essay on exam stress in english

Examination Stress on Students Essay in English

Read our Examination Stress on Students Essay to enhance your writing skill. This Exam Stress essay in English, helps to improve higher grades in exam. Examinations are an integral part of a student’s academic journey, testing their knowledge and understanding of various subjects.

However, the pressure and anxiety associated with exams can lead to significant stress among students. This essay explores the causes and effects of examination stress on students and provides insights into managing and coping with this common challenge.

So, let’s go through or read the Essay about Exam Stress in English .

Table of Contents

The Impact of Examination Stress

Understanding examination stress.

Examination stress refers to the emotional and psychological pressure experienced by students before, during, and after exams. It stems from the fear of failure, high expectations, time constraints, and the competitiveness of the education system.

Physical Effects of Examination Stress

The stress experienced during exams can manifest physically, leading to symptoms such as headaches, sleep disturbances, loss of appetite, fatigue, and increased susceptibility to illness.

Emotional and Psychological Effects of Examination Stress

Examination stress can also have a significant impact on a student’s emotional and psychological well-being. It may result in feelings of anxiety, depression, irritability, lack of concentration, and low self-esteem.

Causes of Examination Stress

High expectations and performance pressure.

The pressure to perform well and meet societal and parental expectations is a major cause of examination stress. Students often feel the need to achieve top grades to secure future opportunities and meet the standards set by their peers and families.

Lack of Preparation and Time Management

Poor study habits, procrastination, and inadequate time management can contribute to examination stress. Students who feel unprepared and overwhelmed by the volume of material to cover may experience heightened anxiety.

Fear of Failure

The fear of failure and the consequences associated with it, such as disappointing oneself or loved ones, can be a significant source of stress during exams. The pressure to succeed can create a constant state of worry and self-doubt.

Managing Examination Stress

Effective study strategies.

Implementing effective study strategies can help alleviate examination stress. These include creating a study schedule, breaking down the material into manageable chunks, using mnemonic devices, practicing past papers, and seeking clarification from teachers.

Healthy Lifestyle Habits

Maintaining a healthy lifestyle plays a crucial role in managing stress. Engaging in regular physical exercise, getting adequate sleep, practicing relaxation techniques such as deep breathing and meditation, and eating a balanced diet can enhance resilience and reduce anxiety.

Seeking Support

Students should not hesitate to seek support from teachers, mentors, or guidance counselors. Talking about their concerns and seeking guidance can provide reassurance and help students gain perspective.

Examination stress is a prevalent issue among students, affecting their physical and mental health. By understanding the causes and effects of examination stress and implementing effective coping strategies, students can navigate this challenging period more successfully. It is essential for students, parents, and educational institutions to work together to create a supportive environment that promotes holistic well-being and a balanced approach to examinations.

FAQs about Examination Stress on Students

1. can examination stress be beneficial for students.

Answer: While some level of stress can serve as a motivator, excessive stress can be detrimental to a student’s well-being and academic performance.

2. How can parents support their children in managing examination stress?

Answer: Parents can create a supportive environment, encourage open communication, provide study resources, and help their children develop effective study habits.

3.  Are there relaxation techniques that students can practice during exams?

Answer: Yes, deep breathing exercises, progressive muscle relaxation, and visualization techniques can help reduce anxiety and promote a sense of calm during exams.

4.  Is it normal to feel nervous before exams?

Answer: Yes, feeling nervous before exams is common. However, excessive and debilitating anxiety may require additional support and coping strategies.

5.  How can schools contribute to reducing examination stress?

Answer: Schools can implement measures such as counseling services, stress management workshops, and flexible assessment methods to alleviate examination stress among students.

6.  Can examination stress have long-term effects on students?

Answer: Prolonged and unmanaged examination stress can have long-term effects on a student’s mental health, academic performance, and overall well-being.

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Exam Stress: Effective Management Report

Executive summary.

Exam period is always a time that every student wishes to phase out. According to Hemmings (2014), this period of anxiety could be a tough time for students because of the expectations required of them. The article also identifies the importance of parents’ participation in a child’s education, especially during the examination period, and presents ten ways for students to handle stress effectively. Some of the outlined ways are being prepared, exercising, concentrating on success and managing expectations.

The anxiety experienced during exam time affects most students, and this influences their overall performance. Hemmings (2014) presents ten ways/steps for students to manage stress effectively during the exam period. The first way is being prepared. Consistent with Hemmings (2014), early preparation lessens the likelihood of anxiety during the exam period.

By ensuring that a student has a proper study plan, exam period will be smooth and free from bouts of anxiety. The second way is avoiding overdoing things. A student should study with zeal in phases. This means that studying for a few minutes is better and efficient than reading for many hours. This assists a child in studying efficiently and reducing anxiety. The third way is exercise. According to Hemmings (2014), fresh air and exercise help a student in clarifying his/her mind and maintaining excellent health. Parents should encourage their children to participate in such endeavors.

The fourth way is breaking information down. This is one of the best ways of ensuring proper and efficient extraction of information while studying with minimal anxiety. Breaking down of information makes it easy for the student in terms of learning and understanding a subject or topic. This facilitates a high chance of understanding an issue or subject matter before an exam thus preventing anxiety prior to and in the course of the examination.

The fifth way is having sufficient sleep. It is important for a child to get enough rest for the relaxation of the mind and body. This helps in reducing mind-clog that is associated with tiredness. Getting sufficient sleep ensures relaxation of the brain for high performance the next day.

The sixth way is having open communication. In line with Hemmings (2014), it is important for parents to analyze the mood of a child who is sitting for an exam to understand the situation and assist in calming down the student in case of signs of anxiety. This helps a child by talking out the problems that he/she might be facing and the parents should assist the children by addressing their nervousness before it gets out of hand. The seventh way is taking healthy brain food. The author suggests that parents should provide food that is healthy and that will boost the function of their children’s brain. This means that food with high volumes of sugars should be avoided as it facilitates mental fogginess, which ultimately leads to brain lockdown.

The eighth way is mentorship from older siblings. When a child is sitting for an examination, the anxiety gets the best of him/her. It is, therefore, important for a parent to ensure that the child is ready for the exam in proper time. One of the ways is through advice from the child’s older brothers or sisters who have encountered such conditions before. This boosts a child’s morale through encouragement from an experienced person.

The ninth way is concentrating on success. A student should focus on the positive side of success and parents should ensure that regardless of the outcome, the child is awarded for efforts in his/her studies. The tenth way is managing expectations. Parents want their children to perform excellently and this generates expectations. A child will feel pressured to meet the anticipations of the parents, which leads to anxiety, and may hinder the student from performing well in subsequent exams. Parents should show their support to children who do not meet such high expectations.

Hemmings, R. (2014). 10 ways to manage exam stress effectively . Gulf News.

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Exams as a source of stress: How assessments may affect learning, through stress

Emotions and learning / Effective lifelong learning / Quality, equity, and relevance of education and learning

Executive Summary      

• Assessment and examination methods have a profound impact on how students study, what they learn and the way they subsequently use new knowledge, ranging from mostly factual knowledge to abilities and skills, and from surface learning to deep learning.
• Traditional exams and evaluations can exert a stressful pressure on students which may affect both the learning process and memory formation in different ways. However, responses to stress depend on the temperament of each individual, among other factors.
• The effects of stress on memory depend on the particular memory phase, for example, encoding, consolidation or retrieval, as well as on the temporality of the stress with respect to the learning activity or memory stage.
• Usually, the temporality of exams with respect to memory phase or learning activity, makes the stress that such evaluations may generate detrimental to memory consolidation, thus making the overall learning process less effective.
• When examination is coupled with the acquisition of new learning and knowledge perceived as relevant to the situation, or when learning and testing take place in the same context, recall is spared from the damaging effects of stress. These methods may contribute to consolidating memory, making for a more efficient learning process.

Introduction

One of the major ongoing questions in education is the role of exams, i.e. what purpose do they serve. Assessments are used to verify whether a student is qualified, although they can be used for other reasons as well, for example progress monitoring and as an educational tool to influence the learning process including memory consolidation, for example through feedback with students. Exam qualifications may be used as selection criteria to determine students’ access to particular high schools or university studies through a numerical classification that can be interpreted by some as an educational “end point”, if a sufficient rating is not achieved, although for others, it can serve as a stimulus to further progress. Temperamental disposition towards stress and anxiety may contribute to these different responses 1 , but the examination method used, as well as the so-called testing effect, may also play a part 2,3 .

The examination method and question typology used to test students’ knowledge on any given subject may also have a considerable impact on how and when students study, what they learn and the way they subsequently use new knowledge 4 . Moreover, official examinations, which depend on the educational policy and legislation of each country or region, such as those allowing access to higher studies (i.e., entry into university), can influence the way teachers teach 5 and, consequently, the way students study and learn. Put simply, if an assessment is mainly a test of factual knowledge, students will be expected to learn, memorize and recall facts and details. Where an assessment requires the ability to interpret, give examples, summarize, compare, explain, apply, analyse, evaluate or synthesize the students will have to focus more on skills. Of course, even if the assessment is mainly of factual knowledge, students can still learn how to interpret, compare, apply, analyse and so on, but the tendency will be to focus more on facts and details to get the best qualification. Conversely, if the assessment is mainly of abilities and skills, students still have to learn facts and details (otherwise they will not have sufficient material to apply their skills to), but they will tend to focus more on these abilities. The same can be said for other kinds of assessment, including those that combine different examination systems. The use of any specific method or combination of different methods, i.e. fact-based or skill-based exams, as well as the precise form in which they are designed (essay, multiple choice test, open-books exam, etcetera; see below for discussion on examination methods) depends on diverse factors such as educational policies, education centres and teaching systems, and it varies worldwide.

