the other? Etc. Relationship questions can be a bit more challenging than other types of short answers but are very doable if you’re prepared.

Question: “In a competitive market, what is the relationship between supply and demand?”
Answer: “Demand refers to the quality of a good or service consumers are willing to buy at a given price. Supply represents the quantity of a good supplied by producers at various prices. The price resulting from where supply and demand meet is referred to as the equilibrium price.”

5. Calculation questions

As the name suggests, calculations questions require you to calculate or compute a numerical answer or response.

Question: “If the demand for used motorcycle purchases in the United States is represented by P = 1000 – .2Q and the supply of used motorcycles is represented by P = 400 + .2Q what is the market equilibrium price and quantity?”
Answer: “The market equilibrium price (P) is 700. The market equilibrium quantity (Q) is 1,500.”

6. Graphing questions

Graphing questions typically require an answer in the form of a graph.

Question: “Draw a diagram of a supply curve that shows the relationship between quantity supplied and price.”
The answer is shown below.

Short-answer versus Short Essay Questions

Students often confuse short-answer questions with short essay questions. While these two question forms share some common characteristics, they are different. The following are the differences between short answer questions and essay questions that students need to know for test taking.

Short Answer: Someone who assigned the material (teacher, professor, etc.) who has an expert level of the information.
Short Essay: Someone who has never read or seen the assigned material or topic.

Level of expertise

Short Answer: Assumes that the reader of the answer is an expert. The reader of the short answer is checking the knowledge of the author of the answer against a specific standard.
Short Essay: Assumes the reader is not familiar or educated on the topic being addressed. As part of the essay an overview should be provided.

Length of answer

Short Answer: Typically, very short–no more than 3 to 4 sentences. The more concise the better.
Short Essay: Answer may vary in length, but ranges from 200-800 words or more.
Short Answer: Typically comes from a very narrow arena of fact-based knowledge. Details and examples provided in answers are usually limited to assigned/required readings.
Short Essay: Even though the short essay typically focuses on one specific issue or topic, the information presented in the essay may come from a variety of sources.

Answer format

Short Answer: The answer format for a short answer will usually be a single sentence or paragraph. Short answers are concise and word selection is important to maximize effect.
Short Essay: The answer format for short essays, unlike short answers, includes at minimum three paragraphs: the introduction; the body; and the conclusion. The introduction provides a general overview. The body provides the detail of the essay and varies from 1-8 paragraphs (200-800+ words). The conclusion is the wrap-up of the essay and reiterates the main points being communicated. It may also suggest an action.

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Short answer and essay questions

Short answer and essay questions are types of assessment that are commonly used to evaluate a student’s understanding and knowledge.

Tips for creating short answer and essay questions

e.g., What is __? or how could __ be put into practice?

Consider the course learning outcomes . Design questions that appropriately assess the relevant learning objectives.
Make sure the content measures knowledge appropriate to the desired learner level and learning goal.
When students think critically they are required to step beyond recalling factual information , incorporating evidence and examples to corroborate and/or dispute the validity of assertions/suppositions and compare and contrast multiple perspectives on the same argument.

e.g., paragraphs? sentences? Is bullet point format acceptable or does it have to be an essay format?

Specify how many marks each question is worth .
Word limits should be applied within Canvas for discursive or essay-type responses.
Check that your language and instructions are appropriate to the student population and discipline of study. Not all students have English as their first language.
Ensure the instructions to students are clear , including optional and compulsory questions and the various components of the assessment.

Questions that promote deeper thinking

Use “open-ended” questions to provoke divergent thinking.

These questions will allow for a variety of possible answers and encourage students to think at a deeper level. Some generic question stems that trigger or stimulate different forms of critical thinking include:

“What are the implications of …?”
“Why is it important …?”
“What is another way to look at …?”

Use questions that are deliberate in the types of higher order thinking to promote/assess

Rather than promoting recall of facts, use questions that allow students to demonstrate their comprehension, application and analysis of the concepts.

Generic question stems that can be used to trigger and assess higher order thinking

Comprehension.

Convert information into a form that makes sense to the individual .

How would you put __ into your own words?
What would be an example of __?

Application

Apply abstract or theoretical principles to concrete , practical situations.

How can you make use of __?
How could __ be put into practice?

Break down or dissect information.

What are the most important/significant ideas or elements of __?
What assumptions/biases underlie or are hidden within __?

Build up or connect separate pieces of information to form a larger, more coherent pattern

How can these different ideas be grouped together into a more general category?

Critically judge the validity or aesthetic value of ideas, data, or products.

How would you judge the accuracy or validity of __?
How would you evaluate the ethical (moral) implications or consequences of __?

Draw conclusions about particular instances that are logically consistent.

What specific conclusions can be drawn from this general __?
What particular actions would be consistent with this general __?

Balanced thinking

Carefully consider arguments/evidence for and against a particular position.

What evidence supports and contradicts __?
What are arguments for and counterarguments against __?

Causal reasoning

Identify cause-effect relationships between different ideas or actions.

How would you explain why __ occurred?
How would __ affect or influence __?

Creative thinking

Generate imaginative ideas or novel approaches to traditional practices.

What might be a metaphor or analogy for __?
What might happen if __? (hypothetical reasoning)

Redesign test questions for open-book format

It is important to redesign the assessment tasks to authentically assess the intended learning outcomes in a way that is appropriate for this mode of assessment. Replacing questions that simply recall facts with questions that require higher level cognitive skills—for example analysis and explanation of why and how students reached an answer—provides opportunities for reflective questions based on students’ own experiences.

More quick, focused problem-solving and analysis—conducted with restricted access to limited allocated resources—will need to incorporate a student’s ability to demonstrate a more thoughtful research-based approach and/or the ability to negotiate an understanding of more complex problems, sometimes in an open-book format.

Layers can be added to the problem/process, and the inclusion of a reflective aspect can help achieve these goals, whether administered in an oral test or written examination format.

Example 2: Analytic style multiple choice question or short answer

Acknowledgement: Deakin University and original multiple choice questions: Jennifer Lindley, Monash University.

Setting word limits for discursive or essay-type responses

Try to set a fair and reasonable word count for long answer and essay questions. Some points to consider are:

Weighting – what is the relative weighting of the question in the assessment?
Level of study – what is the suggested word count for written assessments in your discipline, for that level of study?
Skills development – what skills are you requiring students to demonstrate? Higher level cognitive skills, such as evaluation and analysis, tend to require a lengthier word count in order to adequately respond to the assessment prompt.
Referencing – will you require students to reference their sources ? This takes time, which should be accounted for in the total time to complete the assessment. References generally would not count towards the word count. Include clear marking guidelines for referencing in rubrics, including assessing skills such as critical thinking and evaluation of information.

