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In this video I provide you with some advice on how to structure your essays. The video includes some examples for you to have a look at.
Introduction 2:04
Main Body 5:29
Conclusion 8:44
You can find related videos I produced previously on
Keeping your essay contents relevant
[ Ссылка ]
and
Planning your essays.
[ Ссылка ]
References:
León, C. (2016). An architecture of narrative memory. Biologically Inspired Cognitive Architectures, 16, 19-33.
Campbell, J., Smith, D., & Brooker, R. (1998). From conception to performance: How undergraduate students conceptualise and construct essays. Higher Education, 36(4), 449-469.
N.B. My videos on how psychological research can help you study more effectively are universally applicable. The same applies to the process of preparing assessed work i.e. researching the topic, planning a narrative, writing clearly, proofreading carefully etc.. Such advice is dictated by research and applies equally across different institutions and courses. This type of material is all covered in my book.
In contrast, advice on producing specific types of assessment is subject to factors such as the preferences and requirements of the specific course you’re taking. Whilst I can give you general advice on how to improve your academic essay writing, I can’t (of course) tailor this advice to the individual course preferences/requirements. You should view the advice I give as supplementary to any guidance provided by your course. It should not be viewed a substitute for support materials provided by your course. This is why I don't provide this kind of advice in my book. I'm happy to do it here with the following proviso.
The most fundamentally important piece of advice I can give you on composing an essay (or any other type of assessment) is that it is vital that you understand the importance of familiarising yourself with any guidance that your specific course has given you and the marking criteria they use in assessing your work. Research has indicated that students often lack a sound understanding of assessment expectations (e.g. Rust, Price & O’Donovan, 2003). Not surprisingly, discrepancies between tutor and student expectations for an assessment tend to result in lower marks being awarded (e.g. Hounsell, 1997). Therefore, your first priority must always be to understand the marking criteria that is used to assess your work and tailor your efforts to satisfy that criteria.
References:
Hounsell, D. (1997). Contrasting conceptions of essay-writing. The experience of learning, 2, 106-125.
Rust, C., Price, M., & O'Donovan, B. (2003). Improving students' learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education, 28(2), 147-164.
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