Alongside these considerations, exams and evaluations may exert a stressful pressure on students. In fact, stressful events are quite common in educational settings, for both students and teachers. Stress, however, can have a critical adverse impact on learning and memory processes 6,7 and, taken to an extreme where it becomes chronic, it may also contribute to some brain disorders such as major depressive disorder or post-traumatic stress disorder 8 . Many studies have been conducted to clarify the effects of stress on learning and memory, both in humans and using animal modelling systems. The effects of stress are complex, producing both enhancements and impairments to memory and learning as well as to the control of executive functions such as the attentional systems, working memory, inhibition (emotional management) and cognitive flexibility, among others 9,10 , depending on the specific cognitive process, the student’s developmental stage (from childhood to adulthood) and temperament, etcetera 6,11 (se below for discussion on these issues).

Thus, although assessment is crucial to monitor the effectiveness of both teaching and learning and to verify whether a student is qualified, at the same time, assessment methods shape how students approach learning, how much they learn and what (i.e., the content) they learn 12,13 . In this context, the stress generated by examination and evaluations may affect the learning process from “inside”, that is, from neural mechanisms linking stress responses and learning. Consequently, teachers, students, testers, curriculum designers, policy makers, institutions and administrations are all, in some way, affected by testing and examination methods.

In this brief, the effects of exams and evaluations on stress responses and consequently on learning will be discussed. It is not intended to be a review of current evaluation systems or educational policies around the world, which differ substantially depending on national and regional policies 14 , educational traditions, available technical resources, etcetera, but to provide ideas and hypotheses that may help in rethinking the role exams may play and which kind of exams can best fulfill this function, to inform educational policies and teaching practices, and to guide future research in educational neuroscience towards development and progress in this area. To reach this goal, this brief will first summarize how the typology of exams may influence learning and, from there, it will consider the effects of stress on memory consolidation and executive functions in different scenarios.

How the typology of exams may influence learning: an overview

Memory retrieval, which is a crucial cognitive activity during examination, is an active process that can alter the content and accessibility of stored memories. Although this testing effect often becomes visible only over time 2,3 , it is of potential relevance for educational practice, as it has been shown that memory retrieval fosters better retention than mere studying 3  (e.g. the use flashcards to study, which depend on retrieval). However, stress, a physiological response to potential threat, that is quite common during examinations as well as during the process of preparing for examinations, may also affect the learning process and memory formation in different ways 6,7 , which, in turn, may mean that assessments can produce contradictory effects on these processes.

Various forms of examination and assessment are traditionally used, each of which has specific characteristics which may influence teaching and learning in different ways 15 :

– Written exams, which may include short-answer and essay questions. Short-answer questions are mainly used to test how students recall specific facts (although they don’t have to be, as for example it is quite easy to have a short answer question that asks students to compare and contrast two things). Conversely, essay questions may give a better assessment of how students have understood a subject and their ability to apply their knowledge and perform analysis, comparison, evaluation and synthesis (see the annex for an example).

– Multiple-choice tests, which are mainly used to focus on detailed factual knowledge.

– Open-book exams, in which students are allowed to use textbooks and other materials. This can be helpful to test students’ understanding and ability to apply knowledge and select relevant information.

– Computer-based assessment, which can be formed of multiple-choice questions, but may also include interactive problems students have to elaborate on using the software, thus combining factual knowledge and skills.

– Take-home exams, in which the tasks are used to test students’ understanding and ability to apply knowledge and select and synthesize relevant information, possibly decreasing the pressure of having a very limited time to solve them.

– Oral examination, which is useful to test the students’ knowledge and understanding of a topic in a dynamic and interactive way, including their skills of application, analysis, integration, argument and synthesis of information. Moreover, the direct feedback in oral examination provides opportunities for students to learn immediately from the examination, and it has also been shown that presenting knowledge aloud contributes to its consolidation 16 . However, some temperaments may impair students’ performance when facing oral examination.

– Report writing and oral or poster presentations of tasks performed, in which the ability of students to perform tasks and apply knowledge to unfamiliar situations, including analysis and synthesis, as well as to write and present the outcomes, is tested.

The first work on the effect of written examinations on learning and on retention of learning dates back to 1938 17 . One of the main conclusions of this seminal work is that “the use of examinations stimulates achievement to a significant degree, […] but there is as yet no evidence to show that the greater achievement […] persists after six weeks to three months”. Much more recently, several works have analysed the effects of exam typology on how and what students learn. For example, comparing an end-of-course essay assignment to a multiple-choice examination among second-year education students from the University of Sydney 4 , it was reported that students were more likely to employ surface learning approaches in the multiple-choice examination context and to perceive multiple-choice examinations as assessing knowledge-based intellectual processing. In contrast, students were more likely to employ deep learning approaches when preparing their essay assignments, which they perceived as assessing higher levels of cognitive processing. Poorer performance in the essay assignment was associated with the employment of surface learning strategies, and poorer performance in the multiple-choice task was associated with the employment of deep learning strategies. Surface learning strategies may be defined as memorizing solely what is needed for an exam 18 . It is said that students engaged in surface learning tend to be more passive learners and to see learning as coping with tasks so that they can pass the assessment 18 . Conversely, students adopting a deep learning approach seek to understand meaning, are more likely to have a genuine curiosity about the subject, and its connections with other subjects, building on their current learning 18 . It is said that these students may enjoy social learning, including discussing different points of view 19 . It has also been shown that active learning increases student performance in science, engineering and mathematics 20 , and that problem-based learning improves deep learning 21 .

In another work, focused on the effects of tests on language studies 22 , the positive effects or influences were summarized in the following points: (1) Tests induce teachers to cover their subjects more thoroughly; (2) Tests motivate students to work harder to gain a sense of accomplishment and thus enhance learning [although mainly factual learning], and (3) Good tests can be utilized and designed as beneficial teaching-learning activities so as to encourage positive teaching-learning processes. In the same way, the following negative effects were reported: (1) Tests encourage teachers to narrow the curriculum and lose instructional time, leading to “teaching to the test”; (2) Tests induce anxiety in both teachers and students and distort their performance [see discussion about stress and learning, below]; (3) Students may not be able to learn real-life knowledge, but instead learn the discrete points of knowledge that are tested, and (4) Cramming will lead students to have a negative association with tests and will accordingly alter their learning motivation.

One way to take advantage of the positive effects of different examination methods and decrease the incidence of the negative ones is to use a combination of the different examination methods to conduct assessments. Although, currently, most pedagogical strategies and educational policies do utilize this idea, the author feels it is important to emphasize these aspects as this brief is intended for use worldwide. It is also worth noting that examination methods focused on testing the ability to apply knowledge to particular situations and to perform analysis, comparison and evaluation can be applied not only individually but also to groups of students, thus testing their capacity for working collaboratively 23-25 . This may also be useful for assessing teaching practice where this strategy (collaborative work) has been used during teaching. However, the common denominator of all exams is that for some or even many students they generate stress, which may have contradictory effects.

Finally, it is important to note that the use of the above-reported variety of examination methods depends not only on educational policies and traditions, but also on the availability of the materials and instruments needed, such as textbooks for open-book exams, computers and internet connectivity for computer-based assessments, appropriate spaces and proper parental or caregiving support for take-home exams, etcetera. These factors, in turn, are also, but not solely, influenced by regional differences and socioeconomic status 26 .

Memory retrieval and memory consolidation

As stated above, memory retrieval, which is a crucial cognitive activity during examinations, contributes to memory consolidation. Memory consolidation refers to the process by which a temporary, labile memory is transformed into a more stable, long-lasting form (Figure 1). It was first proposed in 1900 27 to account for the phenomenon by which learned material remains vulnerable to interference for a period of time after learning. During memory consolidation, that is, the gradual reorganization of the brain systems that support memory 28,29 , the hippocampus guides the reorganization of the information stored in the neocortex 30 . The hippocampus is part of the limbic system and plays an important role in the consolidation of information from short-term to long-term memory and in spatial memory that enables navigation. In turn, the neocortex is part of the human brain’s cerebral cortex where higher cognitive functioning, including executive functions, is thought to originate from. In other words, memory consolidation refers to. Moreover, under some conditions, long-term memory can transiently return to a labile state and then gradually stabilize again, a phenomenon termed reconsolidation 31-33 . It is worth noting that the dynamic nature of long-term memory 34 makes it reconstructive every time it is evoked or used, but also vulnerable to error, as in, for example, false memories 35 . Although much of this effect is not to the extent of false memories, what is important is that the act itself of recalling the memory changes the memory.

Figure 1. From sensory memory to long-term memory: the role of memory retrieval in memory consolidation.

This point highlights the importance of evaluation methods that do not disrupt previous learning, but instead contribute to its growth and consolidation, as in, for example, when students must analyse novel information relevant to the examination and apply knowledge to a novel situation. It is worth noting, however, that the putative disruption effect may be used to induce conceptual changes when needed.