Communicate your expectations around word count to students in your assessment instructions, including how you will deal with submissions that are outside the word count.

E.g., Write 600-800 words evaluating the key concepts of XYZ. Excess text over the word limit will not be marked.

Let students know how to check the word count in their submission:

Show word count in Inspera – question type: Essay.

Canvas shows the word count at the bottom of the text editor.

Multi-choice questions

Write MCQs that assess reasoning, rather than recall.

Page updated 16/03/2023 (added open-book section)

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6.4 The Secrets of the Q and A’s

Learning objectives.

Understand the five principal types of questions.
Gain specific strategies for addressing each type of question.

You can gain even more confidence in your test-taking abilities by understanding the different kinds of questions an instructor may ask and applying the following proven strategies for answering them. Most instructors will likely use various conventional types of questions. Here are some tips for handling the most common types.

Multiple-Choice Questions

Read the instructions carefully to determine if there may be more than one right answer. If there are multiple right answers, does the instructor expect you to choose just one, or do you need to mark all correct options?
Read each question carefully and try to answer it in your head before reading the answer options. Then consider all the options. Eliminate first the options that are clearly incorrect. Compare the remaining answers with your own answer before choosing one and marking your paper.
Look for clue words that hint that certain option answers might be correct or incorrect. Absolute words like “never,” “always,” “every,” or “none” are rarely found in a correct option. Less absolute words like “usually,” “often,” or “rarely” are regularly found in correct options.
Be on the lookout for the word “not” in the stem phrase and in the answer choice options; it is an easy word to miss if you are reading too quickly, but it completely changes the meaning of the possible statements.

True-or-False Questions

Most of the tips for multiple-choice questions apply here as well. Be particularly aware of the words “never,” “always,” “every,” “none,” and “not” because they can determine the correct answer.
Answer the questions that are obvious to you first. Then go back to statements that require more thought.
If the question is stated in the positive, restate it to yourself in the negative by adding the word “not” or “never.” Does the new statement sound truer or more false?
If you still are unsure whether a statement is true or false and must guess, choose “true” because most tests include more true statements than false (but don’t guess if a wrong answer penalizes you more than one left blank).

Matching Columns

Start by looking at the two columns to be matched. Is there an equal number of items in both columns? If they are not equal, do you have to match some items in the shorter column to two or more items in the longer column, or can you leave some items unmatched? Read the directions to be sure.
If one column has a series of single words to be matched to phrases in the other column, read all the phrases first, then all the single words before trying to make any matches. Now go back and read each phrase and find the word that best suits the phrase.
If both columns have single words to be matched, look to cut down the number of potential matches by grouping them by parts of speech (nouns with nouns, verbs with verbs, etc.).
As always, start by making the matches that are obvious to you, and then work on the ones that require more thought. Mark off all items you have already used so you can easily see which words or phrases still remain to be matched.

Short Answer Questions

Planning materials sprawled all over the floor as a student preps for an Essay

An essay test requires careful planning of what you want to write.

Tim Riley – Essay time (Postmodern Feminism): My Floor – CC BY-NC-ND 2.0.

Short answer questions are designed for you to recall and provide some very specific information (unlike essay questions, which also ask you to apply critical thinking to that information). When you read the question, ask yourself what exactly the instructor wants to know. Keep your answers short and specific .

Essay Questions

Essay questions are used by instructors to evaluate your thinking and reasoning applied to the material covered in a course. Good essay answers are based on your thoughts, supported by examples from classes and reading assignments.
Careful planning is critical to answering essay questions effectively. Note how many essay questions you have to answer and how difficult each question seems. Then allocate your time accordingly.
Read the question carefully and underline or circle keywords. Watch for words that describe the instructor’s expectations for your response (see Table 6.1 “Words to Watch for in Essay Questions” ).
If time allows, organize your thoughts by creating a quick outline for your essay. This helps ensure that you don’t leave out key points, and if you run out of time, it may pick up a few points for your grade. Jot down specific information you might want to use, such as names, dates, and places. Chapter 8 “Writing for Classes” discusses outlining and other aspects of the writing process in more detail.
Introduce your essay answer, but get right to the point. Remember that the instructor will be grading dozens of papers and avoid “filler” text that does not add value to your answer. For example, rather than writing, “In our study of the Civil War, it is helpful to consider the many facets that lead to conflict, especially the economic factors that help explain this important turning point in our nation’s history,” write a more direct and concise statement like this: “Economic factors help explain the start of the Civil War.”
Write neatly and watch your grammar and spelling. Allow time to proofread your essay. You want your instructor to want to read your essay, not dread it. Remember that grading essays is largely subjective, and a favorable impression can lead to more favorable grading.
Be sure to answer all parts of the question. Essay questions often have more than one part. Remember, too, that essay questions often have multiple acceptable answers.

Table 6.1 Words to Watch for in Essay Questions

Checkpoint Exercise

Test your test knowledge.

Figure 6.6 Crossword

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Short answer questions

Short answer questions (or SAQs) can be used in examinations or as part of assessment tasks.

They are generally questions that require students to construct a response. Short answer questions require a concise and focused response that may be factual, interpretive or a combination of the two.

SAQs can also be used in a non-examination situation. A series of SAQs can comprise a larger assessment task that is completed over time.

Advantages and limitations

Limitations
Questions can reveal a student’s ability to describe, explain, reason, create, analyse, synthesise, and evaluate.
Gives opportunities for students to show higher level skills and knowledge.
Allows students to elaborate on responses in a limited way.
Provides an opportunity to assess a student’s writing ability.
Can be less time consuming to prepare than other item types.
Structured in a variety of ways that elicit a range of responses, from a few words to a paragraph.
Can limit the range of content that can be assessed.
Favours students who have good writing skills.
Can potentially be difficult to moderate.
Can be time consuming to assess.
Need to be well written for the standard of answers to be able to be differentiated in terms of assessment.

Guidelines for constructing short answer questions

Effective short answer questions should provide students with a focus (types of thinking and content) to use in their response.
Avoid indeterminate, vague questions that are open to numerous and/or subjective interpretations.
Select verbs that match the intended learning outcome and direct students in their thinking.
If you use ‘discuss’ or ‘explain’, give specific instructions as to what points should be discussed/explained.
Delimit the scope of the task to avoid students going off on an unrelated tangent.
Know what a good response would look like and what it might include reference to.
Practice writing a good response yourself so you have an exemplar and so you are aware of how long it may take to answer.
Provide students with practice questions so they are familiar with question types and understand time limitations.
Distribute marks based on the time required to answer.
Does the question align with the learning outcome/s?
Is the focus of the question clear?
Is the scope specific and clear enough for students to be able to answer in the time allocated?
Is there enough direction to guide the student to the expected response?

