paper presentation in university exam

Mastering the Art of Paper Presentations in Exams: Strategies for Success

By Suraj Chaudhary

May 1, 2024

Paper presentations are an integral part of many exams and assessments, providing students with an opportunity to showcase their understanding of a particular subject matter. While written exams test a student’s knowledge on paper, paper presentations take it a step further by evaluating their ability to communicate and present information effectively. This article aims to provide valuable insights and strategies to excel in paper presentations during exams, enabling students to maximize their potential and achieve academic success.

Apart from knowledge and understanding of the subject, the way you present your answers in the answer sheet to the examiner also plays a vital role in scoring good marks in board exams. You may have definitely heard toppers talking about the role of paper presentation and how it helps to score well on boards. Presenting your answers in an appealing manner helps you score candy points in any examination. Although it won’t fetch you many extra marks, it helps prevent the extra loss of marks.

Understanding

Before diving into the preparation process, it is crucial to thoroughly understand the objective of the paper presentation. Analyze the topic or subject matter assigned and identify the key points or themes that need to be covered. This will help you structure your presentation effectively and stay focused throughout the process.

Time Management

Time management is crucial during paper presentations. Practice delivering your presentation within the allotted time frame to avoid rushing or exceeding the time limit. Divide your content into manageable segments and assign a specific duration to each section. This will help you stay on track and ensure that you cover all the essential points without compromising quality.

Don’t run after ‘good’ handwriting. Handwriting does not play any role in your exams. Instead, make sure that your handwriting is legible, i.e., the examiner can read your answer sheet clearly without making many assumptions about what you have written. You are supposed to make your answer sheet neat and not beautiful. Do not try to show off your calligraphy skills on paper. Write in clear, neat handwriting with sufficient gaps between the words and minimum cuts.

Handling Questions

Prepare yourself for potential questions from the audience. Anticipate queries based on your presentation and be ready to provide concise and confident responses. If you don’t know the answer to a question, admit it gracefully, and offer to research further or provide follow-up information later.

Unless it is a language paper, always use bullet points to write long answers in theory exams. The examiner neither has the time nor will to read long paragraphs to assess your answers. Make his task easier by writing in bullet points.

You may use bullets to write answers for the following type of questions:

Give reasons.
Describe the types/components/parts.
Characteristics/features of something.
Importance of the topic.

Practice & Perfect

To boost your confidence and delivery, dedicate ample time to practice and rehearse your presentation. Stand in front of a mirror or record yourself to observe your body language, gestures, and vocal tone. Pay attention to your pace, volume, and clarity of speech. Consider seeking feedback from peers or mentors to further improve your presentation skills.

Research and Information

Once you have a clear understanding of the topic, conduct thorough research to gather relevant information and supporting evidence. Utilize various resources such as textbooks, academic journals, credible websites, and online databases to ensure the accuracy and reliability of your content. Take notes and organize the information in a logical manner to facilitate easy referencing during the presentation.

Highlight Important Keywords

Much often, certain keywords are powerful enough to answer the whole question. However, while writing they get mixed up with other words and the examiner may not pay much attention to them. Highlighting keywords of the answer by underlining them grabs the attention of the examiner, who can now at a glance judge the quality of the answer and understanding of the candidate.

Avoid highlighting the whole sentence unless it is a really important and famous quote. Highlight certain words and phrases only.
Always highlight the facts, formulas, and key-terms.

Use Diagrams and Graphs

Make your sheet appealing and attractive. Use pictorial presentation wherever required. This helps the examiner to predict the content of your answer before even reading it. Thus, if you have drawn a good flowchart representing the components of the Budget, you will get full marks even if you have not written the answer very well. This will provide you an edge over other students who use only words to explain. Don’t restrict yourself to that.

Leave Enough Space

Between words, answers, and on margins. Usually, the answer sheet provided by any board is already margined. If not, take 2-3 mins initially to draw straight margins on both sides of every sheet. You can use the space beyond the margin on the left-hand side of the paper to write the question number.

Similarly, leave 2-3 lines after finishing every answer and before starting a new answer. You can also draw a horizontal line after finishing an answer to make it more visible. In case of long answers, start every answer on a fresh page. This makes your answer sheet clearer and organized.

Make a separate space for rough work

In subjects that require calculation, it is advisable that you mark the last sheet of the answer booklet as rough and use it for your calculations. Many students use the space beyond the right margin of the sheet to do rough calculations. This disturbs the neatness of the paper a little bit. However, no one is going to cut your marks for that purpose. You can go as per your comfort.

Mastering the art of paper presentations in exams requires careful planning, preparation, and effective delivery. By understanding the objectives, conducting thorough research, organizing content, practicing, and engaging the audience, you can excel in these assessments. Remember, confidence, clarity, and effective communication are the keys to success. With consistent practice and continuous improvement, you can become a proficient paper presenter, enhancing your academic journey and future professional endeavors.

Suraj Chaudhary is a writer, developer, founder, and a constant learner. He shares lessons and resources for living a fuller life every week. On this blog, he shares helpful guides and helpful articles that help his 70,000+ monthly readers find answers, solve problems, and meet their curious needs.

The Power of Paper Presentation in Board Exams

Let’s know about the useful paper presentation tips to be followed in board exams.

"Paper presentations are not just about conveying information; they are about crafting narratives that captivate, educate, and inspire."

The presentation of an answer sheet is quite crucial in the context of exams. While the content and quality of your answers are critical, how you present them can significantly impact the examiner's assessment of your work. How you organise and structure your answers on paper is referred to as an answer sheet presentation, and it includes characteristics such as handwriting, formatting, headings, and overall neatness.

Also Read: 7 Effective Ways to Understand Difficult Concepts

This article explores the significance of paper presentation in board exams , focusing on readability, structure and organisation, clarity of expression, time management, professionalism, and attention to detail. Understanding the value of correctly presenting your answers can increase your chances of effectively transmitting your knowledge and skills, thus increasing your exam result.

How to Present a Paper in Exam Neatly

Paying attention to many areas of presenting a paper neatly in an exam entail paying attention to numerous aspects of its presentation. Here are some tips to help you learn how to present a paper in exam neatly :

1. Follow the Instructions Specified : Before answering the questions, carefully read the directions provided by the exam invigilator or mentioned on the exam paper. Follow any formatting, margin, or additional sheet rules provided.

2. Use Readable Handwriting : Use clear and legible handwriting for board exams to write your answers. If the examiner does not understand your writing, it may result in misunderstandings or grading errors. Use a comfortable writing speed and take your time to ensure that your words are legible.

