Essay Writing Skills

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ESSAY WRITING SKILLS

Graham Davey
WHAT DO I NEED TO DO TO WRITE A GOOD ESSAY?
1.
1.1
1.2
1.3
1.4
1.5
2.
2.1
2.2
2.3
2.4
2.5
3.
3.1
3.2
4.
4.1
4.2
4.3
4.4
4.5
4.6
5.
WHAT TO DO BEFORE YOU START ANYTHING

Am I familiar with the Assessment Guidelines?
Am I certain that I know the Submission Deadline?
How much does the mark for my essay contribute to the final mark for this
course/module?
Do I know what the word limit for this essay is?
How many credits do I get for completing this particular course/module
successfully?
HOW TO PREPARE BEFORE PLANNING & WRITING THE ESSAY
What essay titles can I choose from?
What references do I need to read?
At what level am I writing the essay?
What internet resources should I access and use?
Can I use my lecture notes as a source of information for my essay?
PLANNING YOUR ESSAY
How much should I read and when should I begin writing?
How can I get the most benefit from my reading?
WRITING YOUR ESSAY
How should I structure my essay?
Am I sure Im answering the question?
How do I write a scholarly essay?
How should I present my reference list or bibliography?
How should I format my essay?
How can I avoid plagiarism?
THINGS TO REMMEBER AFTER YOUVE FINISHED WRITING YOUR
ESSAY
Essays are arguably the most widely used form of assessment for psychology students.
They allow an examiner to assess a students factual knowledge, as well as their ability to
create logical arguments and critically evaluate the material they have been taught. So,
essay writing is more than just writing about what you know, it is also about being able
to show that you can discuss relevant material in a scholarly and critical way. As a result,
successful essay writing requires a range of skills and knowledge. The following sections
are designed to guide you through the kinds of things you need to think about in order
to write a successful essay that will get you a good mark. This advice should be general
enough for you to use it to write an essay in any area of psychology, but the particular
examples used will relate to essays written on topics related to psychopathology and
clinical psychology.
1.
WHAT TO DO BEFORE YOU START ANYTHING
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Before you even begin to plan or write your essay, you may need to check some or all of the
following:
1.1
Am I familiar with the Assessment Guidelines?

Check that you are familiar with the assessment guidelines for your essay.
o Assessment guidelines are provided by your Department and outline the
qualities that an essay must have to achieve a particular mark. An example of
a set of assessment guidelines is shown in Table 1. [TABLE 1]. Assessment
guidelines not only provide you with insight into how the mark for your
essay was derived, but assessment guidelines can also provide a good deal of
insight into how you might improve your essays in order to get a better mark.
Table 1 provides some examples of this. Usually a Department will have one
set of assessment guidelines for essays on all courses, and you can usually
find these on the Teaching Pages of your Departments web-site or in your degree
programme handbook. In some cases, assessment guidelines may apply only to
individual courses or modules, and you need to look at your course
documentation guidelines in these instances.
Assessment guidelines can provide a good deal of insight into how

you might improve your essays in order to get a better mark.
o The link
http://www.sussex.ac.uk/psychology/documents/assessment_criteria_for_c
oursework_essays.doc provides you with an example of the generic essay
assessment guidelines for Psychology students at the University of Sussex.
1.2
Am I certain that I know the Submission Deadline?

When is the deadline for submission of your essay and at what location do you
have to submit it?
Most Departments impose penalties for submitting work after the