In this schema, retrieving newly learned information from memory is an active process that consolidates information, and thus it decreases the incidence of forgetting 36,37 . This effect is specially relevant when combined with spacing between learning and successive retrievals 38,39 . The question of forgetting curves was first examined at the end of the nineteenth century 40 . Since then, several works have demonstrated that spacing retrieval has powerful effects on retention over substantial time periods, enhancing initial learning and slowing forgetting in several different situations 41-44 (Figure 2). To summarize the main results, repeatedly rehearsing material in the same study session will not have abiding effects and may even impair learning. Conversely, retrieving the same material on different days and in different ways will produce long-term results. Moreover, as practice increases, the information will remain accessible through longer gaps and subsequent repetitions will take much less effort. Thus, once the information is acquired, it should be revisited with increasing intervals, starting with days and weeks, and then spreading out to months and, ideally, years 45 (which is the idea behind spiral curricula).

Figure 2. Idealization of the effect of spacing knowledge retrieval to slow and decrease forgetting. Modified from [40].

Effects of stress on memory and learning: the role of exams

If a situation is appraised as stressful, a well-described cascade of physiological and endocrine changes is set in motion in order to re-establish homoeostasis and to promote long-term well-being 47 . Although the stress response is very complex, with numerous mediators involved, two major stress systems appear to be critical for the modulation of learning and memory processes, the rapid autonomic nervous system and the slower hypothalamus–pituitary–adrenal axis. Within seconds, the autonomic nervous system is activated, leading to the release of catecholamines such as noradrenaline, both from the adrenal medulla and the locus coeruleus in the brain 47 . Catecholamines prepare the body for ”fight-or-flight” responses and rapidly affect neural functioning in several brain regions critical for learning and memory, such as the hippocampus, amygdala and prefrontal cortex 48,49 .

A second system is also activated in response to stress, the hypothalamus–pituitary–adrenal axis, about 10 seconds later than the autonomic nervous system, resulting in the release of corticosteroids such as cortisol from the adrenal cortex 47 (the adrenal cortex comprises the outer layers of the adrenal glands, which are found above the kidneys). In this context, it has been shown that glucocorticoids such as cortisol can induce memory enhancement or conversely impair memory function, depending largely on the temporal proximity between the stressful event and the memory process investigated 50,51 . For instance, stress experienced just before memory retrieval, when catecholamine levels are still high and cortisol levels are not yet elevated, may have very different effects from stress experienced 90 min before retrieval, when catecholamine levels have returned to baseline and cortisol actions are at work 51-54 . In this regard, declarative memory, i.e. the memory for facts, events and word meaning, which is the most studied type of memory on which glucocorticoids exert an influence, may be both positively affected through consolidation and negatively affected through impairment by cortisol. These contradictory effects may depend on the cortisol receptor type, dose, time of exposure, memory component and the salience of stimuli, retrieval being generally affected and storage being facilitated, especially for emotionally relevant events. Interestingly, glucocorticoids also induce hippocampal atrophy, specially under acute chronic stress conditions, which may impair long-term memory storage.

Similarly, distinct memory stages such as encoding, consolidation or retrieval may be differently affected by these time-dependent physiological changes after a stressful encounter, also in anticipation of a stressful encounter 51,55 . In this respect, it has been shown that exposure to mild or moderate punctual stress (see discussion below on the ambiguity of the word stress ) may result in better memory performance during the consolidation phase but conversely reduces memory performance during retrieval, which it is important to note is the case during most examinations. Acute stressors impair both consolidation as well as retrieval. These memory-enhancing and memory-impairing effects are strongly related to stress-induced cortisol and sympathetic activity 55 .

The word stress may be, somewhat, ambiguous. One way to reduced ambiguity is by classifying stress in three categories, namely good stress, tolerable stress, and toxic stress 56 . “Good stress” refers to the experience of rising to a challenge, taking a risk, and feeling rewarded by an often-positive outcome. Even adverse outcomes can function as growth experiences for individuals with healthy self-esteem and good impulse control and decision-making capability, which are part of the so-called executive functions. “Tolerable stress”, in turn, refers to situations where negative events occur, but the individual with healthy brain architecture is able to cope, often with the aid of family, friends, and other individuals who provide support. Finally, “toxic stress” refers to situations in which negative events, adversity or traumas are experienced by an individual who usually has limited support and may also have brain architecture that reflects the effects of adverse early life events that have impaired the development of impulse control and adequate self-esteem 57 . In other words, good or even tolerable stressors generating mild to moderate punctual stress may contribute to memory consolidation during the consolidation phase but may reduce memory performance during retrieval, and toxic (acute) stress impairs both processes, which it is worth noting during most examinations.

Despite this general information, it is also worth noting the existence of individual differences in temperamental characteristics which are relevant for the onset of stress in early childhood and adolescence 1,58,59 . Thus, for example, the presentation of more shy-inhibited behaviours such as fearful withdrawal from unfamiliar people, displays of shyness, etcetera, and associated behavioural inhibition, i.e., withdrawal and fear in novel and/or unfamiliar situations, are consistently related to more severe anxiety in later childhood, particularly social anxiety 60,61 . Associations between shy-inhibited temperament and later internalizing behaviours have also been established 59,62 . Similarly, it has been suggested that negative reactivity characteristics such as anger, distress at limitations, moodiness or irritability, during toddlerhood are strongly associated with the later development of broader internalizing behaviours and less so with later anxiety symptoms 63,64 . Moreover, individual resilient capacity to manage both anxiety and stress it is also crucial for interindividual differences, and in this way examinations may also be used to reinforcing this influential process allowing for positive adaptation in a context of significant adversity (resilience will be addressed in another brief).

Beyond the specific neural, physiological and molecular aspects of the effects of stress on learning and memory, what is most significant for this brief is the effect of stressful situations that may occur during examinations on learning and memory performance. Thus, it has been shown that stress at around the time of learning enhances memory, but stress long before learning or in a distinctly different context does not promote new learning and can even hinder successful encoding of new information 65 (Figure 3). For example, while moderate stress immediately before learning enhances later recognition memory, memory is impaired if stress was experienced between 1 hour and 30 min before learning 66-68 . At the molecular and cellular level, this impairment to learning has been associated with a decrease in neural excitability in the hippocampus long after cortisol release, as it has been shown in animal modelling 69 . Similarly, stress shortly after learning also improves memory consolidation, an effect which is more marked when emotionality is concomitant, thus highlighting the important influence of emotions on learning 55,70,71 .

Figure 3. The effects of stress on memory, depending on temporal proximity and on specific memory process. Modified from [51].

As stated above, the effects of stress on memory extend to memory retrieval, which includes exams. Many studies have demonstrated that acute stress (or toxic stress according to the distinction above) impairs memory retrieval after a stressful encounter 72-76 . Interestingly for the focus of this brief, this retrieval deficit after stress has been found both in adults and in children, highlighting the relevance of these findings for educational settings 73 . Moreover, disruptive effects of stress on retrieval are stronger in emotional contexts, for example, after psychosocial stress 77,78 . Psychosocial stress is the result of a cognitive appraisal of what is at stake and what can be done about it, and can be defined as an imbalance between demands placed on us and our ability to manage them. However, crucial to the issue addressed in this brief, if the retrieval test, i.e., the exam or evaluation, is relevant for the stressful situation or a context is used to memory retrieval, i.e. there is context serving as a retrieval cue, recall is spared from the damaging effects of stress 53,79 . It is worth noting that in this regard the “context” do no refer to context-dependent learning, but to transfer knowledge to a new contextual situation. This point emphasizes the importance of evaluation methods that do not disrupt previous learning but instead contribute to its growth and consolidation, such as when students must analyse novel information relevant to the examination and apply knowledge to a novel situation (Figure 3; see the annex for an example). From an educational point of view, this can be achieved more easily with some forms of examination than others, for example, by means of essays in written exams, open-book exams, take-home exams, oral examination, report writing, etcetera.

Integrating new information into existing memories is a key process in education, which often involves some disruption. Furthermore, there is evidence that consolidated memories return to a labile state when they are reactivated, as occurs during an examination, which requires the subsequent re-stabilization of those memories in a process called reconsolidation 52,80,81 . During reconsolidation, a process involving the hippocampus 52 and the prefrontal cortex 82 , the reactivated memory can be weakened, strengthened or altered 52 . Several studies support the hypothesis that stress can affect memory reconsolidation and memory updating, but the specific conditions leading to either impairing or enhancing effects of stress on reconsolidation are still under investigation 83-85 .

Regarding the quality of learning, experiments, mostly using rodents, indicate that under stress more rigid stimulus–response associations are learned rather than complex representations of the environment 86-88 . In this way, it has been suggested that stress can affect not only how much information is learned but may also have considerable consequences for the nature and flexibility of memories and goal-directed behaviours 51, which are at the core of executive functions. Executive functions are a set of cognitive processes that are necessary for the cognitive control of behavior, i.e. selecting and successfully monitoring behaviors that facilitate the attainment of chosen goals, which in turn must be an essential component in the education systems.

Core executive functions such as working memory, inhibition and cognitive flexibility are integral to daily life and to goal-directed behaviours. A growing body of research has suggested that stress may also impair core executive functions, which are also crucial for learning as well as for goal-directed learning. For example, it has been reported that stress impairs working memory and cognitive flexibility 9,51 , which are central to some other abilities and skills that are crucial in education, such as decision-making, planning and imagination 89 , depending on how these functions mature during childhood and adolescence 10 . In this regard, it can be hypothesised that exams’ type and the way they are perceived by students may play a critical role in contributing to the development of this relevant functions.

