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ACTION DIGEST
1.
Reading speeds higher than about 1,200 words per minute can be
achieved only with a visual-vertical approach.
2.
The overview and postview are essential prerequisites to achieve top
reading speeds.
3.
Practice with push-down, push-up and power drills is necessary for
reaching the highest speeds and rates of comprehension.
10
The Thrill of the Final Test Flight: Using Your New Skills to
Ace the Exam
For the average nonstudent, the skills that we’ve been considering in this
book can be used in a variety of ways: reading professional periodicals;
researching speeches or other oral presentations; perusing office memos;
studying formal reports; breezing through the daily mail; previewing and
reading general background materials, such as newspapers; or pleasure
reading, including the latest best-seller.
But for students, the ultimate goals are a little different. All reading
and study are eventually intended to fulfill two main objectives:
completing assigned papers and taking tests.
We’ve already explored how to use the Evelyn Wood techniques to
research and write papers. But another weighty, grade-determining topic
still remains—the issue of successful test-taking.
Let’s separate the examination issue into two parts: first, the question
of pretest preparation; and secondly, the challenge of the test itself.
Pretest Preparation
In our work with students over many years, several key principles have
emerged for effective pretest preparation. Here are the main ones that
you should know and follow.
Principle 1: At All Costs Avoid Cramming
Much of what has been said up to this point has centered on the
importance of regular, relaxed reading and study. Earlier in this book I
advised you to read all your assigned books and articles in the first two
weeks of the quarter or semester, and at that time to set up recall
patterns on all this reading. Then you should concentrate on reviewing
your recall patterns at regular intervals, and when necessary should
reread especially tough or important materials well before examination
time arrives.
This way, you will improve your memory of the material over the
course of many weeks and months, to the point where you gain great
familiarity and facility in evaluating and discussing it. Such an intimate
understanding of school assignments is an important prerequisite to
maximize one’s success on tests.
Cramming, in contrast, involves gaining only a temporary, superficial
grasp of required books and articles. Furthermore, trying to take in an
entire semester’s course work in only a day or two can be exhausting
and may dull the mental acuity necessary to do one’s best on a test.
To be sure, some students can get very good grades after a cramming
session. But they could do better—and certainly would enjoy learning
much more—if they substituted the methods I’ve been describing for
last-minute cramming.
Of course, you will want to intensify your studying in the day or two
before an exam, just to be sure that the important facts and concepts are
at your fingertips. But there’s a way to go about this without increasing
stress levels and triggering panic.
I’ve included below a “test inventory checklist” that we recommend
our students use when they are in the final phase of studying for an
exam. But note that it’s best to finish the process described in these
points before the day immediately preceding the test. On that last day,
as we’ll see shortly, the best students generally follow a somewhat
different procedure.
So here are some suggestions about what to do during the pretest
preparation period up to, but not including, the last day before the
exam:
One, recall what’s been discussed most in the class. You should be able
to identify these points from your recall patterns. Then, be sure you
know this information cold—because it’s quite likely you’ll see some of it
on the test.
Two, taking each text or other piece of assigned reading in turn, check
to see that you know the most important points, dates, terminology or
principles, as highlighted by the author.
Three, either on paper or out loud, define all the new words, ideas and
thoughts emphasized by your teacher or by the various authors in the
course reading. You may have heard these words and concepts so often
that you think you know them. But in fact, you can’t be sure you can
give an adequate definition or description unless you actually do it.
Four, jot down all the questions you can think of that your teacher
might ask. Then, try answering aloud each of the questions you’ve
posed. Many students find it’s also helpful to draw a brief recall pattern
containing the key points remembered during these talk-aloud sessions.
Five, when you review your materials, try to explain in your own
words what you’ve learned. By rephrasing what you’ve read, you’ll
accomplish two things. You’ll make the information your own by
demonstrating to yourself that you really understand what you’ve read.
And you’ll prepare yourself to give a fresh version of the information on
the test. Teachers prefer that students explain assigned materials in their
own terms, rather than just parrot back the facts and concepts in the
author’s words and phrases.
A couple of exceptions to this point: Often there are central, landmark
terms and phrases in a field of study that you should echo in your
examinations and tests, just to show that you are familiar with basic
knowledge or important developments in that field.
For example, you’ll undoubtedly find you have to use precise terms
like “genus” and “species” when you’re writing an essay on those topics
for a biology exam. Also, it probably wouldn’t be wise to write a test
answer on England’s Glorious Revolution of 1688 without using the term
“Glorious Revolution.”
Also, you may want to use the author’s own words—or for that matter,
your teacher’s own words—when you’re including a direct quotation on
a test. A short (and important) direct quote on a test, with an
appropriate citation of its source, can impress many teachers.
Six, review all the conclusions that your teacher and the authors
you’ve read have made. Some of these are likely to be called for on your
test.
Seven, in the last day or so, concentrate mainly on reviewing your
recall patterns. Your main objectives should be to fix the overall sweep
of the course clearly in your mind, and also to check your memory of the
major topics and subtopics.
When you’re presented with a question on the exam, you should be in
a position to “file through” your memory and pick out the facts and
concepts you need to respond to the test question. The best way to do
this is to memorize the overall structure of the course, a structure which
will be reflected on your recall patterns.
At this time, you may also want to refer back to your textbooks or
other sources for any points that you’ve left off your recall patterns. This
is your last chance to do this, and don’t be discouraged or panic if you
find some rereading is necessary. Remember, you now have the skills to
check books quickly to gather additional information.
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