Examples of short answer questions

Your questions can access a range of cognitive skills/action verbs.

List/identify

This SAQ requires students to simply identify or list. The question may indicate the scope of requirements. e.g. List three, List the most important.

For example:

“List the typical and atypical neuroleptics (anti-psychotics) used to treat schizophrenia.”

This question asks student to define a term or idea.

“What is the capital gains tax?”
“Define soundness as an element of reasoning”.

This is a question where students are asked to provide an explanation. The explanation may address what, how or why.

“Why does the demand for luxury goods increase as the price increases?”
“What are the important elements of a well-presented communication strategy?”
“Why does an autoantibody binding to a post-synaptic receptor stop neuron communication?
“Explain the purpose of scaffolding as a teaching strategy”.

Justify/support

A question that includes a requirement to justify or support can ask students to provide an example of one or several specific occurrences of an idea or concept.

“Use 2 examples to show how scaffolding can be used to improve the efficacy of teaching and learning”.

For this kind of question, asks students to discuss how two or more concepts or objects are related. Is one different from the other? If so, how? Are they perfectly alike? Does one represent the other in some way?

“Why would a rise in the price of sugar lead to an increase in the sales of honey?”

Combination

Types of questions can be combined.

“List the three subphyla of the Phylum Chordata. What features permit us to place them all within the same phylum? “
“What benefits does territorial behaviour provide? Why do many animals display territorial behaviour?”
“Will you include short answer questions on your next exam? Justify your decision with two to three sentences explaining the factors that have influenced your decision.”

Additional resources

Short Answer Questions- Assessment Resource Centre - University of Hong Kong

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Writing samples are an important part of your application to any college. Your responses show how well you would fit with an institution; your ability to write clearly, concisely, and develop an argument; and your ability to do the work required of you should you be accepted. Use both short answer questions and personal essays to highlight your personality and what makes you unique while also showing off your academic talents.

Short Answer Questions

Short answer questions are almost harder to write than a personal essay, since you usually have a word limit. Often, this may be as short as 150 words (a paragraph). This means that your answers must be clear and concise without being so bare bones that you don’t seem to have a personality. In fact, it’s okay if you answer the question in less than the allotted space. Provided you avoid clichés and sarcasm and answer the question wholly, less can be more. Here are some tips to help you ace your short answers:

Don’t repeat the question.
Don’t use unnecessarily large words. Not only will you come off as pretentious at best and ignorant at worst, but it’s unlikely that you’ll be able to keep the same tone throughout your response. After all, wouldn’t it be easier for you to read a paragraph that addresses “how to write concisely” rather than one about “how to circumvent the superfluous use of language?” Craft your response so that your reader can easily understand your point without resorting to a thesaurus.
Answer honestly. If you are asked to discuss one of your favorite things, don’t feel ashamed to tell the truth. Colleges want to get to know you. A “cool” answer isn’t as interesting as your honest, unique one.
Supplement your résumé. Talk about things that aren’t mentioned anywhere else in your application to show off a different side of your personality.
Always use details to bring even a short story to life.
Don’t be afraid of the word limit. Write out your answer without worrying about the length and then go back and delete any unnecessary information. Underline the stand-out points and trim the rest.
Describe your personal growth. When discussing an activity or event in your life, ask yourself what you learned or took away from it. Colleges like to understand how you’ve been changed by your experiences and see that you possess self-awareness.
Be specific about each institution. If asked why you want to attend a particular school, make sure to reference any times you visited the campus, met with admissions counselors, or spoke with current students or alumni. Talk about programs that interest you and how you think they will benefit you in the future. Tell your readers why the idea of being a student at their institution excites you. College admissions officers can spot generic answers, so do your research if you don’t know a lot about the school. Talk about each school as if it is your top choice, even if it’s not. Under no circumstances should you say that a particular school is your “safety.”

The Personal Essay

The majority of colleges will ask you to submit at least one personal essay as part of your application. (You can find the 2019–2020 application platform personal essay prompts here , but not all schools use an application platform. In such cases, you will find essay prompts on the school’s own application.) By reading your submission, college admissions officers become familiar with your personality and writing proficiency. Your essay, along with your other application materials, helps them determine if you would be a good fit for the school and if you would be able to keep up with the rigor of the course load. A well-written, insightful essay can set you apart from other applicants with identical grades and test scores. Likewise, a poorly constructed essay can be detrimental to your application.

To ensure that your essay is the best it can be, you will need to spend some time reviewing the essay prompt to understand the question. Not only will you need time to become familiar with the directions, but you will also want to take your time when constructing your essay. No one can sit down and write the perfect essay in one shot. These things take effort, brainpower, and a significant amount of patience. Consider these steps for producing a well-written, thoughtful response to any essay prompt:

Get moving. The best way to activate your mind is to activate your body. The act of moving forward, whether you are on foot or on a bike, can help you work through the ideas that might feel stuck. Read the prompt thoroughly, and then see what comes to you as your move through your neighborhood.
Write down your ideas . When you get home, write down the ideas that stood out. Simply put the pen to paper or your hands to the keys and write without worrying about sentence structure or grammar. There’s plenty of time to edit later on.
Rule out ideas that won’t work. Use the resources in the section below to decide if you are being asked to write a personal, school, or creative/intellectual statement and read through the the corresponding tips. If any of your ideas don’t fall within our guidelines, find a different approach to answering the question or rule out the topic altogether.
Construct an outline (or two). At most, you will be able to use 650 words to respond to the question, so every statement you make must serve your overall objective. To stay on topic and build your story or argument, it’s helpful to have a map to guide you. Choose a topic or two from you list and give yourself plenty of time to outline each idea. Use bullet points and separate each section by paragraph. You may realize that one topic is too broad and you need to narrow your focus. If you make two outlines, ask a trusted adult to help you decide which one is stronger than the other. Even if you're not a fan of outlines and prefer to write organically, writing down your ideas in a consecutive list and creating a pseudo-outline can still help you maintain organization and flow between ideas when you actually fill in the blanks.
Fill in the details with positivity. You are now ready to begin your first draft of your essay. Staying positive in your writing, even if you choose to tackle a hard subject, will endear you to admissions officers while negativity, self-pity, and resentment aren’t going to make your case. Use vivid descriptions when telling your story, but don’t stray too far from your main topic as to become dishonest or exaggerated. Admissions officers are well versed in picking out the real from the fake and aren’t going to be impressed by a made-up story.
Walk away. When you’ve finished your first draft, walk away for a while, even a day or two, and clear your mind. You’ll be able to look at it with fresh eyes later and make edits to strengthen your argument or main idea.
Ask for the appropriate amount of help. While it is okay to have a parent or teacher read over your essay to make sure that the points you want to make are coming through or to offer minor suggestions, it is under no circumstances acceptable to allow anyone else to make significant changes, alter the voice or message, or write the essay for you. A dishonest application will be noticed and dismissed by admissions officers.
Edit. For the initial proofreading, read your essay out loud or backwards, sentence by sentence. Reading it in a form that you haven’t gotten used to will make it easier for you to spot grammatical and spelling errors. Then, ask for one family member or friend to read the essay out loud to you. Together, you can listen for things you missed with your eyes.

