One of my psychology professors has to be the best example of this. If you attended lecture and paid attention, you would (or should!) note that he often used many verbal cues about probable exam material. Material he seemed to lecture on and on about had to be important (indeed it was!). Or, more often than not, he would directly tell you this is an *important* topic that is worth knowing. All the smart students went to every class, paid attention, and took note of topics he deemed “worth knowing.” Come midterm time, I hadn’t really done the “required” readings, but as most of us figured out, it was the lecture component that he really wanted us to know, not some obscure passage that had never been mentioned in class (unlike some other psychology courses). It also helped that the prof gave us the exact format of the exam: some multiple choice, some definitions, few short answers, and one long essay question). Knowing this, I could tailor my studying accordingly. I went through all the lecture notes in detail, made sure I knew all the definitions, and tried to compare and contrast various psycho-perspectives, as the professor hinted at. I generated some of my own exam questions, and boy was I glad, because some of them showed up on the exam! So using the professor’s verbal cues and hints, I predicted what the exam questions might be like, and lo and behold there they were, in front of my eyes on exam day. I had never been so glad I tried out this method. It’s a great exam prep strategy – try it yourself for your next exam! I can almost guarantee you will do better.