Conclusions

Assessment is inseparable from teaching practice and affects both the way students learn and the way teachers teach. In consequence, it has been considered that to improve learning, examination and evaluation have to be critically analised 90 . Beyond factual knowledge, to favour cognitive processes such as those involved in executive functions, exams must allow for the mobilization of cognitive processes such as comprehension, description, representation, resolution, reasoning, reflection and communication 91 . This includes strengthening the feedback character of the examination 92 . Moreover, stressful situations, which are quite common during examination as well as during exam preparation, may also affect the learning process and memory formation, disrupting some aspects of memory retrieval and consolidation. However, when examination is coupled to the acquisition of new learning and knowledge which are perceived as relevant for the stressful situation, for example, when learning and testing take place in the same context, recall is spared from the damaging effects of stress 53,79 and may contribute to consolidating memory and developing executive functions, making the process of learning more efficient.

Taken together, data mentioned in this brief emphasize the importance of evaluation methods that do not disrupt previous learning, but instead, contribute to its growth and consolidation. Thus, from an educational point of view, methodologies used during examination have to be selected carefully to fulfil both the major roles of evaluations, that is, to serve as verification that a student is qualified and also as an educational tool to improve the learning process. To this end, novel approaches and both educational and scientific neuroscience research are needed to bring these ideas closer to the educational needs of each community, taking into account their resources.

Example of two distinct biology exams that use different methodologies. One of them (Example 1) is mostly focused on factual knowledge, while the other (Example 2) targets abilities and skills. They have been taken from the University Access Examination from different Autonomous Communities within Spain. Both are open access, and they were used in June/July 2020. Current educational policy in Spain allows decentralization of University Access Examinations, which are prepared by different tester teams. The author of this brief has been the coordinator of the biology examination for University Access in Catalonia for the last 14 years. Both examples are presented in their original version and language as well as translated into English. Despite there being no scientific studies on the effects on learning or memory of these two specific different methodologies, they can be speculatively deduced from general data given in this brief.

Example 1. Written exam, short-answer questions designed mostly to evaluate factual knowledge. It also includes the interpretation of an image. Original language: Spanish.

English translation:

b) What are the asymmetric carbons in a D-glucose molecule? Which carbon determines the D and L configurations when there is more than one asymmetric carbon? (0.6)

• Observe the following image:

a) What type of structure does it represent? What are its functions? (1.0)

b) Name each of the components marked with a number. (0.5)

c) Explain what exocytosis and endocytosis are. (0.5)

Example 2. Written exam, an essay question which provides novel information to students, designed mostly to evaluate abilities and skills and to take advantage of the stressful situation to consolidate learning (i.e., the context served as a retrieval cue and gives previously unknown information to students). Original language: Catalan.

In the early nineteenth century, all attempts to bring the smallpox vaccine to America had failed. The trip was too long, and the smallpox vaccine arrived useless. A doctor, Francesc Xavier Balmis, made a surprising proposal: to transport the vaccine via inoculated people. On November 30, 1803, the corvette Maria Pita sailed from A Coruña [Galicia, Spain] with 22 children from orphanages. They were known as the “vaccinating children” of the Royal Philanthropic Expedition of the Vaccine (1803-1806).

Figure legend: Plates by Francesc Xavier Balmis, in which the pus vesicles produced by the vaccine can be seen. Source: https://culturacientifica.com/2014/02/24/el-caso-de-los-ninos-vacuniferos.

• The procedure consisted of passing the vaccine from one child to another, step by step, until the end of the trip. The first child in the chain was inoculated with the content from the vesicles developed in cows that had the smallpox disease. This disease of cows, when it affects humans, only causes a few vesicles. It did not endanger life but provided protection against human smallpox.

Write a text similar to the one in the above paragraph using the following five terms: antigens, antibodies, immunization, cowpox virus, and human smallpox virus . [1 p]

• Eight days after inoculation with the contents of the vesicles, the first vaccinated child developed vesicles full of the virus, which were then used to vaccinate the next child in the chain, and so on. [1 p]

a) In relation to the immune response of the children in whom the vesicles fluid was injected, complete the following table:

Type of immunization: active / passive

Justification

b) In relation to the origin of the antigens, complete the following table:

Type of immunization: natural / artificial

Justification:

• When selecting the children, Balmis imposed the condition that they must not have suffered smallpox or previously been vaccinated. From the point of view of the primary or secondary immune response, would the transmission of the vaccine have worked if this condition had not been fulfilled by any of the children? Justify the answer by referring to these two types of immune response. [1 p]
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Speech on Exam Stress

• Updated on  
• Feb 26, 2023

Do you know which factor helps students in giving their best in exams as well as getting the best result? It is the ability to manage exam stress. A little bit of stress is positive as it pushes the student to give their best in the exam but excessive stress makes the situation worse as the student despite hard work underperforms in the exam. Speech on exam stress is an important ASL topic and given below, are two samples of speech on exam stress.

Sample Speech on Exam Stress [200 – 300 Words]

Good morning everyone! I am ABC and today I stand before you to present an insightful and eye-opening speech on exam stress.  Notes, resources, and study material for cracking an exam are easily available yet the most prevalent issue is the inability to tackle exam stress. Be it board exam students, UPSC aspirants, CAT aspirants, JEE aspirants, all of them do face anxiety and exam stress at a certain point. This speaks volumes louder,  how important it is to inculcate the skill of emotional intelligence and stress management in students as it is the ability to manage the stress that sets us apart from the rest. Various factors lead to an increase in stress among students. Those factors are poor time management skills,  low-self esteem, spending too much time on the phone, bad company, negative comparisons by teachers and parents, and procrastination. The most important factor according to me is procrastination because most of the students wait for some sort of motivation or spark to get them started. But the truth is waiting for motivation is useless because you won’t get motivated unless you start working. The journey of a thousand miles begins with a single step and it is just about that one step which the student needs to take and that is start studying daily instead of piling up at the last moment. There are various ways of managing stress which will ensure optimal performance in the exam. Some of the ways are doing exercises and meditation, practising deep breathing techniques, practising affirmations, having a positive company and environment, and proper time management. Always remember that apart from testing knowledge, what exams actually test is the ability to stay calm and handle pressure. Thus, along with mastering your syllabus don’t forget to master the art of stress management. 

Also Read: 10 Stress Management Techniques for Students

Sample on Exam Stress [400 – 500 Words]

Good morning everyone! I am ABC and today I stand before you to present an insightful and eye-opening speech on exam stress. I would like to begin by quoting the lines by Hans Selye which says “Adopting the right attitude can convert a negative stress into a positive one.” Handling stress can either be a make-or-break situation depending upon how one handles it. Schools and colleges do ensure that they have taught concepts mentioned in the textbook with utmost clarity but at times they forget that the most important thing to be taught to students is managing stress. Stress management is that one skill that sets the best standout from the rest and helps in meeting life challenges. A common thing in board exam toppers, apart from their sky-high scores, is the ability to manage exam stress effectively. The never-ending rat race to score the highest in examinations, constant pressure from parents, and unhealthy competition from peers may lead to the development of psychological disorders in students such as depression, anxiety, etc.  As per statistics, one student in every one hour commits suicide in our country. This grave situation speaks volumes louder about the need to instill the skill of emotional intelligence and stress management in students. There are various underlying causes behind the stress which students face at the time of examinations. Some of those causes are having low self-esteem, spending too much time on social media, chronic procrastination, inconsistency, poor time management skills, negative peers, and unhealthy comparisons by parents. The most crucial cause I believe is poor time management skills as the topper as well as underperformer has the same twenty-four hours. The one who can effectively manage time faces less stress as compared to the student who is not able to manage time. Students should have a habit of maintaining daily to-do lists as that reduces the load to remember tasks and helps in the breakdown of a huge chunk of the syllabus to be covered. Important techniques of stress management are proper time management skills, having command over the syllabus, doing yoga and meditation to calm the mind, and having a growth mindset. It is the mindset of an individual along with proper time management skills that help them crack all sorts of exams in a stress-free manner. Always remember, “The bad news is time flies. The good news is you’re the pilot.” Thank you so much! Everyone for being patient listeners.

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you just made my day thanks i got 10/10 on my asl exam however i need to make some ammendments.

Very nice article!! its all based on exam stress. I have always taken ashwagandha in capsule form; however, the gummies version is fresh and healthful. for stress free life and for good sleep and to be healthy .without any stress to write an exam .

Thank you so much for your appreciation of the article. We are glad that you have found your way to deal with exam stress. Please also check out our article on stress management tips for students and let us know your thoughts on it.

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Learning English with Oxford

The latest language learning tips, resources, and content from oxford university press., 5 tips for reducing exam stress and anxiety.

• by Oxford University Press ELT
• Posted on February 23, 2024

1. Study effectively

Understanding the format of your exam is crucial. Exams have different tasks that assess your language skills – for example, speaking interviews, reading comprehension or essay-writing tasks. Familiarise yourself with the task types in your exam through practice and by using sample questions in online demos and practice tests .

The more you practise, the better you’ll understand what is expected of you. If you’re taking an exam like Oxford Test of English, be sure to know how the tasks are presented and what technical aspects you might need to handle.

You can also practise a lot of the skills required in a test like the Oxford Test of English in real-life situations, such as leaving a voicemail or writing an email.

2. Find support

Joining a study group can offer mutual support and motivation. Sharing tips, resources and practice sessions with others can make a significant difference to your exam-preparation journey and reduce exam stress. You can also find useful tips and resources on our social channels .

If self-study isn’t enough, consider enrolling in a class or finding a teacher. This can help give your preparation structure and focus, guiding you through the material that you need to know for the exam.

3. Focus on your goals

Stay positive and keep your goals in sight. Remind yourself why you’re taking the exam. Is it for travel, university, career advancement or personal satisfaction? Use this as your motivation to put time into preparation. 

