<p>neltharion, can you say a little about other factors (besides writing) that affect your grades at Chicago? What about testing for example? Can you characterize the frequency, length, difficulty, or format of exams in the first year or two of your courses?</p>
<p>Here are a few sample “Thought Questions” from an old Chicago publication that accompanied the syllabus for a Core biology sequence:
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<p>I don’t really know if these still represent the kinds of problems the faculty likes to toss out in readings and discussion sections, if not on exams, for the Core biology courses. (Source: [Powers</a> of the Mind: The Reinvention of Liberal Learning in America - Google Books](<a href=“Powers of the Mind: The Reinvention of Liberal Learning in America - Donald N. Levine - Google Books”>Powers of the Mind: The Reinvention of Liberal Learning in America - Donald N. Levine - Google Books))</p>