3. Begin with a Clear and Informative Heading : Begin each answer with a clear and informative heading. Include the question number or title, and use highlighting or bold type to separate it from the rest of the content. This allows the examiner to more easily recognise and follow your answers.

4. Maintain Proper Formatting : If there are any formatting requirements, such as bullet points, numbering, or indentation, make sure to follow them. Consistency in formatting makes a visually pleasing answer sheet and aids in organising your thoughts.

5. Allow Enough Space : Allow enough space for each answer, with enough for additional additions or adjustments. Refrain from cramming your writing into a limited space because it will make your answers challenging to understand and may need clarification. If you run out of space, clearly indicate where you have continued your answer on an additional sheet.

6. Use Subheadings or Paragraphs : Use paragraphs to distinguish and divide your answers if a question has many parts or sub-questions. This makes it easy for the examiner to recognise and analyse each component of your answer separately.

7. Highlight Crucial Points : Use underlining or highlighter to emphasise essential points or keywords. This draws attention to important information and makes your answers stand out.

8. Review and Edit :

Before submitting your paper, review and edit your replies.

Check for spelling and grammatical mistakes, and make sure your sentences are clear and concise.

In your presentation, correct any errors or inconsistencies.

Paper Presentation Tips

Answer Questions in Order : Unless otherwise specified, it is best to answer questions in the order they appear in the paper. This keeps the logical flow going and avoids misunderstandings between you and the examiner.

Begin with a Concise and Clear Introduction : For essay-style questions or more extended answers, start with a brief introduction highlighting your key points or thesis. This allows the examiner to comprehend the direction of your answer right away.

Use Bullet Points or Numbered Lists : Consider utilising bullet points or numbered lists when presenting lists or multiple points. This improves readability and makes recognising and evaluating each effectiveness easier for the examiner.

Use Diagrams or Pictures : Include diagrams, flowcharts, or pictures to support your answers. Visual representations can more effectively convey information and make your answers more engaging.

Correctly Cross Out Errors : Instead of scribbling it out, neatly cross it with a single line if you make a mistake while writing. This shows that you know the inaccuracy and helps keep your answer sheet tidy.

Conclusion:

P aper presentation in board exams is critical for effectively communicating your knowledge and skills to the examiner. You can improve the presentation of your answer sheet by the suggestions provided in the article.

Remember that correct paper presentation in board exams improves readability and demonstrates professionalism and attention to detail. Presenting your answers effectively can make a favourable impression on the examiner and increase the overall impact of your exam result.

"In the realm of board exams, a powerful paper presentation can be the key that unlocks success."

FAQs on The Power of Paper Presentation in Board Exams

1. How can I improve the quality of handwriting for board exams?

Work on writing slowly and legibly. Take time to form each letter and carefully keep the regular spacing between words. Consider utilising ruled or grid paper to guide your writing if necessary.

2. What should I do if I make an error when composing my answers?

If you make a mistake, cross it out neatly with a single line. Scribbling or smearing the text is not permitted. This shows the examiner that you know the problem and allows them to read your corrected answer.

3. Do I have to draw diagrams or illustrations for exams?

Diagrams or illustrations help clarify your explanations or support your answers. However, include them only when they are relevant and add value to your comments. If you draw diagrams, make sure they're legible, labelled, and appropriately depict the information you're trying to convey.

4. Do I need to use a ruler to underline headings?

While employing a ruler can aid in creating straight lines, it is only sometimes necessary. You can do it freehand if your underlining is excellent and consistent. However, a ruler might be a helpful tool if you have trouble keeping straight lines.

Learn Top Effective Tips For Paper Presentation In Board Exams

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Education and Communications
Presentations

How to Prepare a Paper Presentation

Last Updated: October 4, 2023 Fact Checked

This article was co-authored by Patrick Muñoz . Patrick is an internationally recognized Voice & Speech Coach, focusing on public speaking, vocal power, accent and dialects, accent reduction, voiceover, acting and speech therapy. He has worked with clients such as Penelope Cruz, Eva Longoria, and Roselyn Sanchez. He was voted LA's Favorite Voice and Dialect Coach by BACKSTAGE, is the voice and speech coach for Disney and Turner Classic Movies, and is a member of Voice and Speech Trainers Association. There are 9 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 363,469 times.

A paper is bad enough, but presentations are even more nerve-wracking. You've got the writing down, but how do you turn it into a dynamic, informative, enjoyable presentation? Why, here's how!

Guidelines and Audience

Know how long the speech must be.
Know how many points you're required to cover.
Know if you must include sources or visuals.

If you're presenting to people you know, it'll be easy to know what to break down and what to gloss over. But if you're presenting to unknown stockholders or faculty, for instance, you need to know about them and their knowledge levels, too. You may have to break your paper down into its most basic concepts. Find out what you can about their backgrounds.

Does the facility have a computer and projector screen?
Is there a working WiFi connection?
Is there a microphone? A podium?
Is there someone who can assist you in working the equipment before your presentation?

Script and Visuals

Step 1 Create a script for your presentation.

Only have one point per notecard -- that way you won't end up searching the notecard for your information. And don't forget to number the cards in case you get mixed up! And the points on your cards shouldn't match your paper; instead of regurgitating information, discuss why the key points of your paper are important or the different points of view on this topic within the field.

Step 2 Decide on a limited number of ideas you want your audience to comprehend and remember.

As you go through this outline, remove any jargon if it may not be understood.

Step 3 Design visual aids to make your presentation even better.

If you won't have access to the proper technology, print visual aids on poster board or foam-core board.
If using presentation software, use words sparingly, but enough to get your point across. Think in phrases (and pictures!), not sentences. Acronyms and abbreviations are okay on the screen, but when you talk, address them fully. And remember to use large fonts -- not everyone's vision is fantastic. [7] X Research source

It's okay to be a bit repetitive. Emphasizing important ideas will enhance comprehension and recall. When you've gone full circle, cycle back to a previous point to lead your audience to the right conclusion.
Minimize the unnecessary details (the procedure you had to go through, etc.) when highlighting the main ideas you want to relay. You don't want to overload your audience with fluff, forcing them to miss the important stuff.
Show enthusiasm! A very boring topic can be made interesting if there is passion behind it.

Practice, Practice, and More Practice

Step 1 Practice your presentation in front of friends and family members.

If you can grab a friend who you think has a similar knowledge level to your audience, all the better. They'll help you see what points are foggier to minds with less expertise on the topic.

It'll also help you with volume. Some people get rather timid when in the spotlight. You may not be aware that you're not loud enough!

Do the same with your conclusion. Thank everyone for their time and open the floor for any questions, if allowed.
Make eye contact with people in the audience to help build your connection with them.

What Is The Best Way To Start a Presentation?