You can also take inspiration from others who’ve taken the test, like Francisco from Spain, who said ‘taking the Oxford Test of English was a good experience and a great starting point for improving and practising my English during my travels’ or Nicolas from Argentina, who said ‘The Oxford Test of English meant I could take the next step on my career ladder’. 

4. Take care of your mind and body

How to reduce test anxiety? Maintain a balanced diet, exercise regularly and establish a consistent sleep routine to reduce stress and anxiety, particularly in the weeks leading up to your exam. 

In addition, don’t forget to take study breaks – overworking can lead to burnout. You might think it’s helpful to sit for hours on end studying back-to-back-to-back, but taking a break can help you feel more energised and ready to sit down and study again. It’s good for you both physically and mentally. 

Remember, studying is important, but so is personal time to unwind and reflect.

5. Keep calm and confident on exam day

When exam day arrives, take a deep breath. Believe in your preparation and abilities and keep calm and confident. 

Read through the questions carefully and allocate your time wisely. A great tip from Marina in Spain, who took the Oxford Test of English, is to be aware that ‘…if you don’t use all the time for one of the modules – Speaking, Listening, Reading or Writing – you can use that time in another part of the test. So don’t hurry. Use all of the allocated time for each section, and you’ll do great.’

It’s also helpful to visualise success; imagine yourself completing the test with confidence. This positive mental practice can help reduce test anxiety. 

By following these useful tips, you can reduce your exam stress and anxiety in the lead up to the day.

If you’re thinking of taking an English exam, the Oxford Test of English is an excellent tool for you to certify your proficiency. And the best part? Your certification is valid for life. Whether you want to enhance your travels, take a step up in your career or achieve a personal goal, the Oxford Test of English can open doors for you.

We invite you to watch our test taker experience and testimonial videos to see how others, just like you, have utilised their lifetime certification to achieve their dreams. See the difference the Oxford Test of English has made in their lives and let it inspire you to make a positive change in yours.

Where will the Oxford Test of English take you? Explore more !

Decide whether the statements are true (T) or false (F). 

• Sharing resources with others is a good way to feel calmer when preparing for an exam. 
• You should learn the format and task types in your exam. 
• All exams have tasks which can be practised in real-world situations.
• Studying back-to-back without a break is a good way to study.  
• Stay positive and keep your goals in sight. 
• You should believe in yourself on exam day. 

True: 1, 2, 5, 6

False: 3, 4

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Author: Oxford University Press ELT

Every year we help millions of people around the world to learn English. As a department of the University of Oxford, we further the University’s objective of excellence in education by publishing proven and tested language learning books, eBooks, learning materials, and educational technologies. View all posts by Oxford University Press ELT

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How to deal with exam stress

Exam season can bring on levels of stress and burnout that can hinder your studies. here are some handy tips on how to manage your anxiety.

• Student life

Seeta Bhardwa

Exam stress affects most students in varying ways. It is important to manage this stress and find little ways of helping to eliminate the risk of burnout. 

For some students, exams can be a breeze; revision is second nature to them and they could ace an exam with their eyes closed. But for others, sweaty palms and heart palpitations are just a part of the territory, and it seems that nothing is more impossible than sitting down and revising. Here are some handy tips that can help to dissipate stress and make sure you can get through exam season. 

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1. take regular breaks and schedule in fun things to look forward to.

Even the most intense exam timetables will allow a little time for a study break. This can include 20-minute breaks during your revision day, and longer activities that you can look forward to. Go out for dinner with friends, go to the cinema, attend a gig, anything that you like doing in your spare time that will take your mind off exams. Spending a little time away from the books will leave you feeling more refreshed and relaxed the next time you revise.

2. Exercise and get outdoors

Easily one of the most frustrating things about exam season is that it seems to occur just as the weather brightens up. Use this to your advantage and go out for a walk, or a run, or head to the gym or swimming pool. As well as keeping you healthy, exercise is known to boost your mood and can help to make you more productive while revising. 

Video: 10 common Exam Results Day questions - answered How to deal with stress over exam results How to survive A-level Results Day How to deal with pressure at university

3. Don’t (always) listen to others

As the old saying goes: "comparison is the thief of joy". While it is helpful to discuss topics with fellow students and often to revise together, try not to compare other peoples' revision to your own. Chances are you’re doing just fine, and listening to other people talk about what they’ve learnt will only stress you out and may make you feel like you aren't progressing as well as them. Plus, if they themselves are stressed this can rub off on to you and other people’s stress is not what you need right now.

4. Speak to someone

If the stress gets to a point where it is overwhelming, and is affecting your day-to-day life, try and speak to someone about it. Your university or school should have a service where you can speak to people about your concerns, and will be able to offer more advice on how to manage it. If that seems like too big a step, open up to a family member or a friend about the pressure you feel. You’ll be amazed to know that you aren’t alone in feeling like this.

10 quick ways to help eliminate exam stress 

• Watch a film, a TV show or listen to a podcast or comedian that makes you laugh.
• Drink some herbal tea or a hot chocolate. It’s a well known fact that hot drinks are known to soothe the soul (avoid too much caffeine though!).
• A shower or a bath can help to relieve stress.
• Cook or bake something. Just the thought of having something delicious to eat can bring you joy. As a bonus side note, try and cook something healthy too. You can’t feed your mind well, if you don’t feed your body well.
• Get some sleep. The virtues of a good night’s sleep during exam season should not be underestimated.
• Keep things in perspective. Yes, exams are important. But you are so much more than your exam results.
• Avoid other stressed people. You know the ones I mean. The ones with cue cards outside of the exam hall, frantically trying to remember key dates and equations. They will do nothing for your stress levels.
• Avoid the exam "post-mortem”. You don’t need to know how other people fared in the exam. You’ve done your best, you can’t go back and change your answers so the second you step out of the exam hall, focus on your next exam.
• Be flexible. While having a revision time table is one of the best tools in your arsenal for exam success, don’t be too hard on yourself if you don’t stick to it. If you accidentally oversleep, don’t write the day off.
• Write down everything you feel like you need to do and try and tick one thing off. Just the act of feeling like you are in control of your revision can help. 

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Exam Stress of Students

Rahul, a class XII student, is feeling pressure due to the high expectations set by his parents. This situation is not unique to him but is common among many other students. The term ‘exam stress’ refers to the anxiety students feel about their performance in exams, the repercussions from their parents and friends, and the overall pressure they face. Students often find it difficult to make their parents understand the challenges they face during exams. Instead of providing support, parents tend to stress them out further, regardless of their efforts.

College students, including freshmen who may initially struggle and give up on classes, are often burdened with stress. However, it is crucial to note that stress should not define our college experience. Despite facing numerous final exams, we can surprisingly perform well without feeling overwhelmed.

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According to the study, students getting ready for Class 10 and 12 board exams experience significant pressure to achieve scores above 80 percent or else they worry about being branded as failures. In college, encountering frequent tests is unavoidable and numerous students find it difficult to cope with them. If you are anxious about taking exams in college, there are coping mechanisms that can be beneficial. It is crucial to acknowledge that not all stress is detrimental; rather, what matters is how you handle it.

Converting exam stress into productive energy can be advantageous, while struggling to cope with it can hinder college attendance. To effectively manage this stress, the initial step is acknowledging its presence. Are you experiencing stress due to inadequate study and fear of failure? Or do you consistently feel stressed during exams? If your issue stems from lack of preparation, taking extra time to study for upcoming exams is a viable solution.

If you are constantly stressed about exams, it may be beneficial to seek assistance from your guidance counselor or a qualified professional. It is important to learn how to decline requests when necessary. For example, if you have an upcoming exam and a friend invites you to go out, politely decline. Prioritizing your education means you will have to face exams, so you should carefully consider what is most important to you – going out or achieving academic success. If you choose the latter, you know that dedicating yourself to studying will lead to the desired outcomes. Additionally, students can manage exam stress by taking control of the situation.

Instead of letting stress control you, take charge and reclaim your control. Evaluate your class schedule and consider dropping challenging courses if you don’t have enough time for each. If you have a job while in school, think about temporarily modifying your work schedule during exams. College towns often have employers who are more empathetic and willing to grant time off, but it’s crucial to openly communicate your requirements with them.

Preventing stress caused by others’ expectations is crucial. If you’re the first in your family to attend college, you might feel that your family’s happiness relies on your achievements. However, it’s important to remember that all you can do is give it your best shot. Make sure you prepare adequately by studying and setting aside enough time for the exam. Being well-prepared increases the likelihood of performing well. Prior to the test, seek inner peace. Take deep breaths and imagine yourself achieving a favorable score on the examination.

Engaging in physical activity before an exam can alleviate stress. Make sure to get enough sleep the night prior to the test. While some individuals can perform well with little sleep, it is not preferable. Carefully read the question before attempting to answer it. If you remain uncertain, request clarification from the teacher. Numerous students experience exam stress, with some even choosing to withdraw from school due to its severity. However, if you can develop effective coping mechanisms for exam stress and overcome it, you can achieve success and even excel.

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Stress theory: the nature of stress and the body’s response to stress.

