Talking to a student before the October exams, I stumbled on an explanation of an aspect of exam technique that is worth sharing. One of those things that, had I known it 40 or 50 years ago, might have improved my grades immeasurably - but too late for that now.
When you write an exam answer, whether it’s an essay or a problem, not everything you might write about is equally important. My concern when I am working with students is to help them identify the issues (then to write some good stuff about them), but often the examiner asks about so much that some prioritising is necessary.