Community Q&A

Most people get nervous while public speaking. [10] X Research source You are not alone. [11] X Trustworthy Source Mayo Clinic Educational website from one of the world's leading hospitals Go to source Thanks Helpful 0 Not Helpful 1
Visual aids not only help the audience, but they can help jog your memory if you forget where you are in your presentation. Thanks Helpful 0 Not Helpful 0
Rehearse in front of a mirror before your presentation. Thanks Helpful 0 Not Helpful 0

Answer questions only if it is related to your presentation. Keep these to the end of your talk. Thanks Helpful 76 Not Helpful 14

↑ https://theihs.org/blog/prepare-for-a-paper-presentation-at-an-academic-conference/
↑ https://writingcenter.unc.edu/conference-papers/
↑ https://www.ncsl.org/legislators-staff/legislative-staff/legislative-staff-coordinating-committee/tips-for-making-effective-powerpoint-presentations.aspx
↑ https://www.youtube.com/watch?v=4qZMPW5g-v8
↑ https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/paper-to-talk.original.pdf
↑ http://www.cs.swarthmore.edu/~newhall/presentation.html
↑ https://www.forbes.com/sites/georgebradt/2014/09/10/big-presentation-dont-do-it-have-a-conversation-instead/#6d56a3f23c4b
↑ https://www.psychologytoday.com/us/blog/smashing-the-brainblocks/201711/why-are-we-scared-public-speaking
↑ https://www.mayoclinic.org/diseases-conditions/specific-phobias/expert-answers/fear-of-public-speaking/faq-20058416

About This Article

To prepare a paper presentation, create an outline of your content, then write your script on note cards or slides using software like PowerPoint. Be sure to stick to one main point per card or slide! Next, design visual aids like graphics, charts, and bullet points to illustrate your content and help the audience follow along. Then, practice giving your presentation in front of friends and family until you feel ready to do it in class! For tips on creating an outline and organizing your information, read on! Did this summary help you? Yes No

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PAPER PRESENTATION IN BOARD EXAMS !

February 10, 2022

Apart from knowledge and understanding of the subject, the way you present your answers in the answer sheet to the examiner also plays a vital role in scoring good marks in board exams. You may have definitely heard toppers talking about the role of paper presentation and how it helps to score well in boards. Presenting your answers in an appealing manner helps you score candy points in any examination. Although it won’t fetch you much extra marks, it helps prevent the extra loss of marks.

Paper presentation techniques and tips are very less often discussed and explained by the teachers, despite of it being a major part of every topper’s success. This blog will fully emphasize upon paper presentation techniques and how you can use them with your knowledge and understanding of the subject to score full marks.

The role of paper presentation

It makes your answers more appealing to the examiner , who consequently reads your answers with more interest.
It makes your answer sheet stand out from the crowd. Even if you write the same answer as others, the examiner will find your answer different in terms of presentation which will earn you candy points.
It makes the examiner’s task easier . Your answers become much obvious, to the point and comprehensive at the same time.
It depicts and conveys your level of understanding of the subject to the examiner. Your answers become much more organised than before.

Paper Presentation tips for board exams

Legible Handwriting

Don’t run after ‘good’ handwriting. Handwriting does not play any role in your exams. Instead, make sure that your handwriting is legible, i.e., the examiner can read your answer sheet clearly without making much assumptions about what you have written. You are supposed to make your answer sheet neat and not beautiful. Do not try to show off your calligraphy skills on paper. Write in a clear, neat handwriting with sufficient gaps between the words and minimum cuts.

2. Use of bullet points

Unless it is a language paper, always use bullets points to write long answers in theory exams. The examiner neither has the time nor will to read long paragraphs to assess your answers. Make his task easier by writing in bullet points.

You may use bullets to write answers for the following type of questions:

Give reasons.
Describe the types/components/parts.
Characteristics/features of something.
Importance of the topic.

3. Highlight important keywords

Much often, certain keywords are powerful enough to answer the whole question. However, while writing they get mixed up with other words and the examiner may not pay much attention to them. Highlighting key words of the answer by underlining them grabs the attention of the examiner, who can now at a glance judge the quality of the answer and understanding of the candidate.

Avoid highlighting the whole sentence unless it is a really important and famous quote. Highlight certain words and phrases only.
Always highlight the facts, formulas and key-terms.

4. Draw columns for difference type questions

Always draw two columns using a pencil to differentiate between concepts or theories. Do not write two paragraphs on each. Drawing columns makes it easier to read and comprehend for the examiner. Refer to the following snap from the answer sheet of 2019 CBSE economics topper.

5. Use diagrams/flowcharts/graphs wherever possible

Make your sheet appealing and attractive. Use pictorial presentation wherever required. This helps the examiner to predict the content of your answer before even reading it. Thus, if you have drawn a good flowchart representing the components of Budget, you will get full marks even if you have not written the answer very well. This will provide you an edge over other students who use only words to explain. Don’t restrict yourself to that.

Use of a creative pictorial method by business studies topper 2019:

6. Leave enough space

Between words, answers, and on margins. Usually, the answer sheet provided by any board is already margined. If not, take 2-3 mins initially to draw straight margins on the both sides of every sheet. You can use the space beyond the margin on left hand side of the paper to write the question number.

7. Make a separate space for rough work

8. Refer to topper’s answer sheets

You can refer to and analyse the answer sheets of toppers to get more idea on paper presentation. CBSE releases the scanned answer sheet of toppers for all subjects every year which can be accessed on their website. We have provided you the tips, you can check the implementation by analysing answer sheets. No one is born a master. You cannot expect yourself to implement these techniques directly on the day of your board exam. Follow and practice these tips in your regular class tests, half yearly exams, pre-boards and while solving sample papers and notice the change for yourself.

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Eberly Center

Teaching excellence & educational innovation, creating exams.

How can you design fair, yet challenging, exams that accurately gauge student learning? Here are some general guidelines. There are also many resources, in print and on the web, that offer strategies for designing particular kinds of exams, such as multiple-choice.

Choose appropriate item types for your objectives.

Should you assign essay questions on your exams? Problem sets? Multiple-choice questions? It depends on your learning objectives. For example, if you want students to articulate or justify an economic argument, then multiple-choice questions are a poor choice because they do not require students to articulate anything. However, multiple-choice questions (if well-constructed) might effectively assess students’ ability to recognize a logical economic argument or to distinguish it from an illogical one. If your goal is for students to match technical terms to their definitions, essay questions may not be as efficient a means of assessment as a simple matching task. There is no single best type of exam question: the important thing is that the questions reflect your learning objectives.

Highlight how the exam aligns with course objectives.

