So much of what is written in the world today is plain boring. If a student can learn to write sparkling essays or answer questions intelligently and so sustain the interest of the reader, he or she will convey an enthusiasm for the subject and an involvement that goes beyond a pot being filled with facts. If the reader is interested (in this case the examiner or essay marker) he or she will assimilate what is being said and that must mean more marks, provided that what is said is accurate, reasonable and persuasive.

This ‘persuasion’ in part is about convincing the examiner/marker that you know your stuff and have taken the trouble to go beyond the bare requirements of the classroom or lecture notes. How, you groan helplessly, can this be done?

Not only must the text be readable and interesting, it has to sustain the reader’s interest throughout. The reader in this case is a person well steeped in the subject matter. He or she has not only heard it all before but has probably been subjected to endless, sound or idiotic interpretations (or misinterpretations) of the facts to the point where much hair may have been pulled out in despair and blood pressure has no doubt risen alarmingly. For a teacher at any level of learning – secondary or tertiary -there’s nothing more galling than spending a year teaching someone some essential material only to have it handed back in a garbled and misstated form. So your first responsibility is to get it right.

By thinking about the topic and applying the judgment developed during the period of study you are then able to interpret the facts correctly and make a much more complex presentation of them.

The last thing you need to do is upset the examiner or assessor. To avoid this, remember about layout and presentation, refine your English language usage and don’t let bad communication get in the way of what you know and wish to say.

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