Revision difficulties

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My teachers are always saying that we need to revise at least one hour a day, and that good methods include:
Reading aloud
Writing notes
Answering questions you make up

and also that just reading does not work very well.

However, I have an excellent memory for facts, I am perfectly capable of reading aloud or writing down something without absorbing a word of it, and I simply cannot think of any questions. Furthermore, if I just read something, it jolts my memory and I can remember it well. So should I follow my instincts or do as my teachers say?

Also, my main problem is with skills. For example, my teachers say I have all the knowledge I need, but when writing an essay I just jot everything down while only paying attention to basic rules of essay writing. With long answer questions I just answer what the question is asking, no more, no less, for the simple reason that I do not know what else to add. And so I end up getting an Achieved instead of Merit or Excellence (equivalent to C, B and A respectively, I think). So what should I do about this?

Long life in education says:

the "rules" on things like exam preparation, preparing for an oral presentation, revision and so forth MAY [I don't know for certain] work for 75% plus.

They did not and do not work for me, and obviously not for you.

Ignore the precept, do what works and rejoice when you have found what works.

As for the other matter: I know people likde that, including one student who would handle an essay question with two sentences.

Don't know if you can shift that; you could try approaching a friendly teacher and discussding what other kinds of things would be desired.

Actually, by me, better two sentences to the point that the inflated paragraphs displaying comple lack of understanding I get from some. But working with someone might helo.

+1

But keep in mind that in school, you're not so much answering the question as providing the *expected* answer to the question. If they say essay, they mean more than 2 sentences, regardless of whether the actual topic can be adequately disposed of in just 2 sentences.

But THAT depends on the instructor.

Yes - for many teachers / lecturers / professors, nearly all examination committees and the vasy majority of Teaching Assistants, Spitback with the "key phrases" included and the correct format is the Grand Desideratum.

But there are some of us who would really rather see a thoughtful maverick answer. Know your teacher.

Ok, it is good to know that I should be safe for revision, but I need to get my exam marks back to see how well/badly I did, and that should be some time away...

As to essays, I can ONLY get a good mark if I do as the teachers say. No matter how much I know, I am just going to get an Achieved if I do not follow rules (Statement, Explanation, Example in each paragraph is a major problem for me because I find it difficult to stick to it and some sources swap Example and Explanation around). I do not think it matters so much as to the teacher at my school, but the system, as the really important tests and exams get sent off to be moderated by complete strangers working for the education system.

When it comes to long answer questions, they often say that to get Excellence I need to 'discuss' the topic, and I do not see how to do that on a piece of paper by myself. I have enough difficulty 'explaining' (worth Merit) considering that I tend to jump over certain bits. I suppose I should just reread my work and see how much sense it makes...

Also, I once got an Achieved for a creative writing assignment when I thought I would get an Excellence, because apparently I had something along the lines of an 'irregular writing style' (also because I had way too many similes, which was obvious). I read over my work and I did not see what my teacher meant. Unfortunately I forgot to ask him... Personally, I would think an irregular writing style would be good to make it a more interesting read.

Well ... you can ask.

Case # 1: I do a bangup job on the project, thinks I. Downgraded. I ask how come. I did not, sezzee, put in the right number of headings.

Case #2: I find a good solution to the problem, thinks I. Downgraded. I ask how come. It does not matter, sezzee, if my solution is right. I did not folloow the right procedure.

Case #3. Feeling rebelliuous, I put in an exam statements that the professor will reject, but it is how I feel. Pooh to grades anyway. He gives me an A.Never asked why - no idea.

So, maybe you ask, maybe you get an answer, and maybe you can apply it and use it. Good luck - really hope it works.

Right, I guess I will try that. I have noticed in stories how characters tend to use unconventional methods to get through difficulties, but I always thought 'those are just stories'. But now I think I should try it.

Thanks for the advice.