Identify which course objectives the exam addresses (e.g., “This exam assesses your ability to use sociological terminology appropriately, and to apply the principles we have learned in the course to date”). This helps students see how the components of the course align, reassures them about their ability to perform well (assuming they have done the required work), and activates relevant experiences and knowledge from earlier in the course.

Write instructions that are clear, explicit, and unambiguous.

Make sure that students know exactly what you want them to do. Be more explicit about your expectations than you may think is necessary. Otherwise, students may make assumptions that run them into trouble. For example, they may assume – perhaps based on experiences in another course – that an in-class exam is open book or that they can collaborate with classmates on a take-home exam, which you may not allow. Preferably, you should articulate these expectations to students before they take the exam as well as in the exam instructions. You also might want to explain in your instructions how fully you want students to answer questions (for example, to specify if you want answers to be written in paragraphs or bullet points or if you want students to show all steps in problem-solving.)

Write instructions that preview the exam.

Students’ test-taking skills may not be very effective, leading them to use their time poorly during an exam. Instructions can prepare students for what they are about to be asked by previewing the format of the exam, including question type and point value (e.g., there will be 10 multiple-choice questions, each worth two points, and two essay questions, each worth 15 points). This helps students use their time more effectively during the exam.

Word questions clearly and simply.

Avoid complex and convoluted sentence constructions, double negatives, and idiomatic language that may be difficult for students, especially international students, to understand. Also, in multiple-choice questions, avoid using absolutes such as “never” or “always,” which can lead to confusion.

Enlist a colleague or TA to read through your exam.

Sometimes instructions or questions that seem perfectly clear to you are not as clear as you believe. Thus, it can be a good idea to ask a colleague or TA to read through (or even take) your exam to make sure everything is clear and unambiguous.

Think about how long it will take students to complete the exam.

When students are under time pressure, they may make mistakes that have nothing to do with the extent of their learning. Thus, unless your goal is to assess how students perform under time pressure, it is important to design exams that can be reasonably completed in the time allotted. One way to determine how long an exam will take students to complete is to take it yourself and allow students triple the time it took you – or reduce the length or difficulty of the exam.

Consider the point value of different question types.

The point value you ascribe to different questions should be in line with their difficulty, as well as the length of time they are likely to take and the importance of the skills they assess. It is not always easy when you are an expert in the field to determine how difficult a question will be for students, so ask yourself: How many subskills are involved? Have students answered questions like this before, or will this be new to them? Are there common traps or misconceptions that students may fall into when answering this question? Needless to say, difficult and complex question types should be assigned higher point values than easier, simpler question types. Similarly, questions that assess pivotal knowledge and skills should be given higher point values than questions that assess less critical knowledge.

Think ahead to how you will score students’ work.

When assigning point values, it is useful to think ahead to how you will score students’ answers. Will you give partial credit if a student gets some elements of an answer right? If so, you might want to break the desired answer into components and decide how many points you would give a student for correctly answering each. Thinking this through in advance can make it considerably easier to assign partial credit when you do the actual grading. For example, if a short answer question involves four discrete components, assigning a point value that is divisible by four makes grading easier.

Creating objective test questions

Creating objective test questions – such as multiple-choice questions – can be difficult, but here are some general rules to remember that complement the strategies in the previous section.

Write objective test questions so that there is one and only one best answer.
Word questions clearly and simply, avoiding double negatives, idiomatic language, and absolutes such as “never” or “always.”
Test only a single idea in each item.
Make sure wrong answers (distractors) are plausible.
Incorporate common student errors as distractors.
Make sure the position of the correct answer (e.g., A, B, C, D) varies randomly from item to item.
Include from three to five options for each item.
Make sure the length of response items is roughly the same for each question.
Keep the length of response items short.
Make sure there are no grammatical clues to the correct answer (e.g., the use of “a” or “an” can tip the test-taker off to an answer beginning with a vowel or consonant).
Format the exam so that response options are indented and in column form.
In multiple choice questions, use positive phrasing in the stem, avoiding words like “not” and “except.” If this is unavoidable, highlight the negative words (e.g., “Which of the following is NOT an example of…?”).
Avoid overlapping alternatives.
Avoid using “All of the above” and “None of the above” in responses. (In the case of “All of the above,” students only need to know that two of the options are correct to answer the question. Conversely, students only need to eliminate one response to eliminate “All of the above” as an answer. Similarly, when “None of the above” is used as the correct answer choice, it tests students’ ability to detect incorrect answers, but not whether they know the correct answer.)

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Guide & How to's

How to present a research paper in PPT: best practices

A research paper presentation is frequently used at conferences and other events where you have a chance to share the results of your research and receive feedback from colleagues. Although it may appear as simple as summarizing the findings, successful examples of research paper presentations show that there is a little bit more to it.

In this article, we’ll walk you through the basic outline and steps to create a good research paper presentation. We’ll also explain what to include and what not to include in your presentation of research paper and share some of the most effective tips you can use to take your slides to the next level.

Research paper PowerPoint presentation outline

Creating a PowerPoint presentation for a research paper involves organizing and summarizing your key findings, methodology, and conclusions in a way that encourages your audience to interact with your work and share their interest in it with others. Here’s a basic research paper outline PowerPoint you can follow:

1. Title (1 slide)

Typically, your title slide should contain the following information:

Title of the research paper
Affiliation or institution
Date of presentation

2. Introduction (1-3 slides)

On this slide of your presentation, briefly introduce the research topic and its significance and state the research question or objective.

3. Research questions or hypothesis (1 slide)

This slide should emphasize the objectives of your research or present the hypothesis.

4. Literature review (1 slide)

Your literature review has to provide context for your research by summarizing relevant literature. Additionally, it should highlight gaps or areas where your research contributes.

5. Methodology and data collection (1-2 slides)

This slide of your research paper PowerPoint has to explain the research design, methods, and procedures. It must also Include details about participants, materials, and data collection and emphasize special equipment you have used in your work.

6. Results (3-5 slides)

On this slide, you must present the results of your data analysis and discuss any trends, patterns, or significant findings. Moreover, you should use charts, graphs, and tables to illustrate data and highlight something novel in your results (if applicable).

7. Conclusion (1 slide)

Your conclusion slide has to summarize the main findings and their implications, as well as discuss the broader impact of your research. Usually, a single statement is enough.

8. Recommendations (1 slide)

If applicable, provide recommendations for future research or actions on this slide.

9. References (1-2 slides)

The references slide is where you list all the sources cited in your research paper.

10. Acknowledgments (1 slide)

On this presentation slide, acknowledge any individuals, organizations, or funding sources that contributed to your research.