The Three Types of Essay Questions

There are three types of personal essays: the personal statement, the school statement, and the creative or intellectual statement. These are described below.

The Personal Statement

Goal: The personal statement should be a window into your inner life. It is a chance to show schools who you are beyond your grades, test scores, and extracurricular activities. An honest, thoughtful reflection will help admissions officers understand your passions, goals, and relationships with family, friends, and other communities.
Example: “Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.” – Common Application, 2015
Don’t attempt to sum up your life in one statement. Instead, try to pick one significant experience to elaborate on. Use details to paint a picture for the reader. Talk about how you were affected and what changed about your perception of the world. How did the experience bring you to where you are today?
Don’t reiterate your résumé. Let your résumé, transcripts, and test scores tell one story about you. Use your essay to tell a different one. Think of it not as a place to impress, but as a place to reflect.
Don’t talk about an experience that isn’t unique. While almost anyone could say that they struggled with history in high school, few could describe the influence that their great-grandfather had on their understanding of U.S. history in the context of World War II. Picking an experience or topic that will set you apart from other applicants is key to catching the eye of the admissions team.
Don’t write to impress. Schools don’t want you to write about what you think they want to hear. It’s easy for them to tell when you aren’t being genuine. Pick a topic that’s significant and meaningful to you even if it’s not “impressive.” Having personal awareness is impressive on its own.

The School Statement

Goal: With your school statement, it should be clear that you have done your research on the school to which you are applying. Admissions counselors use the essay to assess your enthusiasm for the school and your commitment to discovering how the education will benefit you in the future. You want them to understand what you are drawn to so they can begin to envision you as a student on campus.
Example: “Which aspects of Tufts’ curriculum or undergraduate experience prompted your application? In short: Why Tufts?” – Tufts University, 2015
Don’t make general statements. It’s important to cite specifics instead of referencing the obvious. If a school is highly ranked and is known for its strong liberal arts curriculum, that’s dandy, but it’s common knowledge. Instead, talk about the teachers, programs, school traditions, clubs, and activities that put the school at the top of your list. If possible, reference any times you visited the campus, met with admissions counselors, or spoke with current students or alumni. Show them that you cared to do more than just a simple Google search.
Don’t use the same essay for every school. It may be tempting to reuse the same essay for every school, but your essay should not be so general that you can sub out each school’s name as if it were a fill-in-the-blank answer. Sure, you may be able to recycle some content that applies to multiple schools on your list, but be sure to round off each essay with tangible information about the institution (references to buildings on campus, your interview, the mascot, an exciting lecture series, etc.). This proves that you aren’t applying to the school on a whim.
Don’t overlook the facts. Verifying your statements about a school is essential. If you say that you are excited to become a theater major but the college did away with the program five years ago, admissions counselors may not take you seriously. Do yourself a favor and fact-check.

The Creative/Intellectual Statement

Goal: Colleges ask students creative or intellectual questions to assess their ability to think critically, construct a cohesive argument, and use a nontraditional approach to solve a problem. In short, admissions counselors are looking for students who can think for themselves. They want to see that you are open to new ideas and can support your opinions with thoughtful explanations.
Example: “What’s so odd about odd numbers?” – University of Chicago, 2014; “Design your own three-and-a-half-week course and describe what you would do.” – Colorado College, 2014
Don’t tackle the world’s problems. There’s no need to impress colleges with your knowledge of Syria or the spread of Zika virus. Keep it simple. Remember, colleges don’t expect you to be an expert in anything yet.
Don’t use too many quotes . Your essay is not a collection of other people’s opinions. Back up your arguments, but be selective when using quotes. If you do paraphrase or quote someone’s work, make sure to cite your sources.
Don’t make it abstract. In an attempt to be creative and original, it’s easy to cross over the line into absurdity, but it’s important to stay grounded.

Page last updated: 05/2019

Personal Essay and Short Answer Prompts

Personal essay prompts.

To help us get to know you in the application review process, you are required to submit a personal essay. For insight and advice about how to approach writing your personal essay, see our Expert Advice page.

Common Application first-year essay prompts
Common App transfer essay prompt: Please provide a personal essay that addresses your reasons for transferring and the objectives you hope to achieve.
Coalition, powered by Scoir first-year and transfer essay prompts

Short Answer Question

For both first-year and transfer applicants, we ask you to complete a short answer essay (approximately 250 words) based on one of two prompts.

Vanderbilt University values learning through contrasting points of view. We understand that our differences, and our respect for alternative views and voices, are our greatest source of strength. Please reflect on conversations you’ve had with people who have expressed viewpoints different from your own. How did these conversations/experiences influence you?
Vanderbilt offers a community where students find balance between their academic and social experiences. Please briefly elaborate on how one of your extracurricular activities or work experiences has influenced you.

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17.1: Should I give a multiple-choice test, an essay test, or something entirely different?

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Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students

Jennfer Kidd, Jamie Kaufman, Peter Baker, Patrick O'Shea, Dwight Allen, & Old Dominion U students
Old Dominion University

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By Vanessa Rutter

- Benjamin Franklin

Learning Objectives

The student will be able to understand the advantages and disadvantages of multiple-choice tests
The student will be able to understand the advantages and disadvantages of essay tests
The student will be able to provide an example of why multiple-choice or essay tests are used
The student will be better informed of the results produced by multiple-choice, essay, and other tests

Introduction

Throughout school, teachers and other education officials use tests to assess how much information that the students have absorbed. This can be important in different ways depending on how the results will be used.

Figuring out what students have learned in the classroom is an important issue in the education field (Swartz, 2006). Teachers want to know that when they assess what their students have learned that the teachers are using an accurate assessment strategy that will mesh with their learning targets. In the following information, the focus will be on affects of using multiple-choice, essay, or other tests along with why they are used.