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Students Cram the Material Before the Exam

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Normally when we say “I feel stressed” it means “I feel anxious”. Stress is a kind of worried feeling about life or work. But there is another kind of stress that actually helps us understand. This other kind of stress is an accent that we make on certain syllables and words when speaking English. When

Perceived Stress Levels and Stress Management

Stress Management

Perceived Stress Levels and Stress Management Among Paramedical Students Lyceum of the Philippines University: Towards Stress Management Enhancement Maribel D. Mayuga-Barrion, DDM, MAT It is recognized that stress is a normally occurring part of life. Selye was the first to describe the term "stress" as a state produced within an organism subjected to a stimulus

Negative effects of stress in students

Negative effects of stress on students Stress is a person’s response to a stressor situation such as environmental condition or an external stimulus. In other words, is a body’s way to react to a challenge or a stressful event. Stress typically describes a negative condition, but can also be a positive condition that can have an

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Over 30 percent of college students report feeling overwhelmed at the demands of university life, according to the University of California-Los Angeles. That stress isn't limited to college students. Students of all ages, in fact, can feel anxious about life and the future. Stress affects not only the mind, but also the nervous and immune

Stress In College Students Research Paper

Stress In College Students Essay, Research PaperStress in College StudentsAbstractionCollege pupils all emphasis out about one situation/life generalization or another. Some of these situations/life generalizations are individualization, computing machine anxiousness, culturaland gender functions in student-athletes, and mathematics anxiousness.IntroductionThere have been many surveies looking at emphasis in college pupils. At one clip or another, college pupils

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In today's educational society there always seems to be segregationamong students. Furthermore, these different groups always seem to havetheir own special titles. There are the "jocks," the "preps," the ever-classic "white-trash" and many more. But there is a certain breed ofstudent that always seems to be either loved or hated. Society likes tocall these people

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Essay on Stress Management

500 words essay on stress management.

Stress is a very complex phenomenon that we can define in several ways. However, if you put them together, it is basically the wear and tear of daily life. Stress management refers to a wide spectrum of techniques and psychotherapies for controlling a person’s stress level, especially chronic stress . If there is effective stress management, we can help one another break the hold of stress on our lives. The essay on stress management will throw light on the very same thing.

Identifying the Source of Stress

The first step of stress management is identifying the source of stress in your life. It is not as easy as that but it is essential. The true source of stress may not always be evident as we tend to overlook our own stress-inducing thoughts and feelings.

For instance, you might constantly worry about meeting your deadline. But, in reality, maybe your procrastination is what leads to this stress than the actual deadline. In order to identify the source of stress, we must look closely within ourselves.

If you explain away stress as temporary, then it may be a problem. Like if you yourself don’t take a breather from time to time, what is the point? On the other hand, is stress an integral part of your work and you acknowledging it like that?

If you make it a part of your personality, like you label things as crazy or nervous energy, you need to look further. Most importantly, do you blame the stress on people around you or the events surrounding you?

It is essential to take responsibility for the role one plays in creating or maintaining stress. Your stress will remain outside your control if you do not do it.

Strategies for Stress Management

It is obvious that we cannot avoid all kinds of stress but there are many stressors in your life which you can definitely eliminate. It is important to learn how to say no and stick to them.  Try to avoid people who stress you out.

Further, if you cannot avoid a stressful situation, try altering it. Express your feelings don’t bottle them up and manage your time better. Moreover, you can also adapt to the stressor if you can’t change it.

Reframe problems and look at the big picture. Similarly, adjust your standards and focus on the positive side. Never try to control the uncontrollable. Most importantly, make time for having fun and relaxing.

Spend some time with nature, go for a walk or call a friend, whatever pleases you.  You can also try working out, listening to music and more. As long as it makes you happy, never give up.

Get the huge list of more than 500 Essay Topics and Ideas

Conclusion of the Essay on Stress Management

All in all, we can control our stress levels with relaxation techniques that evoke the relaxation response of our body. It is the state of restfulness that is the opposite of the stress response. Thus, when you practice these techniques regularly, you can build your resilience and heal yourself.

FAQ of Essay on Stress Management

Question 1: What is the importance of stress management?

Answer 1: Stress management is very efficient as it helps in breaking the hold which stress has on our lives. Moreover, you can also become happy, healthy and more productive because of it. The ultimate goal should be to live a balanced life and have the resilience to hold up under pressure.

Question 2: Give some stress management techniques.

Answer 2: There are many stress management techniques through which one can reduce stress in their lives. One can change their situation or their reaction to it. We can try by altering the situation. If not, we can change our attitudes towards it. Remember, accept things that you cannot change.

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How to Write Good Essays in Exams (And Avoid Stress)

Blog , Pedagogy July 18, 2023

An essay is a piece of writing that presents a focused argument or explores a specific topic in a structured and coherent manner. Students often write essays in exams to assess their understanding of a subject matter, their ability to analyze and interpret information, and their skills in constructing coherent arguments. However, writing good work in exams requires careful planning, effective time management, and strong writing skills. Therefore, here is a step-by-step guide to help students write good essays for exams (and avoid stress).

Write Good Essays in Exams: A Step-By-Step Guide

Writing in exams can be challenging and stressful for many students. The step-by-step guide below will help you write good essays for exams, avoid stress and achieve better results.

Read the Instructions Carefully

Check you understand any restrictions or limitations mentioned in the instructions, such as word count, time limit, and how many questions to answer.

Read the Questions Carefully

Read through the exam paper once and then re-read each question. You might think a topic you’ve revised hasn’t come up when it is there, but the wording is unusual. Alternatively, the question might be obtuse, and you do not understand it.

Choose Your Questions Carefully

Mark any questions you might answer, and then check that you fully understand them. Do you have relevant knowledge, ideas, and evidence for the essays you plan to write?

Understand the Questions

Before you start writing, take time to read and understand the question. Underline or highlight the key points and requirements. And make sure you know what is asked of you.

Look for any keywords or phrases that indicate what you need to do, such as “explain,” “compare,” “contrast,” “define,” or “justify.”

Decide the Order You Plan to Answer Questions

Some people like to start with the topic they know best to give them a good start. Others prefer to answer their best question second because, with one essay written, they can relax, expand on their best ideas and gain a higher grade.

Plan Your Response to Write Good Essays in Exams

The stress of writing essays for exams can make all your preparation disappear. And it is essential to get your ideas across clearly and concisely in exams. So, take a few minutes to brainstorm and organize your thoughts.

Identify the main topic and discussion areas. Choose a few points or arguments about which you can write.

Make a mini-plan that puts your points/arguments in order before you start writing. This plan will serve as a roadmap for your writing and help you stay focused.

Manage Your Time

Good time management is necessary when writing essays under timed conditions. Ensure you allocate enough time for each essay section and stick to the time limit.

Divide your time according to the number of essays or sections to write.

Allocate time for each essay section, including planning, writing, and proofreading. Stick to this schedule to ensure enough time for all the necessary tasks.

Good Essays in Exams Are Clear and Concise

When writing time-constrained essays, express your ideas clearly and concisely. Avoid long, rambling sentences and focus on making your points clearly and concisely.

Write in clear and concise sentences. Avoid using overly complex language or jargon that might confuse the reader. Use specific and descriptive language to convey your ideas effectively.

Proofread and Edit

Take a few minutes at the end to review your essay. Check for any grammar, spelling, or punctuation errors. Ensure you present ideas clearly and logically. If time permits, read your work aloud to identify any awkward phrasing or unclear sentences.

Once you have finished writing, take a few minutes to edit your work. Check for spelling and grammar mistakes, and make sure your essay flows logically.

Stay Calm and Focused

Stay relaxed and focused during the exam. Read the instructions carefully, manage your time wisely, and answer the questions to the best of your ability.

Write Good Essays in Exams: Structure Your Essay

A well-structured essay will make it easier for the reader to follow your arguments and understand the ideas presented.

Therefore, students should follow some basic guidelines to ensure their answers are concise and effectively convey their knowledge and understanding of the material.

Here are some tips to help you structure your exam essay.

• Start with a Strong Introduction : To write good essays in exams, begin your essay with a compelling introduction that grabs the reader’s attention. Clearly state your thesis or main argument. And provide a brief overview of the points you will discuss. This information shows the assessor how you understand the question and how you will answer it.
• Develop Coherent Body Paragraphs : Each body paragraph should focus on a single main idea that supports your thesis. Start each section with a topic sentence that introduces the main point and provides evidence or examples to support it. Use clear and logical transitions between paragraphs to maintain a smooth flow of ideas. Moreover, develop your story!
• Provide Evidence : Support your claims with relevant evidence such as examples, statistics, or references to authoritative sources. Make sure your evidence is accurate and supports your arguments effectively. This strategy will make your essay more convincing and help you score higher marks.
• Address Counterarguments : Acknowledge and address counterarguments or opposing viewpoints. This strategy demonstrates that you have considered different perspectives and strengthens your argument. Refute counterarguments with logical reasoning and evidence.
• Conclude Effectively : Summarize your main points in the conclusion and restate your thesis. Avoid introducing new information at this stage. End with a strong closing statement that leaves a lasting impression on the reader.

What to Do if Your Mind Goes Blank

Most students fear this happening.

If it does—put your pen down, take a deep breath, sit back, and relax for a moment.

If you’re in the middle of an answer, read through what you have written so far—what happens next?

Lastly, if you can’t progress with your writing, then leave a gap! Your thoughts will probably return once you are less anxious.

What to Do if You Are Running Out of Time

Don’t panic.

Look at the questions left to answer (or essay sections left to write) and divide your remaining time to cover all the parts.

Or, perhaps you are halfway through writing an essay with 30 minutes to finish. Remember, give yourself 15 minutes to complete (or upload) your work because you may encounter technical problems!

Write economically—make your point, support it with evidence, and then move on to the next point.

If you can’t finish on time, briefly list the points you wanted to make—they could pick you up a few marks.

Referencing in Exams

Refer by name to the theorists and researchers in your subject area, also giving the year of their major works—the best you can given the time you have.

