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Paul Dickerson. How to Write Brilliant Psychology Essays
How to Write Brilliant Psychology Essays
Contents
About the Author
Acknowledgements
Discover your Textbook’s Online Resources!
Chapter 1 Catch the wave – how to seize the moment, overcome procrastination and write now
Try a different perspective
Your escape is not so great after all
Your work can actually be fun
You can flip back to work now
You’ve already started
Confusion is a friend not an imposter
Understanding why you procrastinate
Make sure that I get it right
Exercise. Your inner editor
How can I get started?
Exercise. The three-minute challenge
Avoid feeling anxious
How can I get started?
I work ‘best under pressure’
How can I get started?
Do the other things I have to do
How can I get started?
Exercise. Which of these apply to you?
Have fun now
Make it more fun
How can I get started?
Come back to it better prepared
How can I get started?
Exercise. Fill in your own inner dialogue
Where do I start?
Example one
How you feel about the essay
How you can get started
What your start might look like
Piaget:
Critic one:
Critic two:
Example two
How you feel about the essay
How you can get started
Deindividuation
Group approach
Definition of aggression
Rethinking ‘where do I start’
Take away points from this chapter
Linking to other chapters
Chapter 2 Make it yours – how to use sources effectively and avoid the plagiarism trap
Plagiarism: What it is and why it matters
The Plagiarism Casebook
The active-engagement approach to locating and utilising sources. What am I trying to do in my essay?
Locating your (re)sources
Finding relevant sources
Some recurring terms. Abstracts
Abstracting and indexing databases
Full-text databases
Peer-reviewed sources
Searching effectively
Search strategy one: Hope for the best
Sophie’s search strategy
Search strategy two: Proactive engagement
Exercise. Searching the literature
Olivia’s search strategy
Dynamic note-taking
Capturing how the ideas you encounter relate to each other
Can you locate the key debate(s)?
Which ideas support others?
Which ideas expand on others?
Which ideas reconceptualise the issue(s)?
Capturing how the ideas you encounter relate to your assignments
Capturing how the ideas you encounter relate to your ideas
How to really make it your own. What does it mean to make it your own?
How to move beyond word substitution
Example one
Target passage
Attempt one: Word substitution
Attempt two: Making it your own
Break it down, then rebuild it
Interrogate the argument
Assemble the details
Example two
Target passage
Attempt one: Word substitution
Attempt two: Making it your own
To define or not define?
Integrating different sources
Example three
Attempt one
Attempt two
Thoughts arising from these reflections on the notes
Take away points from this chapter
Linking to other chapters
Chapter 3 Set it up – how to write an effective introduction
The special case of student academic essays
What am I doing and for whom?
Introduction: What it is and why it matters
Extract one
Sample essay one
Extract two
Sample essay two
Making sense of the sample essays
How to write a brilliant introduction – step by step
Good and bad introductions
The orientating sentence
Sample orientating sentences
Making sense of the sample orientating sentences
Exercise. Characterising opening sentences
What makes it good?
The statement of intent
Example
Sample statement of intent with feedback
Making your statement of intent sparkle!
Our writing helps our thinking which helps our writing
How to write introductions like a reader
The ‘so what?’ reader
Sample essay beginning
Exercise. Interrogate your introduction
Feedback on introductions
Exercise. Try to Wreck It! – The Intro
The introduction
What makes this introduction good?
Alternative sentence pool <and why they are not so great>
Take away points from this chapter
Linking to other chapters
Chapter 4 Keep on target – how to answer the essay question
Answering the question: What it means and why it matters. Don’t I always answer the question?
Exercise. Being triggered by familiar topics
Exercise. How well does your essay address the title?
Avoid losing marks for less relevant material: Setting up your essay
Orientating to context in your initial sentence(s)
Statement of intent
Making use of the interplay between thinking and writing
How to keep your reader happy with your essay: Good and bad orientation to the essay title
Essay one: Outline
Essay two: Outline
Comment
Which essay answers the question better?
Essay one: Examining the outline
Essay Two: Examining the outline
The body of the essay
Titles are like recipes – read them carefully!
The conclusion of your essay
Key steps for keeping your conclusion on target
Transforming your essay to ADDRESS the essay title: Write like a reader
Interrogate your essay
Feedback on addressing the essay question
Exercise. Look once, look twice
Take away points from this chapter
Linking to other chapters
Chapter 5 Keep it smooth – how to interconnect your essay
Interconnection: What it is and why it matters
What order – what connectors?
Good and bad interconnection
Paragraph two: Smoothly interconnected version
Paragraph two: Poorly interconnected version, abbreviated sentences
Developing structure throughout your essay
Sample one
Sample two
Exercise. Your response
Comparing the two samples of essay writing (i) Your thoughts and feelings about the samples of writing
(ii) The reader’s reactions to the samples
Exercise. Try it out
(iii) Reflecting on the reader’s reactions to the two samples
(iv) What – why – how
Transforming the interconnection in your essays. Taking the position of the reader
Exercise. The reader’s perspective
Sample three
Exercise. Your response
Thought experiment
Making it better
(i) Identify what to include and where to include it
(ii) Add a clear and logical statement of intent
(iii) Add connector sentences
Feedback regarding interconnection
Thinking about feedback. My essay is described as ‘disjointed’ or ‘list-like’– what does that mean and why does it matter?