Advantages and disadvantages of multiple-choice tests

Multiple-choice testing became popular in the 1900's because of the efficiency that it provided (Swartz, 2006). According to Matzen and Hoyt, "Beginning in 1901, the SAT was a written exam, but as the influence of psychometricians grew in 1926, the SAT became a multiple-choice test" (2006). Until recently, multiple-choice have been favored especially for SAT and ACT testing. For many years now, the SAT test was used for mostly multiple-choice questions and has changed in the past few years so that it now includes an essay section.

Other advantages of multiple-choice tests include how quickly tests can be graded compared to others. There are machines that can quickly grade scantrons as well as bubble sheets that show right and wrong answers quickly for teachers when grading. It is much more cost efficient than having to read over written answers which take time and possibly training depending on who is employed to grade them (Holtzman, 2008).

Others may say that multiple-choice tests are hard. In college, students have said that multiple-choice question tests are long, filled with many words, and very complicated (Holtzman, 2008). Some argue that multiple-choice question tests are based on testing the level of knowledge only and do not show a student's level of comprehension and application of information (Holtzman, 2008). It is hard to judge on a multiple-choice test whether the student guesses the right answer or didn't get the answer right because they were confused and chose one of the other answers (Swartz, 2006).

Advantages and disadvantages of essay tests

Essay tests have started to become more dominant because of the results that come along with it. Essay format questions contain a level of information quality that exceeds that of multiple-choice (Swartz, 2006). According to Swartz (2006), "They provide the opportunity to assess more complex student attributes and higher levels of attribute achievement". Another advantage of an essay is that the teacher can clearly see what the student knows instead of being misconstrued with multiple-choice tests were students can guess the right answers. A student that doesn't do well with test taking may find writing an essay to much more efficient rather than testing knowledge through multiple-choice.

There are also problems associated with essay tests. Administering essay test can be harder and be less cost efficient. There is technology already available for grading multiple-choice tests that take up much less time then grading essay tests. Essays cannot be ran through a bubble sheet optical reader machine that quickly grades scantrons used for multiple choice questions tests. For a professor with over three hundred students, it is much more efficient to use multiple-choice tests than grade three hundred essays. Communication is an important factor as well. For a student that can not write well, they may feel at a disadvantage when being graded by writing an essay. This could be true for someone with a learning disability.

Other Factors to Consider

Bill Goodling, chair of House Education Committee

Multiple-choice and essay tests are not the only test out there. The recently modified SAT test states that if you put the wrong answer you will have points taken off in the multiple-choice section. This is an incentive to not fill in the circle unless the student knows the answer or is pretty sure of themselves. There are also short answer tests and fill in the blank, but the most popular are the ones mentioned before.

Other tests may show an excess of seven different multiple-choice answers to choose from. The first three would be regular answers (A, B, or C). The next three answers will be where a student can get half credit for the answer by choosing D ("A or B"), E ("B or C), or F ("A or C"). Then the student will not get full credit by choosing D, E, or F but half credit by being able to narrow the answer down to the two answers they are certain of. The last choice would be G (I don't know). There the student would get a one-third of the credit for being honest rather than no points for guessing a wrong answer (Swartz, 2006).

In conclusion there are many advantages and disadvantages to both multiple-choice and essay tests. The teacher should pick out what is more suitable according to the classroom. Factors that would favor multiple-choice may be large class size, large amount of knowledge, technology already available for scantrons, less time for grading, and students with low writing scores. Factors that would favor essay tests could include smaller class sizes, many student teacher aides to help grade, assessment of application and comprehension, and students with high writing scores. Other tests are also being developed to bring the most from assessing students comprehension of information.

Exercise \(\PageIndex{1}\)

1. What is an advantage of using an essay test?

A) It costs less money

B) It contains a higher level of information quality

C) It takes a long time to grade

D) It can be graded with a bubble sheet optical reader

2. What is a disadvantage of using multiple-choice tests?

A) Students can guess the answers

B) Tests require scantrons

C) Tests are easier

D) Tests can be graded faster

3. If a teacher has a large group of students in their class, what kind of test would be less time consuming to grade?

A) Fill in the blank test

B) Essay test

C) Oral test

D) Multiple choice test

4. Multiple-choice tests assess mostly what type of cognitive information from students?

A) Evaluation

B) Application

C) Knowledge

D) Comprehension

Holtzman, M. (2008). Demystifying application-based multiple-choice questions. College Teaching , 56(2), 114-120. Retrieved on March 22, 2009 from EBSCOhost database: http://web.ebscohost.com.proxy.lib.odu.edu/ehost/pdf?vid=3&hid=105&sid=ff9aaa2c-b758-4f95-8d5c-8f5a3fcc36c5%40sessionmgr109

Matzen, R. N. Jr., & Hoyt, J. E. (2004). Basic writing placement with holistically scored essays: Research evidense. Journal of Developmental Education , 28(1), 2-4,6,8,20,23,34. Retrieved on March 21, 2009 from EBSCOhost database: http://web.ebscohost.com.proxy.lib.odu.edu/ehost/pdf?vid=4&hid=105&sid=ff9aaa2c-b758-4f95-8d5c-8f5a3fcc36c5%40sessionmgr109

Swartz, S. M. (2006). Acceptance and accuracy of multiple choice, confidence-level, and essay question formats for graduate students. Journal of Education for Business , 81(4), 215-220. Retrieved on March 21, 2009 from EBSCOhost database: http://web.ebscohost.com.proxy.lib.odu.edu/ehost/pdf?vid=3&hid=105&sid=ff9aaa2c-b758-4f95-8d5c-8f5a3fcc36c5%40sessionmgr109

short answer and essay questions both require students to

Tackling the UT Austin Short Answer Application Prompts

When UT Austin introduced three short answer essays to their application in 2017, many students felt panicked. Applications are already writing-intensive, so adding even more required writing was an overwhelming prospect. But when it comes down to it, these questions are intended to help students. How? By giving them more opportunity to showcase their fit for UT and their first-choice major.

A student's expanded resume provides the “data” on their achievements and experiences. Their essay and short answers, in contrast, show that they're a living, thinking, feeling human being, someone who cares about what they do and has big dreams for their future. No admissions committee expects a student to have their life 100% planned out right now—the whole point of college is to give students time, space, and resources to learn and explore. But they do want to know that if they admit someone, that student is going to take advantage of everything they offer.

