Four Steps to an A by Holly

Four Steps to an A by Holly - May 2016 Scholarship Essay

I created for myself a model for studying which I have found to be helpful and rewarding. These steps are 1) Create the environment 2) Strategize 3) “Interval training” and 4) Time limits
I remember the worst exam of my life. It was the Law School Admissions Test (LSAT.)

It is recommended that an individual study for the test for forty hours per week for three months. I impulsively decided I wanted to try law school only a month and a half before the exam. Due to my job, I was only able to study ten to fifteen hours per week. In the test, I sat in a room with forty others. It seemed that every pencil eraser was extra squeaky. Everyone seemed to be exceptionally noisy breathers. The whirr of a noisy old fan accompanied the multitude of distractions around me. I felt I was running behind on time.

I received my score two weeks later. It was in 97th percentile. I have now been accepted to several excellent law schools. This is not because I am smarter than most or have test-taking powers; I was simply able to prepare well even in the short time I had.

At least a month before a big test or exam, I start to take studying seriously. This means no more study time curled up on a comfy chair with my favorite music and a cup of coffee. I pick classrooms and setting with potential issues I may face during the test. While recall and creativity may be easily accessible in a comfortable environment, the sterile, fluorescent classroom setting has a way of blocking memory and skill. I want myself to become comfortable with the uncomfortable. I pick places with awkward seating and rickety desks. I look for classrooms with a flickering light, an uncomfortable temperature, or irritating noises. I have even created a recording of coughs, scratching noises, pencil tapping, etc. to play and listen to while I study.

I must identity the type of exam I have: this is either a test of memory, skill, or both. Most exams will involve both. Memory includes vocabulary and basic facts. Skill involves problem-solving and creativity.
I use various strategies for both memory and skill. Memory will require the use of mnemonic devices, repetition, music, and even games. I make up songs to remember vocabulary, using various sounds in the words to apply them to the definition. For example, the word allegro in music refers to a quick tempo. In order to remember this, I used to sing to myself—“All-e-gro: a---leeeg---roooll.” The words “a leg roll” reminded me of running, which reminded me of quick movement. Basic facts, especially dates and numbers, are more difficult. Often this may just come down to repetition. I try to remember the 1,760 yards in a mile, but I can’t remember it with any trick. I eventually just remembered it through constant repetition, even asking myself before I ate a snack. Skill involves consistent practice. No amount of memorizing Spanish words will help me understand a Spanish accent. Instead, I listened to Spanish speakers every day for months, increasing the difficulty of the material until I was able to understand most Spanish-speakers. The same principal works for problem solving, but problem solving also involves understanding complex strategies.

I occasionally study with others to help myself in memory and skill, but I find it to be most helpful for problem solving in particular. For memory, my friend and I have quizzed each other and held contests to see who could remember the most. This is useful because I have picked up many memorization and problem solving strategies from others. When I took the LSAT, I would watch videos of other LSAT takers’ logic game strategies. I would use them, and, by trial and error, pick out the strategies best for me. I always checked my answers to make sure I used the strategy correctly.

Like an athlete uses intervals to stay healthy, our minds need intervals. I usually spend a half of my study time intensely studying the most difficult and frustrating aspects of an upcoming exam. I spend quarter of my time going over easier material and another quarter studying with others and trying others’ strategies. Anxiousness and frustration trigger the shutdown of the pre-frontal cortex (critical thinking and creativity), which in turn only makes studying more difficult. I also make sure to take breaks as soon as I begin to feel anxious. On difficult days, I offer myself incentives (e.g. ten minutes of study = funny video.)

I have to take into consideration length of time I have available for the exam. Initially, I am not able to write a creative essay or answer several complex questions in only a matter of minutes. Instead, I set a doable time limit for each question. After some time, I cut off minutes until I reach my goal. For example, if I have to answer thirty –four questions in thirty-five minutes, I know I have only about a minute to answer each question. I begin with two minutes per question, day-by-day working my way down until I am able to handle 58 seconds/question. (I am then able to give myself ample cushion time as well.)

Together, these steps equip the exam-taker with the confidence and knowledge to excel in any exam.