deadline, and these are often severe a good quality essay can lose
anything between 10-25% of its marks if it is only 24 or 48 hours late. A
submission deadline will usually be very precise (e.g. 4pm on Thursday
23rd May), so make sure you are aware of the time as well as the date of the
deadline. Submission deadlines will usually be printed in the
documentation you have for that course. Dont rely on what friends or
fellow students say the deadline for the essay is, because information
often becomes changed or confused as it passes from one person to
another!
Make sure you are aware of the time as well as the date of the essay
submission deadline. Dont rely on what friends or fellow students say
about when the deadline is.
Make sure you know exactly where to submit the essay . This may be
your Psychology Departmental Office, but be sure of that because some
individual courses may require that you submit essays to a different
location (such as your Universitys Academic Registry or a School or
Faculty Office).
Make sure you know exactly where to submit the essay.
Dont rely on friends to submit your essay for you! When essays are
handed in they usually have to be registered as submitted. This means
ensuring that they are handed to the correct person who will usually time
stamp the essay or will ask the person handing it in to sign a submission
sheet. Friends may often be unaware of this and simply leave your essay
on a desk or counter in the office and it wont be registered as handed
in!
Dont rely on friends to submit your essay for you!
If you have missed a submission deadline and think that there were good
reasons for this (e.g. you were ill prior to the deadline), then you need to
provide your department with evidence of mitigating circumstances.
If you have been ill, then this will usually need to be a doctors note. If
you are unsure where you should take this evidence ask either your
Departmental Office or your own personal tutor/academic
advisor/mentor. If your mitigating evidence is accepted then you may be
given a time extension in which to complete the essay. If you have
handed your essay in late and are not able to provide any acceptable
mitigating evidence, then prepare to have your mark for the essay
significantly reduced!
If you have missed a submission deadline and think that there

were good reasons for this (e.g. you were ill prior to the deadline), then
you need to provide your department with evidence of mitigating
circumstances.
1.3
Remember, the main point of ensuring that you know the submission
deadline is to ensure that you can give yourself enough time to plan and
write a good essay before you have to hand it in.
How Much Does The Mark For My Essay Contribute To The Final Mark
For This Course/Module?
Your essay may not be the only piece of assessed work you have to do for that
individual course or module.
If so, make sure you know what percentage of the final mark for your
course your essay will contribute. It could be as little as 20% or as much
as 100%. If the essay contributes most (e.g. 70%) or all (100%) of the
final mark for the course, then you need to give it more time and
attention than if it were only a minor contributor, and this will depend on
your work priorities at that time.
If the essay contributes most (e.g. 70%) or all (100%) of the

final mark for the course, then you need to give it more time and
attention than if it were only a minor contributor.
1.4
Do I know what the word limit for this essay is?

Most, if not all, essays will have a specified word limit.
Word limits can vary between 1000, 1500, 2000, 3000, and 4000 or in
extreme cases 5000 words. You will find the word limit for the essay
specified in the course/module documentation.
Paradoxically a 2000 word essay is often more difficult to write than a

3000 or 4000 word essay because in a shorter essay your arguments have
to be short but very clear and concise if you are to get in all the material
that is required. So dont think that a shorter essay requires any less time
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than a longer one it may require even more planning and editing to get
the required information in.
Dont think that a shorter essay requires any less time than a
longer one.
Dont forget, there are likely to be penalties for exceeding the word limit.
Some Departments will allow you leeway of 10% above the word limit
but no more, and marks will be deducted for exceeding the word limit.
Many Departments will also require you to specify the exact number of
words in your essay. Dont lie about the number of words in your essay
because experienced markers will usually have a good feel from marking
many essays whether you have exceeded the limit or not!
Dont lie about the number of words in your essay!
Before writing your essay, always check whether your references and
bibliography sections are to be included in the word count.
Before writing your essay, always check whether your references

and bibliography sections are to be included in the word count.
Regardless of the length of your essay what you write still has to comply
with the criteria given in the assessment guidelines (see Table 1). So,
whether your essay is 2000 or 4000 words, to get a 2.1 mark, the essay
still has to be comprehensive, well organised, and accurate, with
evidence both of having understood the issues and of being able to think
about them effectively. As you can imagine, meeting the criteria for
higher marks (2.1 and First) can often more difficult in a shorter essay
than a longer essay.
Meeting the criteria for higher marks (2.1 and First) can often be
more difficult in a shorter essay than a longer essay.
1.5
How many credits do I get for completing this particular course/module

successfully?
Most, if not all, courses/modules on a psychology degree programme will earn
you credits.
Normally, at undergraduate level, you must successfully complete courses

that earn you a total of around 120 credits each year in order to progress
to the next year in your degree programme (this differs for postgraduate
taught Masters programmes). The more credits you get for a
course/module, the more that any mark you get on the assessment for
that course is likely to contribute to your final degree classification.
As a consequence of this, the mark you get on a course with a high