Citing a few up-to-date references in your essay demonstrates current knowledge and understanding.

For open-book exams, provide a reference list (i.e., evidence of your reading) at the end of your essay.

A reference list is not necessary for in-person exams, which are typically shorter in duration than open-book assessments. This requirement helps students focus on writing when time is at a premium.

Note. The reference section (if you require one) does not usually count towards the word limit. Moreover, there is no penalty for minor formatting deviations.

Write Good Essays in Exams: Marking Criteria

The marking criteria for written exams have a reduced emphasis on stylistic elements (e.g., APA formatting) to allow students to write good essays in exams.

However, being mindful of your marker’s needs is essential when writing good essays. For instance, understanding what they will be looking for can help you tailor your writing to meet their expectations. Plus, this will improve your chances of receiving a good grade.

Here are some things to consider when thinking about your marker’s needs (and to achieve better grades!):

• Knowledge & Understanding : Ensure you show thorough, up-to-date knowledge and comprehension of the topic by including evidence of reading beyond the key texts.
• Analysis : Ensure you examine ideas and principles beyond those introduced in the module resourcefully and imaginatively. Synthese ideas from diverse sources. Additionally, show independence of thought with critical evaluation.
• Reading & Referencing : Show clear evidence of extensive and relevant reading.
• Essay structure : Ensure your essay structure is logical, easy to follow, addresses the title, and enhances your argument and discussion.
• Use correct language : Use excellent standard written English.

Remember, writing essays for exams can be stressful, but you can succeed with careful planning and a clear strategy. So, stay calm, stay focused, and do your best.

However, a clear strategy is not enough when writing good essays for exams. Students should also be able to analyze, interpret, and synthesize the information they have learned, thus demonstrating their understanding of the subject matter.

Good luck with your exams!

Want to get the most out of your degree? Then check out my other pedagogy articles!

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Exam stress

On this page:, signs and symptoms of exam stress, causes of exam stress, strategies that can help, additional resources.

Exam stress is the feeling of tension and worry that comes from test-taking situations. It is normal to feel some stress about upcoming tests, exams, papers or presentations. Indeed, a small amount of stress can challenge you and stimulate you to work harder. Exam stress becomes problematic when it interferes with your ability to perform and achieve your academic and learning goals.

Below are some signs that indicate you may be experiencing exam stress:

• Physical signs include a fast heartbeat, tense muscles, headache, sweating, upset stomach, nausea, diarrhea, dry mouth and difficulty sleeping.
• Behavioural signs include fidgeting, nail biting, and increased smoking, drinking or eating.
• Mental and emotional signs include difficulty concentrating, racing thoughts, "going blank," worry, and uncontrolled feelings of fear, dread or helplessness.

Exam stress can develop for many different reasons. Knowing the reason(s) for your stress helps you identify strategies to manage it. Causes can be placed into four main categories:

1. Lifestyle issues

• Inadequate sleep
• Poor nutrition
• Stimulant use (e.g., caffeine, energy drinks)
• Insufficient exercise
• Not scheduling available time
• Not prioritizing commitments

2. Information needs

• Lack of exam-taking strategies
• Lack of academic information (e.g., course requirements, lecturers' expectations, exam dates and exam location)
• Lack of knowledge of how to apply stress reduction techniques while studying, before an exam and during an exam

3. Poor studying styles

• Inefficient studying (e.g., inconsistent content coverage, trying to memorize the textbook, binge studying, all-night studying)
• Ineffective studying (e.g., reading without understanding, cannot recall the material, not making study/review notes, not studying/reviewing)

4. Psychological factors

• Feeling little or no control over the exam situation
• "I am not smart enough."
• "I’ll get a terrible grade."
• "I won’t pass this exam."
• "I can't do this."
• Irrational thinking about exams and outcomes
• "If I don’t pass, my family/boyfriend/girlfriend/friends will lose respect for me."
• "I will never get a degree."
• "I have to get at least an A or I am worthless."
• "I’ll fail no matter what I do — there’s no point."

The most effective way to reduce exam stress combines skill-focused approaches (e.g., building your study skills) with behaviour or cognitive approaches (e.g., learning stress management strategies).

When you have identified the cause of your exam stress, you need to ask additional questions to help you decide what intervention will be most helpful. For example, if you recognize that you were not sufficiently prepared, ask yourself:

• Why was I not prepared? Was it because I did not have enough time to study? Did I not understand the material?
• If I did not have sufficient time, why not? Because of other course work, family responsibilities, a job, watching television?

You can see how critical it is to thoroughly examine the causes of your experience! How you address your experience of exam stress will be very different, depending upon what you discover. Some ways to reduce exam stress include:

Improve your study and exam-taking skills

Effective preparation for an exam requires going beyond reading the material several times and making notes. There are numerous study and exam-taking skills you can develop and use to help you succeed. Concordia's Student Learning Services offers a great deal of support that includes:

• skill-building workshops
• individual, tailored counselling with Learning Specialists
• helpful information on the Student Learning Services website

Change negative thinking patterns

Some people see exams as a threat and thoughts about them are predominantly negative ones. These include thoughts like:

• "I don't understand this stuff."
• "I'm sure to fail this stupid exam."
• "What was I thinking when I took this course?"

These negative thoughts can lead to stress. Switching to a positive frame of mind can help to reduce stress. Pay close attention to your thoughts. When you hear yourself thinking negatively before or during an exam, stop and actively take a new perspective.

A technique called cognitive restructuring can be helpful in changing ineffective thinking. Learn more about cognitive restructuring here.

Learn to relax

Stress can affect you physically by creating tension in your body. Many people find that applying relaxation techniques is beneficial. The simplest of these techniques is deep breathing. One technique is to slowly and deeply inhale through your nose for a count of four, hold the breath for a count of seven and then exhale slowly though pursed lips for a count of eight. Do this four times in a row. With each exhalation, imagine your worries leaving your body. Do this a couple of times while studying, as well as before and during your exam to release tension.

Other relaxation techniques include progressive muscle relaxation, meditation, yoga and Tai-chi. Learn more about relaxation techniques here.

Talk things out with a professional

Some people find it difficult to identify the root of their stress and could benefit by speaking with a mental health professional. At Concordia, Counselling and Psychological Services offers appointments with professionals where students can explore the factors related to their exam stress and find ways to overcome them.

Engage in healthy behaviours

Eating healthfully , engaging in regular physical activity , avoiding tobacco and other positive health behaviours contribute to better health, which helps to buffer against the effects of stress.

For more information, explore the variety of health topics on the Health Services website or speak to a Health Promotion Specialist .

• Information from Concordia University to help with exam stress: The Exams page has "all the information you need to ace your exams". Set yourself up for success by getting familiar with scheduling, rules and study tools.
• Exam Anxiety Workshop is a video that provides a comprehensive look at exam stress and strategies to manage it
• Crash Course Study Skills is a YouTube playlist with 11 videos about study skills such as note taking, studying for exams and test anxiety
• Mastering Exam Anxiety  resources from Athabasca University

© Concordia University

Essay on Exam Stress Management

Students are often asked to write an essay on Exam Stress Management in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Exam Stress Management

Understanding exam stress.

Exam stress is a common feeling of pressure that students experience before tests. It can be caused by high expectations, lack of preparation, or fear of failure.

Causes of Exam Stress

The main causes of exam stress are high expectations from oneself or others, lack of preparation, and fear of failing. These factors can lead to anxiety, which affects performance.

Managing Exam Stress

Managing exam stress involves good study habits, relaxation techniques, and a positive mindset. Regular study, breaks for relaxation, and positive self-talk can help manage stress.

Exam stress is a common issue among students. However, with the right strategies, it can be managed effectively.

250 Words Essay on Exam Stress Management

Exam stress is a common phenomenon experienced by college students. It is a psychological condition where individuals experience extreme distress and anxiety in the face of upcoming exams. The pressure to perform well, fear of failure and the high expectations can trigger this stress.

The primary causes of exam stress include lack of preparation, high expectations, fear of failure, and peer pressure. These factors can lead to sleep deprivation, poor concentration, and even health problems. Understanding these causes is the first step towards managing exam stress.

Techniques for Managing Exam Stress

Effective stress management strategies can help students navigate through this challenging period. One such technique is time management. By creating a study schedule, students can ensure they have ample time to review and understand the course material.

Mindfulness and Relaxation

Practicing mindfulness and relaxation techniques such as deep breathing, yoga, and meditation can also help alleviate stress. These practices promote a state of calm, helping students focus better and retain information.

Healthy Lifestyle

Maintaining a healthy lifestyle is another crucial aspect of stress management. Regular exercise, a balanced diet, and adequate sleep can significantly reduce stress levels and improve cognitive function.

Seeking Help

Lastly, seeking help is essential when stress becomes overwhelming. This could be from a counselor, a trusted mentor, or peer support groups. They can provide practical advice and emotional support.

In conclusion, managing exam stress requires a holistic approach that includes proper planning, relaxation techniques, a healthy lifestyle, and seeking help when necessary. Remember, exams are just a part of the learning process, not a measure of one’s worth or capabilities.

500 Words Essay on Exam Stress Management

Exam stress, a common phenomenon among students, is often characterized by excessive worry, nervousness, or unease. It’s typically triggered by the pressure to perform well, fear of failure, or the high stakes attached to exams. The effects of exam stress can be both physical, such as headaches or insomnia, and psychological, such as anxiety or depression.