11. Appendix (1 slide)

If applicable, include any supplementary materials, such as additional data or detailed charts, in your appendix slide.

The above outline is just a general guideline, so make sure to adjust it based on your specific research paper and the time allotted for the presentation.

Steps to creating a memorable research paper presentation

Creating a PowerPoint presentation for a research paper involves several critical steps needed to convey your findings and engage your audience effectively, and these steps are as follows:

Step 1. Understand your audience:

Identify the audience for your presentation.
Tailor your content and level of detail to match the audience’s background and knowledge.

Step 2. Define your key messages:

Clearly articulate the main messages or findings of your research.
Identify the key points you want your audience to remember.

Step 3. Design your research paper PPT presentation:

Use a clean and professional design that complements your research topic.
Choose readable fonts, consistent formatting, and a limited color palette.
Opt for PowerPoint presentation services if slide design is not your strong side.

Step 4. Put content on slides:

Follow the outline above to structure your presentation effectively; include key sections and topics.
Organize your content logically, following the flow of your research paper.

Step 5. Final check:

Proofread your slides for typos, errors, and inconsistencies.
Ensure all visuals are clear, high-quality, and properly labeled.

Step 6. Save and share:

Save your presentation and ensure compatibility with the equipment you’ll be using.
If necessary, share a copy of your presentation with the audience.

By following these steps, you can create a well-organized and visually appealing research paper presentation PowerPoint that effectively conveys your research findings to the audience.

What to include and what not to include in your presentation

In addition to the must-know PowerPoint presentation recommendations, which we’ll cover later in this article, consider the following do’s and don’ts when you’re putting together your research paper presentation:

Focus on the topic.
Be brief and to the point.
Attract the audience’s attention and highlight interesting details.
Use only relevant visuals (maps, charts, pictures, graphs, etc.).
Use numbers and bullet points to structure the content.
Make clear statements regarding the essence and results of your research.

Don’ts:

Don’t write down the whole outline of your paper and nothing else.
Don’t put long, full sentences on your slides; split them into smaller ones.
Don’t use distracting patterns, colors, pictures, and other visuals on your slides; the simpler, the better.
Don’t use too complicated graphs or charts; only the ones that are easy to understand.
Now that we’ve discussed the basics, let’s move on to the top tips for making a powerful presentation of your research paper.

8 tips on how to make research paper presentation that achieves its goals

You’ve probably been to a presentation where the presenter reads word for word from their PowerPoint outline. Or where the presentation is cluttered, chaotic, or contains too much data. The simple tips below will help you summarize a 10 to 15-page paper for a 15 to 20-minute talk and succeed, so read on!

Tip #1: Less is more

You want to provide enough information to make your audience want to know more. Including details but not too many and avoiding technical jargon, formulas, and long sentences are always good ways to achieve this.

Tip #2: Be professional

Avoid using too many colors, font changes, distracting backgrounds, animations, etc. Bullet points with a few words to highlight the important information are preferable to lengthy paragraphs. Additionally, include slide numbers on all PowerPoint slides except for the title slide, and make sure it is followed by a table of contents, offering a brief overview of the entire research paper.

Tip #3: Strive for balance

PowerPoint slides have limited space, so use it carefully. Typically, one to two points per slide or 5 lines for 5 words in a sentence are enough to present your ideas.

Tip #4: Use proper fonts and text size

The font you use should be easy to read and consistent throughout the slides. You can go with Arial, Times New Roman, Calibri, or a combination of these three. An ideal text size is 32 points, while a heading size is 44.

Tip #5: Concentrate on the visual side

A PowerPoint presentation is one of the best tools for presenting information visually. Use graphs instead of tables and topic-relevant illustrations instead of walls of text. Keep your visuals as clean and professional as the content of your presentation.

Tip #6: Practice your delivery

Always go through your presentation when you’re done to ensure a smooth and confident delivery and time yourself to stay within the allotted limit.

Tip #7: Get ready for questions

Anticipate potential questions from your audience and prepare thoughtful responses. Also, be ready to engage in discussions about your research.

Tip #8: Don’t be afraid to utilize professional help

If the mere thought of designing a presentation overwhelms you or you’re pressed for time, consider leveraging professional PowerPoint redesign services . A dedicated design team can transform your content or old presentation into effective slides, ensuring your message is communicated clearly and captivates your audience. This way, you can focus on refining your delivery and preparing for the presentation.

Lastly, remember that even experienced presenters get nervous before delivering research paper PowerPoint presentations in front of the audience. You cannot know everything; some things can be beyond your control, which is completely fine. You are at the event not only to share what you know but also to learn from others. So, no matter what, dress appropriately, look straight into the audience’s eyes, try to speak and move naturally, present your information enthusiastically, and have fun!

If you need help with slide design, get in touch with our dedicated design team and let qualified professionals turn your research findings into a visually appealing, polished presentation that leaves a lasting impression on your audience. Our experienced designers specialize in creating engaging layouts, incorporating compelling graphics, and ensuring a cohesive visual narrative that complements content on any subject.

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Exam Questions: Types, Characteristics, and Suggestions

Examinations are a very common assessment and evaluation tool in universities and there are many types of examination questions. This tips sheet contains a brief description of seven types of examination questions, as well as tips for using each of them: 1) multiple choice, 2) true/false, 3) matching, 4) short answer, 5) essay, 6) oral, and 7) computational. Remember that some exams can be conducted effectively in a secure online environment in a proctored computer lab or assigned as paper based or online “take home” exams.

Multiple choice

Multiple choice questions are composed of one question (stem) with multiple possible answers (choices), including the correct answer and several incorrect answers (distractors). Typically, students select the correct answer by circling the associated number or letter, or filling in the associated circle on the machine-readable response sheet.

Example : Distractors are:

A) Elements of the exam layout that distract attention from the questions B) Incorrect but plausible choices used in multiple choice questions C) Unnecessary clauses included in the stem of multiple choice questions Answer: B

Students can generally respond to these type of questions quite quickly. As a result, they are often used to test student’s knowledge of a broad range of content. Creating these questions can be time consuming because it is often difficult to generate several plausible distractors. However, they can be marked very quickly.

Tips for writing good multiple choice items:

Suggestion : After each lecture during the term, jot down two or three multiple choice questions based on the material for that lecture. Regularly taking a few minutes to compose questions, while the material is fresh in your mind, will allow you to develop a question bank that you can use to construct tests and exams quickly and easily.

True/false questions are only composed of a statement. Students respond to the questions by indicating whether the statement is true or false. For example: True/false questions have only two possible answers (Answer: True).