My essay is described as having ‘non sequiturs’ – what does that mean and why does it matter?
My essay receives feedback comments such as ‘What direction is this essay taking? and ‘What is your line of argument?’ – what does that mean and why does it matter?
Finding connecting phrases
Phrases that help to interconnect paragraphs. Concurrence
Contrast
Complexity
Connecting ideas within paragraphs
Using your imagination
(a) Articulating what psychologists have said about each other’s ideas
(b) Articulating what could be said from the perspective of one psychologist
(c) Articulating the counter-arguments that psychologists have raised or could raise
Exercise. The psychologists’ party
Troubleshooting some common problems
How to interconnect
How to structure
How to link ideas
How to connect complex paragraphs
How to structure each paragraph
In essence: Think of the reader and think like a writer
Take away points from this chapter
Linking to other chapters
Chapter 6 Keep it critical – how to develop your critical evaluation
Critical evaluation: What it is and why it matters
Exercise. Critical evaluation is a little bit easier than I realised
Exercise. What is critical evaluation?
Understanding what critical evaluation is
‘Critical evaluation’? Sounds familiar
The amazing skill of critical evaluation
‘Fake’ news
Democracy
Relationships
Decisions
Consuming and communicating information
The importance of critical evaluation in your writing
Good and bad critical evaluation
Essay one
Essay two
The verdict
Essay two
Essay one
Transforming your critical evaluation
Exercise. The psychologists’ party
Critical search strategy
Exercise. Remember to use the ‘so what?’ question
Are you ready for some writing magic?
How to build your critical evaluation from the start
Your starting point
Can we evaluate without a publication to back us up?
Find relevant sources where you can
Make a relevant argument rather than airdrop an opinion
State how they relate!
Putting it all together
1. Identifying the relevant content for your essay
2. Clarifying the relevant perspectives for your essay
3. Deepening our understanding of how different perspectives characterise the target idea
4.Deepening our understanding of how different perspectives contrast and critique the target idea
5. Drawing out the implications of the different perspectives
6. Identifying further relevant content and clarifying the different perspectives offered
Exercise. Write once – write twice
Feedback on critical evaluation
‘Cite relevant sources’
‘Don’t just put in your own opinion’
Exercise. Putting the theory into practice
Increasing our use of critical evaluation
Implementing Critical Evaluation Strategy
Exercise. Expand your evaluation
Take away points from this chapter
Linking to other chapters
Chapter 7 Keep it dynamic – how to develop your academic voice and describe effectively
Effective Writing: What it is and why it matters
‘Academic writing’, what does it mean to you?
Good and bad academic writing
Sample A
Sample B
Sample C
Sample D
Critique: Sample A
Critique: Sample B
Critique: Sample C
Critique: Sample D
Exercise. Experimenting with styles
We all know what good academic writing is, don’t we?
Using the ‘good word’ hypothesis effectively
Using clever words or phrases. The concept
Thinking it through
Going outside the reading list. The concept
Thinking it through
Including unexpected material. The concept
Thinking it through
Be very creative. The concept
Thinking it through
Writing in an obscure or difficult-to-understand way. The concept
Thinking it through
How to write personal reflection
Personal reflection without additional specifications
How to approach it
Personal reflection in terms of ideas, theories and findings addressed in the course/module
How to approach it
Personal reflection on the application of ideas, theories and research findings you have encountered to real-world examples
How to approach it
‘Look at me, I’m clever!’
Transforming your descriptive writing
You’re a psychologist!
What it looks like in practice
Feedback on the quality of your academic writing ‘Check for grammar and/or typographical errors’
‘Too chatty, too journalistic’
‘Write in an academic style’
‘Too descriptive’
Feedback on ‘academic writing’
Take away points from this chapter
Linking to other chapters
Chapter 8 Sum it up – how to write an effective conclusion
Conclusion: What it is and why it matters
Identifying your thoughts about conclusions
Exercise. How do you feel about conclusions?
Good and bad conclusions
Guiding thoughts
Sample one
Sample two
Exercise. Reflecting on the sample conclusions
Dissecting the stronger and weaker conclusion
Sample one
Exercise. What’s it doing?
Sample two
Transforming your conclusions
Using the perspective of the reader
Using the interplay of writing and thinking
Using the golden key of editing
Specific questions
Free-text response: What does your conclusion say, do and reveal?
Dissecting a strong conclusion
Sample three
Exercise. Your response
Sample three
Exercise. Catch the concept!
