許多考生在看到文字題的時(shí)候，都不自覺的頭疼。字多不是最痛苦的，最痛苦的是寫了這么多，考官還不領(lǐng)情。今天我們來好好梳理下，怎么答文字題，才是考官所需要的，而不只是僅僅把你所知道的一股腦兒往上寫。

落筆之前要有思路。除非是時(shí)間來不及，能寫多少是多少的情況下，你就一股腦吧。但是在時(shí)間允許的情況下，大家要思考清楚再下筆。所謂的有思路，就是知道你的答案有那幾個(gè)點(diǎn)，很多同學(xué)說發(fā)現(xiàn)自己寫了一大坨，竟然全部都是在說一個(gè)point。

大家在碰到一些自己不確定在大腦里搜索不到相關(guān)的知識(shí)點(diǎn)的時(shí)候，也不能慌，可以準(zhǔn)備瞎扯扯了。但瞎扯扯也請(qǐng)扯得思路清楚點(diǎn)，一個(gè)point一個(gè)point地寫下來，這個(gè)道理就和你在四大面試的時(shí)候，考官問你一個(gè)問題，但你不能慌，要裝作自己知道的樣子思路清晰地說一些相關(guān)的東西。

請(qǐng)按照Analyse,Explain–clarify–Example的步驟來答題。

比如一道題目是這個(gè)樣子滴：

provide a possible explanation as to why we have seen a fall in stock market prices in recent weeks and what impact this might have on economic growth in the UK.

首先要把題目的不必要的枝干去掉，確定我們要回答的“Why stock markets might fall+Impact on the UK”這兩個(gè)問題。

然后我們就需要用analyze-clarify-example,來構(gòu)建我的答題思路了。

分析——在分析的過程中，要把題目中的大問題打碎，變成一個(gè)個(gè)小問題，會(huì)更加容易理解，可以寫的point也會(huì)增加。拿我們的例題來說，可以分成這樣幾個(gè)小問來回答：how much the stock market has fallen,over what period,what other events were happening at the same time,do we have any theories that could help or theoretical models we could apply etc.這樣把問題分解之后，下手就簡(jiǎn)單很多，思路一下子就清楚了，再也不慌了。

解釋——就是把你要回答的內(nèi)容說清楚。想要做到清楚，就要羅列事實(shí)。比如說，你發(fā)現(xiàn)在股票市場(chǎng)下滑的同時(shí)，中國經(jīng)濟(jì)也有所下滑并且石油價(jià)格也下降了許多。這就為你提供了可描述的事實(shí)，這些都可能成為股票下跌和石油需求的降低。

除了給出事實(shí)以外，定義法也是一個(gè)可以明了地展現(xiàn)答題內(nèi)容的方法。你可以敘述概念（要看你平時(shí)背得怎么樣了）和這個(gè)概念相應(yīng)的應(yīng)用。

舉例——這個(gè)就不用我多說了吧，建議大家舉真實(shí)的例子。舉真實(shí)的例子，可以展現(xiàn)出你對(duì)概念理解的深度還可以推進(jìn)問題的進(jìn)一步討論，比如你還可以預(yù)測(cè)類似現(xiàn)象的再次發(fā)生。為了增加真實(shí)例子的積累，大家平時(shí)要多看一些世界經(jīng)濟(jì)新聞，了解動(dòng)向，可以多看看經(jīng)濟(jì)學(xué)人這樣的雜志，非常有幫助。

再比如說，imagine the impact of falling oil prices on an engineering company in the West Midlands，我們就可以說油價(jià)的下跌會(huì)導(dǎo)致交通費(fèi)的下降，可以讓消費(fèi)者享受到更優(yōu)惠的價(jià)格，從而刺激需求的上漲。

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原文來自Kaplan的官網(wǎng)，水平有限，如有不足之處，歡迎指正。

It‘s great to be knowledgeable,but to pass an exam knowing the answer is often not enough.Questions set by examiners seek to do far more than identify people who“know stuff,”they want the student to prove understanding and that they can use the knowledge,not simply reproduce it.

The knowing doing gap

There is sometimes a disconnect between what you know and what you can explain.Have you ever said to yourself,“I know what I want to say but can’t find the words”or“what more can I say,I feel like I am just repeating the same point”.This may be the result of a lack of understanding and simply requires more study or it might be that you just need a better way to think about what you’re trying to do.

Analyse,Explain–clarify–Example e.g.e.g.e.g.

Imagine you’re faced with a question,it asks that you,provide a possible explanation as to why we have seen a fall in stock market prices in recent weeks and what impact this might have on economic growth in the UK.Often the first problem is knowing where to start,below are a few ideas that might help.

You will need a few headings to help give structure,these can often be found in the question,here for example we could use,Why stock markets might fall and Impact on the UK.Then under each heading think about analysing,explaining,clarifying and giving examples.These are not headings;they are to help expand on what you have been asked to do and give a perspective from which to think.

First you analyse–If you analyse something you break it up into smaller parts so as to gain a better understanding.For example going back to the question,perhaps we should identify exactly by how much the stock market has fallen,over what period,what other events were happening at the same time,do we have any theories that could help or theoretical models we could apply etc.By examining what you have found,something new and obvious may become clear.

Then you explain–an explanation is an attempt to make clear what you mean.One way of doing this is by making a series of statements.So for example,if you noticed that during the period in which we had the fall in the stock market,China’s economy also slowed and oil prices fell to unprecedented levels.This might lead you to make the statement–one of the reasons for the fall in stock market prices would appear to be the slowdown in the Chinese economy and the fall in demand for oil.

A subset of explanation is clarification.Definitions are a great way to clarify exactly what something means and in what context it is being used.Here for example we might want to include a definition of economic growth.

And finally the example itself,possibly one of the very best ways of explaining and a very powerful technique to demonstrate understanding.

Example“Metaphor’s forgotten sibling”.John Lyons

It may be a reference to a real world example.In the question we have to address the impact on the growth in the UK economy.If you gave an example of the last time oil prices were so low and what happened as a result you will not only be demonstrating breadth of knowledge but also moving the debate forward,suggesting perhaps that the same will happen again?

Real world examples demonstrate the complexity and unpredictability of real issues,and as such,can stimulate critical thinking.

Students learn by connecting new knowledge with their own prior knowledge and real-world experiences.Piaget et al

An example may also be a construct,something that you talk through to illustrate a point.For example,let us imagine the impact of falling oil prices on an engineering company in the West Midlands.A reduction in oil prices would result in lower transportation costs that could be passed onto customers in the form of lower prices,in turn this should increase demand.

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