Like multiple choice questions, true/false questions:

Are most often used to assess familiarity with course content and to check for popular misconceptions
Allow students to respond quickly so exams can use a large number of them to test knowledge of a broad range of content
Are easy and quick to grade but time consuming to create

True/false questions provide students with a 50% chance of guessing the right answer. For this reason, multiple choice questions are often used instead of true/false questions.

Tips for writing good true/false items:

Suggestion : You can increase the usefulness of true/false questions by asking students to correct false statements.

Students respond to matching questions by pairing each of a set of stems (e.g., definitions) with one of the choices provided on the exam. These questions are often used to assess recognition and recall and so are most often used in courses where acquisition of detailed knowledge is an important goal. They are generally quick and easy to create and mark, but students require more time to respond to these questions than a similar number of multiple choice or true/false items.

Example: Match each question type with one attribute:

Multiple Choice a) Only two possible answers
True/False b) Equal number of stems and choices
Matching c) Only one correct answer but at least three choices

Tips for writing good matching items:

Suggestion: You can use some choices more than once in the same matching exercise. It reduces the effects of guessing.

Short answer

Short answer questions are typically composed of a brief prompt that demands a written answer that varies in length from one or two words to a few sentences. They are most often used to test basic knowledge of key facts and terms. An example this kind of short answer question follows:

“What do you call an exam format in which students must uniquely associate a set of prompts with a set of options?” Answer: Matching questions

Alternatively, this could be written as a fill-in-the-blank short answer question:

“An exam question in which students must uniquely associate prompts and options is called a ___________ question.” Answer: Matching.

Short answer questions can also be used to test higher thinking skills, including analysis or evaluation. For example:

“Will you include short answer questions on your next exam? Please justify your decision with two to three sentences explaining the factors that have influenced your decision.”

Short answer questions have many advantages. Many instructors report that they are relatively easy to construct and can be constructed faster than multiple choice questions. Unlike matching, true/false, and multiple choice questions, short answer questions make it difficult for students to guess the answer. Short answer questions provide students with more flexibility to explain their understanding and demonstrate creativity than they would have with multiple choice questions; this also means that scoring is relatively laborious and can be quite subjective. Short answer questions provide more structure than essay questions and thus are often easy and faster to mark and often test a broader range of the course content than full essay questions.

Tips for writing good short answer items:

Suggestion : When using short answer questions to test student knowledge of definitions consider having a mix of questions, some that supply the term and require the students to provide the definition, and other questions that supply the definition and require that students provide the term. The latter sort of questions can be structured as fill-in-the-blank questions. This mix of formats will better test student knowledge because it doesn’t rely solely on recognition or recall of the term.

Essay questions provide a complex prompt that requires written responses, which can vary in length from a couple of paragraphs to many pages. Like short answer questions, they provide students with an opportunity to explain their understanding and demonstrate creativity, but make it hard for students to arrive at an acceptable answer by bluffing. They can be constructed reasonably quickly and easily but marking these questions can be time-consuming and grader agreement can be difficult.

Essay questions differ from short answer questions in that the essay questions are less structured. This openness allows students to demonstrate that they can integrate the course material in creative ways. As a result, essays are a favoured approach to test higher levels of cognition including analysis, synthesis and evaluation. However, the requirement that the students provide most of the structure increases the amount of work required to respond effectively. Students often take longer to compose a five paragraph essay than they would take to compose five one paragraph answers to short answer questions. This increased workload limits the number of essay questions that can be posed on a single exam and thus can restrict the overall scope of an exam to a few topics or areas. To ensure that this doesn’t cause students to panic or blank out, consider giving the option of answering one of two or more questions.

Tips for writing good essay items:

Suggestions : Distribute possible essay questions before the exam and make your marking criteria slightly stricter. This gives all students an equal chance to prepare and should improve the quality of the answers – and the quality of learning – without making the exam any easier.

Oral examinations allow students to respond directly to the instructor’s questions and/or to present prepared statements. These exams are especially popular in language courses that demand ‘speaking’ but they can be used to assess understanding in almost any course by following the guidelines for the composition of short answer questions. Some of the principle advantages to oral exams are that they provide nearly immediate feedback and so allow the student to learn as they are tested. There are two main drawbacks to oral exams: the amount of time required and the problem of record-keeping. Oral exams typically take at least ten to fifteen minutes per student, even for a midterm exam. As a result, they are rarely used for large classes. Furthermore, unlike written exams, oral exams don’t automatically generate a written record. To ensure that students have access to written feedback, it is recommended that instructors take notes during oral exams using a rubric and/or checklist and provide a photocopy of the notes to the students.

In many departments, oral exams are rare. Students may have difficulty adapting to this new style of assessment. In this situation, consider making the oral exam optional. While it can take more time to prepare two tests, having both options allows students to choose the one which suits them and their learning style best.

Computational

Computational questions require that students perform calculations in order to solve for an answer. Computational questions can be used to assess student’s memory of solution techniques and their ability to apply those techniques to solve both questions they have attempted before and questions that stretch their abilities by requiring that they combine and use solution techniques in novel ways.

Effective computational questions should:

Be solvable using knowledge of the key concepts and techniques from the course. Before the exam solve them yourself or get a teaching assistant to attempt the questions.
Indicate the mark breakdown to reinforce the expectations developed in in-class examples for the amount of detail, etc. required for the solution.

To prepare students to do computational questions on exams, make sure to describe and model in class the correct format for the calculations and answer including:

How students should report their assumptions and justify their choices
The units and degree of precision expected in the answer

Suggestion : Have students divide their answer sheets into two columns: calculations in one, and a list of assumptions, description of process and justification of choices in the other. This ensures that the marker can distinguish between a simple mathematical mistake and a profound conceptual error and give feedback accordingly.

If you would like support applying these tips to your own teaching, CTE staff members are here to help. View the CTE Support page to find the most relevant staff member to contact.

Cunningham, G.K. (1998). Assessment in the Classroom. Bristol, PA: Falmer Press.
Ward, A.W., & Murray-Ward, M. (1999). Assessment in the Classroom. Belmont, CA: Wadsworth Publishing Co.

This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format: Exam questions: types, characteristics and suggestions . Centre for Teaching Excellence, University of Waterloo .

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Department of History

Mark scheme for presentations.

Different students may legitimately approach their presentations in different ways and sometimes particular strength in one area can offset weakness in another. But the following criteria gives you an idea of the areas to think about when preparing and presenting, and what makes for a good presentation.

First Class (marks of 74+)

Information: detailed, accurate, relevant; key points highlighted;
Structure: rigorously argued, logical, easy to follow;
Analysis and Interpretation: extensive evidence of independent thought and critical analysis;
Use of relevant and accurate Evidence: key points supported with highly relevant and accurate evidence, critically evaluated;
Presentation Skills: clear, lively, imaginative; good use of visual aids (where appropriate);
Time Management: perfectly timed, well organised;
Group Skills: engages well with group; encourages discussion and responds well to questions.

