Kimmo Svinhufvud, the mother tongue sensor of the Finnish Student Qualifications Board, tells us how to work in a yo-yo test for excellent scores. Find out what are the sensors of the sensor in the test of writing skills.

A new test of the native language student’s proficiency test has only been seen once in the autumn of 2018. Two of the mother tongue tests have changed the writing skills much more, says Kimmo Svinhufvud, the mother tongue sensor of the Finnish Student Union.

While the former type of experiment had fourteen different headline options and many different materials, the material and topic are now common to everyone. From a wide-ranging theme, you must choose the perspective yourself, which requires a different approach to the material.

In Svinhufvud’s opinion, the present experiment is more equal. Previously, you could find a topic in the headline that you just have content-based knowledge and a good score for. Instead of former hobbies, current topics are more abstract. There may be many people who are obsessed with vagueness.

However, the current test is closer to writing real life. In working life, rarely gets ready-made headlines or exact assignment assignments. It remains to be seen whether the new test is too difficult.

What tips do you have with the sensor then, how can you get a great score from your writing skills test? Pay attention to these sensors:

1. Referencing the material

The difficulty of the experiment can be explained, for example, by the fact that the response text is merely a reference to the material. If the assignment does not specifically ask for referrals, then it is not the purpose of the task, but the material should be able to raise essential points to support its own argumentation.

When the material is common to everyone, it is difficult to get anything interesting from just referencing. Svinhufvud hints that it might be worthwhile to start writing a piece of writing from somewhere other than the material, because none of the material in the material helps to stand out for the benefit.

So a good strategy can be that before you read the material at all, you first think about what I think of this and how it relates to my life. You can then search for small points to support your own thinking and complete the text with them. They can be quite individual remarks from some source.

Another option to build a response is in response to material, where the role of sources is dominant. It is also the correct text, but then it can easily become more conventional. Think about how you can distinguish positively from other testers.

2. Clichés

I’m sitting here in the gym … Time many people start their text with a description of this kind of trial. Another way to get started is to describe how to wake up in the morning and what happens after that. These are easy ways to start text, but not very interesting.

Writing about your own experiences is possible, but try to find some insightful perspective on the text. Autobiography can bring the juju just needed in the text, which separates it appropriately from others.

3. Talking to the reader

Studying is a special kind of text that is not directed to anyone. The text has some kind of imaginary audience and the right audience: it is read by the teacher and the sensor.

As stated in our article on reading literacy, reading a reader is a common and quite allowed rhetoric. However, because the audience in the study process is a bit complicated, you should be careful about how the reader speaks in his / her text. Think about who you are asking if you ask for an example of a writing skill test: Have you ever wondered what the consequences could be with your words?

Talking to the reader can be a little risky or at least a cliché way to carry the text forward, says Svinhufvud. Think about whether the same thing could be expressed more naturally, for example: We may not always think about the consequences our words may have.