The Root Cause of Exam Stress

The primary cause of exam stress is the fear of underperformance or failure. This fear is often influenced by external factors like peer pressure, parental expectations, and societal norms. Additionally, internal factors like lack of preparation, poor time management, and low self-esteem can also contribute to exam stress.

Strategies for Managing Exam Stress

Effective stress management involves a combination of proactive strategies and reactive techniques.

Proactive Strategies

Proactive strategies are preventative measures taken to minimize stress before it occurs. These include:

1. Effective Planning: Develop a study schedule that allocates time for each subject based on its difficulty level and your understanding of the subject matter. This ensures balanced preparation and prevents last-minute cramming.

2. Healthy Lifestyle: Regular physical exercise, a balanced diet, and adequate sleep are essential for maintaining physical health, which directly impacts mental well-being.

3. Mindfulness: Practices like meditation and yoga can help increase focus, improve concentration, and reduce anxiety.

Reactive Techniques

Reactive techniques are responses to stress once it has already occurred. These include:

1. Relaxation Techniques: Deep breathing, progressive muscle relaxation, or listening to calming music can help to reduce immediate stress.

2. Positive Affirmations: Repeating positive affirmations can help to combat negative thoughts and boost self-confidence.

3. Seeking Support: Discussing your worries with friends, family, or a counselor can provide emotional relief and practical advice.

Role of Educational Institutions

Educational institutions play a significant role in managing exam stress. They can implement stress management workshops, provide counseling services, and encourage a culture that values learning over grades.

Exam stress is a pervasive issue that affects many students. However, with the right strategies and support, it can be effectively managed. Remember, exams are just one aspect of education, and they do not define your worth or future success. By prioritizing mental health and adopting effective stress management techniques, students can navigate through exam periods with less anxiety and more confidence.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Waste Management
• Essay on Time Management Is the Key to Success
• Essay on Law Office Management

Apart from these, you can look at all the essays by clicking here .

Happy studying!

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Essay on Exam Stress Management Strategies During COVID-19

Exam stress management strategies during covid-19.

COVID-19 has had an impact on everyone’s lives, but especially on the lives of young people. More than a million students who signed up for the SAT and other professional exams are stressed because their exams have been pushed back. Closes help students, but they feel tired and have only one question on their minds: “Now what?”

People who are taking COVID-19 have to be very careful when they study for an exam. Most people have worked very hard to achieve their dreams. Then, not being able to do what you worked so hard for is very upsetting. However, it is very important to deal with this stress when there is a pandemic. We will find out how.

Understand that stress is normal. During bad times, it is important to know that it is normal to feel stressed and anxious, but this is not a bad thing. If you feel low, do not make fun of yourself for being that way. Feeling stressed is our body’s way of trying to stay alive in bad situations.

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Make sure you are happy and love yourself. To live well in this world, it is important to have a positive self-image. Even if you can not reach your goal because of the lockdown, believe that good days are still to come. During this time, do not forget to look after your mental well-being. Do not forget that you deserve love and attention! To get what you want, you need to pass your exam and get a good score. If you do this, you will have more time to get ready, work on your strengths, and work on your flaws.

Take Yourself Out of the Picture. If you think your brain is working too hard, the best thing to do is to take a break. There are a lot of things you can do inside. It is OK to watch movies and TV shows that you have put on hold or listen to some of your favourite music albums when you are taking a study break. It is important to stay productive.

Taking a walk and practising yoga Exercise and yoga make your brain release endorphins, which are hormones that help you relax and make you feel good. Regular exercise is very important for a healthy body and mind. It also helps us sleep better and cut down on the stress hormone cortisol. Sleep away all the stress!

Spend time with your friends and family. When you do not know when your exams will be, spending time with people who support you is good for you. Whether you want to talk about your problems with them or get advice on how they would deal with them, you can do that. As a way to get your mind off of things, you can enjoy their company via video chat or whatever is safe and comfortable for everyone.

In order to calm down, you can listen to music. Listening to certain types of music can help us relax and feel less stressed. Muscles and the mind relax when we listen to soft and instrumental music. Our heart rate and blood pressure go down, and our stress hormones go down. Then, we feel calm.

Preparation is the most important thing you can do. If you are worried that you are not ready for the exam, it is always a good idea to look at where you are in your preparation. It is always possible to get a tutor, sign up for a class, take more practise tests or find someone to study with.

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Essays on Various Topics - List of Essay Writing Ideas

Essay writing is not everyone’s cup of tea. Most students find it difficult to begin writing. Essays can be made easier if students start thinking about the topic either through brainstorming or by putting them down on a sheet of paper. After getting the ideas, they need to know how to organise them to form an essay. For this, they need to practise essays on different topics. Here, we have compiled a list of Essays on various topics.

These are the general essay topics which are most likely to be asked in the exam. Some of these essay topics are also picked from past year papers. Students of Classes 6 to 10 can go through these essays and know the right way of expressing their thoughts to form a perfect essay. Apart from the CBSE , students of ICSE and other state boards can also use these topics to prepare for their English exams.

Essay Topics: List and Writing Ideas

Usually, one essay is asked in the English paper. The essay writing question mainly comes under the writing section and comprises 5 to 10 marks. By having a look at the essays on the below-mentioned topics, students can easily score these marks in the exam.

We will be soon updating more Essays.

Characteristics of a Good Essay

A composition on a particular topic consisting of more than one paragraph is an essay. The characteristics of a good essay are:

1) Unity: The essay should deal with the main subject and all parts of it should be clearly linked with that subject.

2) Coherence: There should be a logical sequence of thought. This requires a logical relationship between ideas, sentences and paragraphs.

3) Relevance: Unimportant information should not be included.

4) Proportion: Give more space to important ideas.

Students can also get the essays for class 2 and class 3 to improve their writing skills.

Types of Essays

Essays are mainly ways of expressing one’s ideas and thoughts. Essays vary in how one narrates a personal experience, describes an issue, or convinces the reader to accept a certain viewpoint. So, essays are mainly classified into four major types, as mentioned below:

1) Narrative Essays: Telling a Story

While writing a narrative essay, students must consider the topic as if telling a story. Through these essays, they can express themselves in a creative way. These essays are usually written in the first person, so as to engage the readers.

2) Descriptive Essays: Painting a Picture with Words

In a descriptive essay, students have to paint a picture with words. They have to describe something. It can be an object, person, place, experience, emotion, situation or anything else. These essays allow students a great deal of artistic freedom.

3) Expository Essays: Presentation of the Facts

An expository essay is an informative piece of writing that presents a balanced analysis of a topic. To write a good expository essay, students need to investigate the topic, evaluate evidence, express the idea, and set forth an argument clearly and concisely. It can be done by comparison and contrast, definition, example, the analysis of cause and effect, etc.

4) Persuasive Essays: Convince Me

A persuasive essay is one in which a writer tries to convince the reader to accept his/her viewpoint. It presents all sides of the argument but clearly communicates the writer’s personal opinion.

CBSE Unseen Passages

Students can increase their scores in the reading section of the English paper by practising the comprehension passages. To help them, below, we have listed the links to unseen passages.

Students must have found these Essay Topics helpful for their studies. For more study material and latest updates on the CBSE / ICSE / State Board / Competitive exams, keep visiting BYJU’S. Also, download the BYJU’S App for interactive study related videos.

Frequently Asked Questions on Essay writing Essay

How should students practise essay writing.

The following points should be remembered while practising essay writing: 1. Constant written practice is required for honing essay writing skills. Writing alone tests the competency of the students to ideate and execute a proper essay within a specified time. 2. In-depth knowledge on various topics is a prerequisite for students preparing to write essays in school exams and competitive examinations. Such knowledge can be acquired by regularly developing a habit of reading extensively — especially newspapers and magazines — and following other news sources on various media available to them. 3. Developing a good vocabulary is another important factor students should focus on. Essay writing demands a more formal and extensive vocabulary as the range of topics asked are so wide-ranging. Every topic will demand familiarity with words and phrases pertaining to it. Use of good idiomatic English rich with apt vocabulary will help students pen memorable essays.

How to write an essay on an unknown or unfamiliar topic?

If an essay topic is unfamiliar then students can try to write in general about topics which are related to the main topic. Reading magazines and books can help in acquisition of knowledge in various subject matters.

How to score high marks in essay writing?

Given below are some of the points to be considered to ensure that students can score high marks in essay writing. 1. Maintain flow of text in essay: Ensure that the essay follows a natural progression from introduction to conclusion. Make sure that each paragraph is thematically or logically connected to successive paragraphs. Only then will the essay be evocative and easy to read and comprehend. 2. Phrase the essay is a relatable way: Keep the target audience in mind while drafting the essay and use images and language that resonate with them. Otherwise it would fail to connect with the reader, even if you have come up with a decent essay. 3. Be creative: Show the audacity to think out of the box and to deviate from traditional ways of writing essays while coming up with ideas to present your viewpoints in the essay. Readers will be immediately drawn to a piece of writing that gives them a fresh perspective, even if you are writing on a very common topic. But too much creativity and idiosyncratic writing will only mar an otherwise well-researched essay. 4. Present the essay in a better manner: Always think of new ways and strategies to present your ideas which you may have drawn from multiple sources. Doing background research is definitely essential. But that does not mean that you have to present the content you found in the same way. A fresh approach can turn a boring essay into a very engaging one. 5. Do not be over confident: Essays usually require students to state personal opinions as well as facts. Be prudent in voicing your opinions as well as in stating facts – make sure you don’t hurt the sentiments of readers when writing on sensitive and controversial topics. Practice diligence, not overconfidence, while writing essays as a best practice.

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