Feedback on conclusions
‘Always include a proper conclusion’
‘Don’t introduce new material in your conclusion’
Exercise. Try it out
‘Avoid being too vague or general in your conclusion and try to be more specific’
‘Avoid truisms or obvious statements in your conclusion’
‘Try to avoid talking in terms of what has been “proved’’’ and ‘Try to reflect on the different perspectives that are relevant’
‘Don’t list what you have covered in your essay, but try to develop a proper conclusion rather than a recap’
Exercise. Try it out
‘Try not to give your own opinions in your conclusion’
Take away points from this chapter
Linking to other chapters
Chapter 9 Make it professional – how to ensure high-quality presentation and referencing
Presentation and referencing: What they are and why they matter
Communicating positively with the marker
Sample one
Exercise. First impressions (sample one)
Sample two
Exercise. First impressions (sample two)
Sample three
Exercise. First impressions (sample three)
Transforming presentation problems
Sample one
Sample one: Don’t let your presentation create a barrier
Sample two
Sample two: Problems spotted and lessons learned
Sample three
Sample three: Finding salvation in the chaos
Other presentational issues that can transform your essays
Essay length
Fonts
Left, right or centre
Pagination
Paragraphs
Essay title
Citing sources correctly
Why just the surname and date?
To quote or not to quote?
Citing conventions: How to write when you cite
Sample one
Sample two
Sample three
Sample four
Referencing sources correctly
Understanding the logic of APA formatting
A quick caveat
Using Digital Object Identifiers (DOIs)
Referencing books (not-edited)
Referencing books (not-edited): Step-by-step guide
Schematic examples. Single author:
Multiple authors:
Real examples. Single author (with DOI):
Multiple authors (with no DOI):
Referencing a chapter in an edited book
Referencing a chapter in an edited book: Step-by-step guide
Schematic example
Real example (with no DOI):
Referencing journal papers
Referencing journal papers: Step-by-step guide
Schematic example
Real example (with DOI):
Exercise. Ordering your reference list
Example X
Answer to Example X
Example Y
Answer to Example Y. 1. What’s wrong
2. Correct references
How to give your essay a presentational makeover (and more)
Take away points from this chapter
Linking to other chapters
Chapter 10 Refine and enhance – how to effectively review and edit your essay
Reviewing and editing: What they are and why they matter
Ways of being out of balance (and some quick tips)
Transforming your critical reviewing
The very quick review and edit
Presentation of writing
All main sections present
The fairly quick review and edit
Essay title (see Chapter 4 for more on this)
Introduction (see Chapter 3 for more on this)
Interconnection (see Chapter 5 for more on this)
Exercise. Practise your editing skills
Conclusion (see Chapter 8 for more on this)
Critical evaluation (see Chapter 6 for more on this)
The longer review and edit
Essay title (see Chapter 4 for more on this)
Introduction (see Chapter 3 for more on this)
Interconnection (see Chapter 5 for more on this)
Conclusion (see Chapter 8 for more on this)
Critical evaluation (see Chapter 6 for more on this)
References and sources (see Chapters 2 and 9 for more on this)
Description and academic writing style (see Chapter 7 for more on this)
Getting it finished and letting go of your essay
Deadline dilemmas
Not quite finished
Being judged
Reaching an ending
Take away points from this chapter
Linking to other chapters
Chapter 11 Unseen exams
Unseen exams: What they are, why they are stressful and how you can help yourself
Stress and exams
Exercise. Identifying your exam fears
Is stress always bad news?
Using awareness/mindfulness techniques to tackle exam stress
Planning for your exam success
Set a timetable and allow for life events
The days and the night before
The day of the exam
The moment of the exam
The aftermath of the exam
The memory factor. How will I remember it all?
Link to location
Memory palaces
Understanding the multiple-choice exam inside out
Dealing with ‘grouped’ response options in MCQs
‘All of the above’
‘None of the above’
More complex question groupings: ‘a and b only’ or ‘b, c and d’
Managing your timing
Managing your answering process
Tackling self-defeating thoughts
‘If I don’t know it now, I never will’
‘I’m too stressed to revise’
‘I should have… I shouldn’t have…’
‘Exams are so unfair’
‘I’m rubbish at exams’
Lessons from the examination room
We can sometimes be free of procrastination
We know more than we think we know
We can get ‘in the flow’ in exams
Take away points from this chapter
Linking to other chapters
Chapter 12 Seen and takeaway exams
Seen and takeaway exams: What they are and why they matter?
Exercise. The advantages and disadvantages of seen and takeaway exams
Desperate last-minute essay writing
Succeeding with the seen and takeaway exam
The seen exam
The takeaway exam
Potential pitfalls – avoiding the information avalanche
Potential possibilities – what to aim for
Strategies for the seen exam. Acknowledging the stress
Exercise. Take five
Preparation
Creating a strong answer
Essay length and citation density
Addressing the precise question
Being different
Being critical
Planning your answer
Performance
Strategies for the takeaway exam. Preparation
Making effective notes
Managing pressure. Time management
Controlling the setting
Performance on the day itself
From panic to poise: Actively engaging with your (time-constrained) essay
Approach one: Developing and executing a rational plan for your essay
Approach two: Acknowledging the dynamic interplay in the different phases of writing. Orientating phase
Exploring and structuring phase
Writing and thinking
Reviewing and editing
Scenario one
Scenario two
Making the most of existing understanding
Hitting the wall
Take away points from this chapter
Linking to other chapters
References
Index