General Tips for the UT Austin Short Answer Application Essays

Just answer the question. Seems simple, but it's important to keep in mind: these are not trick questions. UT Admissions is asking students exactly what they want to know. Students should read the question carefully and be sure they're addressing it directly.
Be succinct. Students should absolutely use illustrative examples where appropriate, but they can save their creative juices for Essay A. The short answers are more about providing extra information to the admissions committee.
Always keep first-choice major in mind. The short answers are a great place to provide additional evidence for why a student is a good fit for their first-choice major.

The short answers on the UT application fit together to create the perfect opportunity for a student showcase themselves as an active, engaged future member of the UT community. Here, we'll walk you through each short answer question and offer some tips on how to tackle them.

REQUIRED SHORT ANSWER 1: First-Choice Major

Short Answer Prompt

Why are you interested in the major you indicated as your first-choice major?

HOW TO APPROACH THIS QUESTION

In this short answer response, students need to communicate to the admissions committee what they personally find engaging and exciting about their proposed field of study. The admissions committee does not expect student to already be an expert in their field or to have their future career in this field planned out. But they do want to know that the student didn't just open the course catalog and pick a major at random.

Remember, the student should demonstrate how they specifically—not just a generic student—will take advantage of the opportunities available to them.

So rather than writing a dry sentence like “I plan to apply for Department X's summer research grant,” a student should write a sentence or two describing a burning question they hope to answer through their research: “With the support of Department X's summer research grants, I could deepen my understanding of [insert specific topic you're passionate about] and finally discover an answer to [burning question]—something I've been fascinated by since my sophomore year internship at [relevant workplace].” The first sentence could just as easily apply to a thousand different applicants. The second is focused, detailed, and could only have been written by—and about—one student.

Students' responses to this question should demonstrate the following:

They have already begun exploring this subject on their own, independently and/or through organized opportunities (e.g., classes, summer programs, internships).
They have a sense of how this major fits into their long-term goals.
They have thought about why UT would be an excellent place to study this subject.

QUESTIONS FOR REFLECTION AND FREEWRITING

Students should be careful not to simply relist classes, activities, and awards from their resume. Instead, they can highlight two or three experiences they found especially meaningful, and reflect on how those experiences shaped their interest in their major. Here are some questions they can ask themselves as they brainstorm:

How did this learning experience change the way you understand the world? Did you learn about new problems you hadn't been aware of? Gain a new perspective on your own life, culture, or community? Learn new skills or methods for solving problems?
How did you grow from this learning experience? Did it spark new realizations or spark you to take action in some way? Give you new creative outlets for expressing yourself? Open doors to careers or fields of study you hadn't previously considered?

PERSONALIZING THE ANSWER

If a student hasn't had the opportunity to participate in summer programs or take coursework directly related to their first-choice major, they might need to get a little more creative here. Remember: learning experiences don't have to be formally organized. Taking the initiative to explore a topic independently can demonstrate to colleges that a student is self-motivated and intellectually curious. Here are some ways students might independently explore their interests:

Reading books and other publications related to their interests
Watching relevant lectures on YouTube or listening to podcasts
Starting conversations with friends, family, or classmates about what they're learning
Finding ways to incorporate interests into assignments (e.g., researching famous social psychology experiments for an AP U.S. History project)
Talking with a teacher or reaching out to a professional in their field to learn more
Gathering information from real world experiences, even if they don't seem directly connected to the major. (For example, if a student is an aspiring accounting major who currently works a retail job, they might pay close attention to how a small business handles expenses compared to a large chain. Or, if they're an aspiring education major who cares for younger siblings, they might help their siblings with their homework assignments and come up with creative ideas to teach them difficult concepts.)

Bottom line: Students should be sure that their answer to this question doesn't regurgitate information from their resume and instead offers new insight into their personal connection with their first-choice major.

The college essay & resume for UT Austin process can feel overwhelming. Our program provides an experienced coach and a proven framework, working one-on-one to reduce the stress so the student can tell a compelling story.

Our program for students applying to UT Austin includes:

Guiding students through the UT expanded resume development process
Managing your student’s essay timeline for one long essay and four school-specific supplemental essays
Coaching students through a targeted set of college essays, including one long essay and four school-specific supplemental essays
Providing students with suggested edits and proofing for this targeted set of college essays
Review of essays and application by our internal admissions committee

Your student will be carefully matched with a coach based on personality, working style, and first-choice major—it’s just one of the many ways we modify our proven process to meet individual student needs

REQUIRED SHORT ANSWER 2: Leadership

Describe how your experiences, perspectives, talents, and/or your involvement in leadership activities (at your school, job, community, or within your family) will help you to make an impact both in and out of the classroom while enrolled at UT. (300 Words)

The trick to answering this question: don't get too hung up on conventional definitions of "leadership." American popular culture tends to define leaders as people who have official titles, including Class President or Varsity Captain. We associate leadership with particular character traits, like self-confidence or charisma. And we may expect leaders to feel comfortable doing things like giving orders, delivering speeches, and making high-stakes decisions.

But there are only so many official titles to go around—and the truth is, many of us have talents and temperaments that are better suited to different (though equally important) social roles. A community or team requires many kinds of people and many varied skill sets to function effectively.

Think of it this way: if a varsity football team had 20 captains, or a senior class had 400 class presidents, it would be utter chaos. Nothing would ever get accomplished because there would be no one to fill other roles that are vital to the group's functioning.

A university community is the same way. UT doesn't want to admit thousands of leaders who are all carbon copies of one another. They want to create a heterogeneous community whose members contribute different strengths, experiences, and perspectives. So, if the traditional definition of leadership doesn't resonate with a student, they shouldn't try to fit their experiences into that mold. If they do, they'll likely wind up with a response that's vague on details and padded with generic statements. At best, they'll come off as a somewhat mediocre leader by traditional standards; at worst, they risk distorting or misrepresenting what they have actually achieved.

Instead, students should use this short answer response to explore what they personally contribute to the communities they belong to. They can create their own definition of leadership—one that is unique to their values, their experiences, and their way of walking in the world. Then, using examples drawn from their life, they can help the admissions committee understand why their impact on their communities is so important.

In the last part of the prompt, students are asked explicitly to explain how they'll "make an impact both in and out of the classroom while enrolled at UT." It's critical for the student to speak directly to this part of the prompt and to explain how their past experiences, talents, perspectives, or involvement will help them make UT a better place—both in the classroom as well as in the dorms, in student organizations, and in any other area the student might be involved.