number of credits (e.g. 30) will count for more than a course with a low
number of credits (e.g. 10) when your final degree classification is
calculated (see XXXXXX). One implication of this is that if you are
pressed for time and you need to prioritise your academic work you
should commit more time and effort to an essay on a high credit-rated
course than a low credit-rated course.
You should commit more time and effort to an essay on a high

credit-rated course than a low credit-rated course.
2.
HOW TO PREPARE BEFORE PLANNING & WRITING THE ESSAY
Dont just start reading and writing; there are a number of things you can do to prepare
yourself properly before you even start planning your essay let alone start writing it:
What essay titles can I choose from?
First, you need to check what essay titles are available and decide which one you
want to attempt.
Can you make up your own title? This option is becoming less common
in psychology departments because lecturers want to be sure that you
have learnt material relevant to the courses learning outcomes (these are
usually specified in your course/module documentation). Making up your
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own essay title means that you may end up writing about things that are
irrelevant to the courses learning outcomes.
If you are given a list of essay titles to choose from, make sure you know
if there are any restrictions on which essay title you can choose from the
list. For example, must you write an essay on a topic that is different from
one on which you may have given a presentation?
Make sure you know if there are any restrictions on which essay
title you can choose from the list of essay titles.
Decide whether you want to do an essay that will help you learn about
material you find difficult or help you to familiarise yourself with material
that may be useful in a forthcoming exam. There are practical benefits to
doing this, because it actively helps you when it comes to revision.
However, the potential cost of this strategy is that you are attempting an
essay on a topic that you admit you find difficult, and so you may risk
getting a poor or disappointing mark.
Decide whether you want to do an essay that will help you learn
about material you find difficult or help you to familiarise yourself with
material that may be useful in a forthcoming exam.
Should you attempt an essay just because the topic interests you and you
think you can achieve a good mark? Yes, of course! Dont forget that in
the second and third year of your undergraduate degree, almost every
mark you get for every piece of formal assessment counts towards your
final degree classification. Doing essays on topics that interest you should
motivate you to write a good essay!
Doing essays on topics that interest you should motivate you to

write a good essay.
What references do I need to read?
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Reading lists for many courses are often long and inclusive. You cant read
everything on the list, so how should you go about choosing what to read?
First, get advice from course/module convenors or seminar tutors about

what to read. They are the ones most likely to know what references are
relevant to an essay title and which are not.
It is generally not a good idea to go to the library and randomly sample

from books that look as though they may be relevant but are not on the
reading list. This is because the book may be out of date (check when it
was published anything over 10 years old is almost certain to be out of
date whatever topic you are writing about!) It may be written from a
different perspective to the one preferred by your tutor/lecturer (e.g. for
an essay about treatment of depression it may be about psychoanalytic
approaches when your tutor prefers you to learn about CBT approaches).
Or it may simply be irrelevant to the specific syllabus of your course (e.g.
for an essay about treatment of depression it may discuss drug treatments
when the syllabus requires discussion of psychological treatments).
It is generally not a good idea to go to the library and randomly

sample from books that look as though they may be relevant but are not
on the reading list.
If you look at the assessment guidelines in Table 1, you will see that to
achieve a First class mark you will need to show evidence of extra
reading. So how do you choose what extra reading to do? One safe way
of doing some extra reading is to pursue references given in articles
and books that are on your reading list. For example, if your reading list
recommends you read a certain review paper, you can then pursue
relevant other readings/articles from the reference list presented in that
paper. If you have a good understanding of the topic, and you
understand what you have read in that review paper, then you are very
likely to be able to choose relevant extra reading from that papers
reference list.
One safe way of doing some extra reading is to pursue

references given in articles and books that are on your reading list.
Some of the more general text books (e.g. Introduction to Psychology

texts; basic core area second year texts) may not provide you with enough
detail to write a good essay. General text books will give you a clear
overview of the topic you are writing about, but you will not able to write
a 2.1 or First class essay solely from that one book.
General text books will give you a clear overview of the topic
you are writing about, but you will not able to write a 2.1 or First class
essay solely from that one book.
Textbooks and book chapters usually provide the best overview of a