2.1 Upper Second (62-68)

Information: detailed, accurate, relevant;
Structure: generally clearly argued and logical;
Analysis and Interpretation: attempts to go beyond the ideas presented in secondary literature;
Use of relevant and accurate Evidence: most points illustrated with relevant and accurate evidence;
Presentation Skills: generally clear, lively; use of appropriate visual aids;
Time Management : well organised, more or less to time;
Group Skills: attempts to engage with group and responds reasonably well to questions.

2.2 Lower Second (52-58)

Information: generally accurate and relevant, but perhaps some gaps and/or irrelevant material;
Structure: not always clear or logical; may be overly influenced by secondary literature rather than the requirements of the topic;
Analysis and Interpretation: little attempt to go beyond or criticise secondary literature;
Use of relevant and accurate Evidence: some illustrative material, but not critically evaluated and/or some inaccuracies and irrelevancies;
Presentation Skills: c onveys meaning, but sometimes unclear or clumsy;
T ime Management: more or less right length, but some material not covered properly as a result, OR, significantly over-runs;
Group Skills: responds reasonably well to questions, but makes no real attempt to engage with group or promote discussion

Third (42-48)

Information: limited knowledge, with some significant gaps and/or errors;
Structure: argument underdeveloped and not entirely clear;
Analysis and Interpretation : fairly superficial and generally derivative and uncritical;
Use of relevant and accurate Evidence : some mentioned, but not integrated into presentation or evaluated; the evidence used may not be relevant or accurate
Presentation Skills: not always clear or easy to follow; unimaginative and unengaging;
Time Management : significantly over time; material fairly disorganised and rushed;
Group Skills: uncomfortable responding to questions; no attempt at engaging with group.

Fail (0-40)

Information: very limited, with many errors and gaps;
Structure: muddled, incoherent;
Analysis and Interpretation: entirely derivative, generally superficial;
Use of relevant and accurate Evidence: little or no evidence discussed; or irrelevant and inaccurate.
Presentation Skills: clumsy, disjointed, difficult to follow, dull;
Time Management : significantly under or over time; has clearly not tried out
material beforehand; disorganised;
Group Skills : poor.

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Assessing Student Learning

In designing assessments or assignments for a course, instructors often think of exams or term papers, but there are many other types of assessments that may be appropriate for your course. If you are willing to think creatively about assignments that go beyond traditional exams or research papers, you may be able to design assignments that are more accurate reflections of the kind of thinking and problem-solving you want your students to engage in. In addition, non-traditional assignments can boost students’ motivation.

In developing creative assessments of your students’ learning, it is helpful to think about exactly what you want to assess. The questions below will help you focus on exactly what skills and knowledge your assessment should include.

Do you want to assess your students’ acquisition of specific content knowledge, or their ability to apply that knowledge to new situations (or both)?
Do you want to assess a product that students produce, or the process they went through to produce it, or both?
writing ability
speaking skills
use of information technology
Is a visual component to the assessment necessary or desirable?
Is the ability for students to work in a group an important component of the assessment?
Is it important that the assessment be time-constrained?

To help you think outside the box in developing assessments of your students’ learning, here are some alternatives to multiple-choice exams that can be used in many disciplines and contexts. They are organized based on what kinds of cognitive processes or skills they require.

Alternatives that draw on students’ creativity:

Advertisement
Development of a product or proposal (perhaps to be judged by external judges)
Diary entry for a real or fictional character
Letter to a friend explaining a problem or concept
Performance: e.g., a presentation to the class or a debate
Poem, play, or dialogue
Web page or video
Work of art, music, architecture, sculpture, etc.
Newspaper article or editorial

Alternatives that require analysis or evaluation:

Analysis and response to a case study
Analysis of data or a graph
Analysis of an event, performance, or work of art
Chart, graph, or diagram with explanation
Legal brief
Review of a book, play, performance, etc.
Literature review
Policy memo or executive summary
Diagram, table, chart, or visual aid

Alternatives that require work similar to what is required for a term paper, but that result in shorter documents:

Annotated bibliography
Introduction to a research paper or essay (rather than the full paper)
Executive summary
Research proposal addressed to a granting agency
Scientific abstract
Start of a term paper (the thesis statement and a detailed outline)

Alternatives that require only that students understand course material:

Explanation of a multiple-choice answer (students must explain why the answer they chose to a multiple-choice question is correct, or why the alternative answers are wrong)
Meaningful paragraph (given a list of specific terms, students must use the terms in a paragraph that demonstrates that they understand the terms and their interconnections)
Short-answer exam (rather than asking multiple-choice questions, make some questions short-answer, to require students to show their understanding of key concepts)

Alternatives that require integration of many skills and types of knowledge:

Poster (which could be presented to the class or a larger audience in a poster session)
Portfolio to demonstrate improvement or evolution of work and thinking over time
Powerpoint presentation
Reflection by students on what they have learned from an experience

Who Is Doing This at IUB

Ben Motz, in the department of Psychological and Brain Sciences, assesses his students’ understanding of concepts in his cognitive psychology course by asking them to produce 60-second public service announcements about the concepts. He describes the project in this CITL faculty spotlight . He has also created a course in which students apply concepts of probability and techniques of statistical analysis to managing fantasy football leagues. His course is described in this news release .

Professor Leah Shopkow, in the department of History, has her students create posters to demonstrate their understanding of concepts in her medieval history class. The students present the posters in a poster session that is open to the public.

Learning Outcomes

Walvoord, Barbara and Virginia Anderson (1998). Types of assignments and tests. Appendix B in Effective Grading: A Tool for Learning and Assessment. San Francisco: Jossey-Bass, pp. 193 – 195.

For More Help or Information

For help in designing creative assignments, contact the CITL to meet with a consultant.

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PhD Dissertation Defense Slides Design: Start

Tips for designing the slides
Presentation checklist
Example slides
Additional Resources

Purpose of the Guide

This guide was created to help ph.d. students in engineering fields to design dissertation defense presentations. the guide provides 1) tips on how to effectively communicate research, and 2) full presentation examples from ph.d. graduates. the tips on designing effective slides are not restricted to dissertation defense presentations; they can be used in designing other types of presentations such as conference talks, qualification and proposal exams, and technical seminars., the tips and examples are used to help students to design effective presentation. the technical contents in all examples are subject to copyright, please do not replicate. , if you need help in designing your presentation, please contact julie chen ([email protected]) for individual consultation. .