Remember that leadership doesn't have to be assertive, confrontational, or even especially vocal. Yes, it can be difficult to quantify quieter, less showy forms of leadership on a resume (there's no "Presidential Gold Award for Listening"). But if you've ever been in a meeting where everyone constantly interrupts each other, or started a job where nobody has bothered to explain to you what you're supposed to be doing, you'll understand just how vital these skills are.

Students may not be able to quantify these experiences or contributions on their resume, but their short answer can help the admissions committee understand what the student's own version of leadership looks like and how it positively impacts the communities to which they belong.

Note: If your student is still stuck or having a hard time describing their own leadership style, taking the Belbin Team Roles Test can be a good starting place.

If a student's version of leadership does match up with traditional definitions of leadership, that's great. In that case, their short answer response should highlight moments in their leadership career that were especially significant or meaningful to them. These might be challenges or setbacks they had to tackle, conflicts they had to resolve, or opportunities they embraced, even if it meant stepping out of their comfort zone.

Remember, the goal here isn't for students to rattle off a list of achievements from their resume. Instead, they should demonstrate that they've reflected thoughtfully on their past experiences, and that they've learned something from those experiences that will help them be a good member of the UT community.

REQUIRED SHORT ANSWER 3: Why UT?

The core purpose of The University of Texas at Austin is, "To Transform Lives for the Benefit of Society." Please share how you believe your experience at UT Austin will prepare you to "Change the World" after you graduate. (300 Words)

This question offers applicants the chance to tell the committee how studying at UT Austin will help them impact the world for the better. A student's impact could take the form of a chosen career, service/volunteer work, advocacy, leadership, or other creative or intellectual endeavors.

The key here is to combine two elements:

The student's reflections on how they want to impact the world (including the lives of others) for the better.

The student's considerations of how their experiences at UT might enable them to do so.

Particularly when it comes to talking about future opportunities at UT, students should be specific,

demonstrating their knowledge of the university and the possibilities it will afford them to use their education for social good.

If students have done any brainstorming for short answer 2, they've already spent a fair amount of time thinking about the role they play in the various communities or groups they belong to. Now they need to think about why they've chosen to be involved in those activities. What core values have guided these choices, and in looking to the future, how do those values inform the impact students hope to have on their community—and even the world?

As students think about how to make their answer to this question stand out, they should keep in mind that certain kinds of social contributions—such as helping underprivileged children or working to end world hunger—may strike the admissions committee as somewhat generic. They're incredible endeavors, yes, but the goal here is to stand out from other applicants who have similar lofty goals.

For this reason, students should think about how they can frame their potential contributions to society in a way that distinguishes them from the thousands of other students who also want to have a positive impact. Here are some questions to consider:

How has their past experience put them in a position to realize their positive values, in the UT community and beyond?

What contributions can they, personally, make to their communities—and how can a UT education help them do that?

What, specifically, about UT Austin did the student connect with, in terms of how it would help them contribute to the greater good?

REQUIRED SHORT ANSWER: Academics

Please share background on events or special circumstances that you feel may have impacted your high school academic performance, including the possible effects of COVID-19.

This question provides students with the opportunity to explain any academic missteps, family circumstances, or medical issues that may have impacted them during high school, particularly over the course of the COVID-19 pandemic.

The student shouldn't go into every detail of what happened. Instead, they should state the basic facts—just enough to convey the relevant circumstances—and then explain the impact and what they learned from the experience (at least a third of the answer should be about what the student has learned).

The most important thing to remember is: no matter what the situation, frame any answer to this question in a positive way.

A student's answer to this question will likely already be personal—it is, after all, describing a unique event or set of circumstances. But students shouldn't let the unique experience be the only "personal" part of the answer. By personalizing their reflections on the lessons they've learned as a result of hardship, students can demonstrate growth and self-knowledge.

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How to Write a Good Answer to Exam Essay Questions

Last Updated: March 17, 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 645,372 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.

Step 3 Ask questions if anything is unclear.

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.

Step 3 Choose relevant facts and figures to include.

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.

Step 4 Begin your answer by rephrasing the essay question as a statement.

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.

Step 5 Make sure that your answer has a clear point.

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.

Step 6 Pay attention to your grammar and punctuation.

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

Step 1 Stop and take a deep breath if you get too anxious.

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!

↑ https://www.linnbenton.edu/student-services/library-tutoring-testing/learning-center/academic-coaching/documents/Strategies%20For%20Answering%20Essay%20Questions.pdf
↑ https://www.ius.edu/writing-center/files/answering-essay-questions.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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Short Answer Essays

Short essay questions are required—post your responses in the application

AI for Product Innovation

In what way do you think artificial intelligence is (or will be) changing your field or industry?
Please tell us about your motivation for applying to the AI for Product Innovation graduate program or certificate – what do you hope to get out of the experience?
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How will the MEng program help you to achieve the next goal?
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How do you think the Master’s program at Duke University will help you on the path to success as you define it?

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Computational mechanics & scientific computing, cybersecurity.

What activity or experience, not in your resume/CV, sets you apart from other Cyber applicants? (Note that “good grades” typically do not set candidates apart.)
What was the most complicated thing you’ve ever designed/built, either physical or virtual?  Please describe it here
In your opinion, what do you feel is the most pressing Cyber need or opportunity?  How do you see yourself addressing this?

Design & Technology Innovation

Tell us about a project you worked on (professional or personal) and walk us through how you leveraged design and innovation methods during it, for success or failure. Highlight and explain some key decisions you made throughout.
Describe what you hope to be working on in ten years. How and why do you think the program will help you achieve that?

Please select one of these principles and explain how you hope to contribute and grow regarding that principle at Duke.

Electrical & Computer Engineering

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What is it about Duke's ECE MEng Program that attracted your attention and got you to apply?  What do you think you will be able to do with what you learn in the Duke ECE MEng program?
Also, if applicable, indicate your interest in attending as a part-time student

Environmental Engineering

Financial technology.

FinTech is all about creating new and innovative solutions, in your opinion what is the most creative fintech solution of the past 20 years and why do you consider it the most creative?
Often successful FinTech solutions are new, but sometimes they are new applications of existing solutions. What was the most creative solution to a problem that you’ve ever designed/built, either physical or virtual? Please include details.
The emergence of decentralized finance (DeFi) platforms in recent years could cause significant changes to traditional banking systems and financial markets. These platforms operate on a blockchain, allowing for peer-to-peer transactions without intermediaries. As a prospective Fintech graduate student, you are presented with the following hypothetical scenario

• What would it look like if you were to design a bridge between this new DeFi platform and traditional financial institutions? The bridge should prioritize seamless integration and mutual growth for both sectors."

Game Design, Development & Innovation

Your unique perspectives, experiences and passions will impact the Masters in Game Design, Development, and Innovation program. How will you contribute to the diversity of the cohort, enhance the overall learning experience, and help the program grow?
What was the most complicated project, either physical or virtual, game or other project, that you’ve ever designed/built?  Describe any challenges you faced and how you overcame them. Please describe it here and, if applicable, include a link to an online portfolio, or feel free to provide a link to other media as part of your response.
What new technology or games do you hope to develop? How will this program help you reach your career aspirations?

Materials Science & Engineering

What was the most complicated thing you’ve ever designed/built, either physical or virtual? Please describe it here and include a link to an online portfolio of your work or a well-labeled graphic as part of the response.
What do you think the most important problems engineers should solve are and why? How do you find yourself contributing to big ideas?
How do you feel Duke will assist you on your path to personal success and how will you contribute to the success of our community? Please give specific examples from what you have learned about our school.

Mechanical Engineering

Medical technology design.

Why are you applying for the Master of Engineering in MedTech Design?
How will the MEng program in MedTech Design help you to achieve your goals?
Please explain any experience you’ve had in design, either through coursework and internships.

Photonics & Optical Sciences

Why do you want to study photonics at Duke?
Why is the program right for you, and why are you right for the program?
How will Duke help you meet your future goals?

Risk Engineering

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Part 11: How To Prepare For Short Answer Questions
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How Do You Answer An Essay Question
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Exam Strategies: Short Answer & Essay Exams
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Many faculty members include short‐ and long‐answer essay questions as a part of their major exams. ... of the question without a lot of random ideas which have little or nothing to do with the question. Students often think that adding random facts or ideas will help improve their grade because they know them. ... This answer is both ...
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Question: "Provide two examples of pairs of goods that are substitutes.". Answer: "Margarine and butter, and tea and coffee are examples of pairs of goods that are substitutes.". 4. Relationship questions. Relationship questions require you to state or show how two or more things relate to one another.
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It is important to redesign the assessment tasks to authentically assess the intended learning outcomes in a way that is appropriate for this mode of assessment. Replacing questions that simply recall facts with questions that require higher level cognitive skills—for example analysis and explanation of why and how students reached an answer—provides opportunities for reflective questions ...
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from a list of possibilities, whereas essay questions require students to compose their own answer. However, requiring students to compose a response is not the only characteristic of an effective essay question. There are assessment items other than essay questions that require students to construct responses (e.g., short answer, fill in the ...
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Short answer questions (or SAQs) can be used in examinations or as part of assessment tasks. They are generally questions that require students to construct a response. Short answer questions require a concise and focused response that may be factual, interpretive or a combination of the two. SAQs can also be used in a non-examination situation.
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Leave the questions on a line by itself. Write out the correct answer yourself. Use your version to help you revise the question, as needed, and to estimate how much time students will need to complete the question. If you can answer the question in ten minutes, students will probably need twenty to thirty minutes.
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Responding to Short Answer and Essay Questions. Writing samples are an important part of your application to any college. Your responses show how well you would fit with an institution; your ability to write clearly, concisely, and develop an argument; and your ability to do the work required of you should you be accepted. Use both short answer ...
PDF Take a Short Answer or Essay Test
Taking Tests That Are: Short Answer or Essay Short answer and essay tests can be the final section of a bigger test, or a test by itself. While both ask that you take the basic knowledge of a topic and state the key ideas in your own words, a short answer question may require a few sentences, whereas an essay prompt may require a paragraph or more.
Tips and Eight Examples for New Short Answer "Please share how you
Initial Thoughts and Criticisms of the Fall 2022 UT-Austin Short Answer Question . Two of them are essentially the same. One asks why you're choosing your Major , and the other is a hybrid essay on the previous Leadership and Diversity Short Answers. I like the Leadership/Diversity essay because some students in previous years struggled to ...
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Personal Essay and Short Answer Prompts
Short Answer Question. For both first-year and transfer applicants, we ask you to complete a short answer essay (approximately 250 words) based on one of two prompts. Vanderbilt University values learning through contrasting points of view. We understand that our differences, and our respect for alternative views and voices, are our greatest ...
17.1: Should I give a multiple-choice test, an essay test, or something
There are also short answer tests and fill in the blank, but the most popular are the ones mentioned before. ... Students can guess the answers. B) Tests require scantrons. C) Tests are easier. D) Tests can be graded faster ... Swartz, S. M. (2006). Acceptance and accuracy of multiple choice, confidence-level, and essay question formats for ...
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When UT Austin introduced three short answer essays to their application in 2017, many students felt panicked. Applications are already writing-intensive, so adding even more required writing was an overwhelming prospect. But when it comes down to it, these questions are intended to help students.
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Whether through your essay or short answers to the included questions, your writing can help Admissions staff get to know you better. When we assess college applications, we pay close attention to each student's essay and/or short answer responses. For students applying test-optional, this is doubly true, as, without your test scores ...
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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. 3. Choose relevant facts and figures to include.
Short Answer Essays
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Exam Strategies: Short Answer & Essay Exams

Preparing for an essay exam

What is the difference between a short answer and an essay question?

"Test Taking Strategies: Short Answer & Essay Questions"

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Best Preparation Tips for Short Answer Tests

Best Short Answer Test Preparation Tips and Strategies

Focus on topics and concepts

Employ self testing

Use flashcards

If in doubt, make an educated guess

Answer the easy questions first

Read all instructions

Budget your time

Reread each question

Ask for clarification

Be thorough. But be concise

The 6 Basic Types of Short-answer Questions

1. Definition questions

2. Explanation questions

3. Example questions

4. Relationship questions

5. Calculation questions

6. Graphing questions

Short-answer versus Short Essay Questions

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17.1: Should I give a multiple-choice test, an essay test, or something entirely different?

Introduction

Advantages and disadvantages of multiple-choice tests

Advantages and disadvantages of essay tests

Other Factors to Consider

Tackling the UT Austin Short Answer Application Prompts

General Tips for the UT Austin Short Answer Application Essays

REQUIRED SHORT ANSWER 1: First-Choice Major

HOW TO APPROACH THIS QUESTION

QUESTIONS FOR REFLECTION AND FREEWRITING

PERSONALIZING THE ANSWER

The college essay & resume for UT Austin process can feel overwhelming. Our program provides an experienced coach and a proven framework, working one-on-one to reduce the stress so the student can tell a compelling story.

REQUIRED SHORT ANSWER 2: Leadership

REQUIRED SHORT ANSWER 3: Why UT?

REQUIRED SHORT ANSWER: Academics