Example Slides Repository
Defense slides examples Link to examples dissertation defense slides.

Useful Links

CIT Thesis and dissertation standards
Dissertations and Theses @ Carnegie Mellon This link opens in a new window Covers 1920-present. Full text of some dissertations may be available 1997-present. Citations and abstracts of dissertations and theses CMU graduate students have published through UMI Dissertation Publishing. In addition to citations and abstracts, the service provides free access to 24 page previews and the full text in PDF format, when available. In most cases, this will be works published in 1997 forward.
Communicate your research data Data visualization is very important in communicating your data effectively. Check out these do's and don'ts for designing figures.

Power Point Template and other Resources

CEE Powerpoint Slide Presentation Template 1
CEE Powerpoint Slide Presentation Template 2

Source: CEE Department Resources https://www.cmu.edu/cee/resources/index.html

CMU Powerpoint Slide Template

Source: CMU Marketing and Communications

https://www.cmu.edu/marcom/brand-standards/downloads/index.html

Use of CMU logos, marks, and Unitmarks

Email me for questions and schedule an appointment

2. Emphasize YOUR contribution

Having a ph.d. means that you have made some novel contributions to the grand field. this is about you and your research. you need to keep emphasizing your contributions throughout your presentation. after talking about what needs to be solved, try to focus on emphasizing the novelty of your work. what problems can be solved using your research outcomes what breakthroughs have you made to the field why are your methods and outcomes outstanding you need to incorporate answers to these questions in your presentation. , be clear what your contributions are in the introduction section; separate what was done by others and what was done by you. , 3. connect your projects into a whole piece of work, you might have been doing multiple projects that are not strongly connected. to figure out how to connect them into a whole piece, use visualizations such as flow charts to convince your audience. the two slides below are two examples. in the first slide, which was presented in the introduction section, the presenter used a flow diagram to show the connection between the three projects. in the second slide, the presenter used key figures and a unique color for each project to show the connection..

Xiaoju Chen Defense Slides with Notes

4. Tell a good story

The committee members do not necessarily have the same background knowledge as you. plus, there could be researchers from other fields and even the general public in the room. you want to make sure all of your audience can understand as much as possible. focus on the big picture rather than technical details; make sure you use simple language to explain your methods and results. your committee has read your dissertation before your defense, but others have not. , dr. cook and dr. velibeyoglu did a good job explaining their research to everyone. the introduction sessions in their presentations are well designed for this purpose. .

Laren M. Cook Defense Slides with Notes
Irem Velibeyoglu Defense with Notes

5. Transition, transition, transition

Use transition slides to connect projects , it's a long presentation with different research projects. you want to use some sort of transition to remind your audience what you have been talking about and what is next. you may use a slide that is designed for this purpose throughout your presentation. , below are two examples. these slides were presented after the introduction section. the presenters used the same slides and highlighted the items for project one to indicate that they were moving on to the first project. throughout the presentation, they used these slides and highlighted different sections to indicate how these projects fit into the whole dissertation. .

You can also use some other indications on your slides, but remember not to make your slides too busy. Below are two examples. In the first example, the presenter used chapter numbers to indicate what he was talking about. In the second example, the presenter used a progress bar with keywords for each chapter as the indicator.

Use transition sentences to connect slides

Remember transition sentences are also important; use them to summarize what you have said and tell your audience what they will expect next. if you keep forgetting the transition sentence, write a note on your presentation. you can either write down a full sentence of what you want to say or some keywords., 6. be brief, put details in backup slides , you won't have time to explain all of the details. if your defense presentation is scheduled for 45 minutes, you can only spend around 10 minutes for each project - that's shorter than a normal research conference presentation focus on the big picture and leave details behind. you can put the details in your backup slides, so you might find them useful when your committee (and other members of the audience) ask questions regarding these details., 7. show your presentation to your advisor and colleagues, make sure to ask your advisor(s) for their comments. they might have a different view on what should be emphasized and what should be elaborated. , you also want to practice at least once in front of your colleagues. they can be your lab mates, people who work in your research group, and/or your friends. they do not have to be experts in your field. ask them to give you some feedback - their comments can be extremely helpful to improve your presentation. , below are some other tips and resources to design your defense presentation. .

Tips for designing your defense presentation

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Next: Tips for designing the slides >>
Last Updated: Jan 9, 2024 11:18 AM
URL: https://guides.library.cmu.edu/c.php?g=883178

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Required material for effective paper presentation.

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2. use of cut marker, 3. draw a short line after writing each answer., 4. use of a small scale, 5. good pen / ball point:, 6. use a pencil, an eraser and a sharpener., 7. order of the questions:.

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CBSE Board Exam 2022: How to make your answer sheet presentable? Check these top 8 tips!

Check the important tips that will help you make your answer sheet look more presentable in the cbse board exams 2022. these tips will help you organise your paper in the best way that may add some spark to your answers and impress the examiner..

CBSE Board Term 2 Exams for classes 10th and 12th will start from 26th April. At this time, while almost all the students would be busy with the preparation and revision of all the subjects, it is equally important that students make a plan to write their exam appropriately and present their answers in the best way. A good representation of your knowledge in the answer sheet will definitely impress the examiner and it will help you score high marks. Here we are answering a general question by students about the presentation of their answer sheets in the CBSE board exams.

Q. What can I do to make my answer sheet look presentable in my board exams?

Ans. Besides writing your answers correctly, the presentation also matters a lot in the CBSE board exams. Actually, scoring good marks is all about the presentation. Your answers should be so visually appealing to the examiner that he/she need not put any extra effort to go through your answer script. Leave 1-2 lines after attempting each answer to make two different answers look distinct and clearly differentiated from each other.

Underline each heading or subheading involved in the answer.
Draw a two-inch border on the right side of the page of your answer sheet where you can do your rough work. Otherwise, doing the rough work anywhere in the sheet will make it look untidy.
Increase the pictographic content wherever possible by including as many diagrams, tables, charts, etc., as possible. It will help to make your knowledge more noticeable and visible than writing it in the form of long paragraphs.
Try to write most of the answers in points or bullets with properly highlighted headers and sub-headers. Make the important points highlighted/underlined.
Write your answers in legible writing and try to maintain the same throughout the paper so as to make your work look uniform and appealing.
Whenever you need to cut a word or an answer, just draw a line with your pen over that particular text/word. Avoid scribbling or scratching as it will make your answer sheet look messy and unclean.
Do not forget to write the question number against each answer properly. It should be clearly visible.
Write each answer with properly spaced words that are neither too close nor too far.

Students should remember to follow these simple instructions while writing their exam to avoid any loss of marks due to inappropriate presentation of answers.

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