topic rather than journal articles. However, there are some journal articles
that are written at an appropriate level for undergraduate students and
can be used as a useful source for an essay, but these will usually be
suitable only for Year 2 or more advanced Year 3 essays. At the end of
each chapter in Psychopathology, examples of suitable review articles
are usually provided in the section labelled Reviews, theories &
Seminal Studies: Links to Journal Articles.
Many of the books and journal articles given in your reading lists may be
available electronically from your own University Library. Check which
references on your reading list are available electronically because you
should be able to access these at your convenience on your PC or laptop
at home.
Check which references on your reading list are available

electronically because you should be able to access these at your
convenience on your PC or laptop at home.
For advanced level essays (e.g. for third year options/elective courses or
Masters courses) you may want to access psychology databases to
supplement your reading. Databases such as Web of Knowledge
(http://wok.mimas.ac.uk) and PsycInfo (http://www.apa.org/psycinfo/)
are often available free through your University or College Library, and
they can provide access to useful review articles on essays covering a
relatively well-defined topic. Table 2 provides you with an example of the
kinds of references that you could locate and access though Web of
Knowledge for an essay on eating disorders. [TABLE 2].
At what level am I writing the essay?
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How you plan and write your essay will to some extent depend on your year of
study are you a first year undergraduate, a second year undergraduate, third
year undergraduate, or a postgraduate Masters student? As you can imagine,
essay markers expect you to show a gradual progression in skills and learning as
you progress through your degree programme.
Table 3 provides a list of the general qualities that a marker might be

looking for in essays at different levels of study [TABLE 3].
In Year 1, make sure that you understand the structure and style required
of an academic essay in psychology (see Section XX), that you carefully
and clearly describe key concepts, and you support your arguments with
evidence (in the form of references to other texts or studies). Make sure
you provide a reference list or bibliography.
In Year 2 you will be learning core concepts and basic facts. This is the
year in which you are expected to acquire a broad factual knowledge of
psychology, and so this needs to be reflected in your essays where
appropriate.
In Year 3 you will be studying psychology at an advanced level, and this

will mean you will be studying quite specific topics in some depth. This
intense learning of focussed topics is reflected in the option courses and
electives that most Psychology Departments offer to their third year
students. These are often given by individual lecturers and reflect their
own specific research interests. As a consequence, essays will be expected
to reflect an in-depth knowledge of these focussed areas and to
demonstrate a clear understanding of theoretical issues.
At Masters Level, students should be expecting to study material that is at

the cutting-edge of research and application in psychology, and essays
would be expected to reflect this. If your Masters programme is a
professional or vocational one (i.e. one that is part of the qualifications
required to eventually practice psychology), then you will need to show a
clear and thorough understanding of professional issues as well as a
broad academic knowledge of the subject.
What Internet Resources Should I Access And Use?

There are certainly some internet resources that can help you research material
for your essay (such as Web of Knowledge and PsycInfo mentioned above). However,
you need to be very careful about where you source information from and use
web-sites that you are fairly certain are reputable and reliable.
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Dont just start searching the web randomly for web sites that you think
might provide you with material for your essay. Remember, many websites contain inaccurate or out-of-date information, and may provide
unbalanced and biased views on a topic.
Remember, many web-sites contain inaccurate or out-of-date

information, and may provide unbalanced and biased views on a topic.
Searching the internet randomly for information can also lead to

information overload, where you feel you are unable to filter out useful
from non-useful information. Too much internet surfing will also result
in the temptation to cut and paste information directly from web-sites
into your essay, with the result that you could be accused of plagiarism
(see Section XXX). Tara Brabazon in her book The University of Google:
Education in the (Post) Information Age (2007) says Google offers easy
answers to difficult questions. But students do not know how to tell if
they come from serious, refereed work or are merely composed of
shallow ideas, superficial surfing and fleeting commitments Google is
filling, but does not always offer nutritional content so beware!
A good place to start your internet search for essay material is the Internet
Psychologist (http://www.vts.rdn.ac.uk/tutorial/psychologist/). This
provides information about bona fide psychology web-sites that are likely
to be useful when writing an academic essay as well as tips on how to
search for valuable and relevant information on the internet.
Other useful web-sites include the Higher Education Academy for

Psychology web-site (www.psychology.heacademy.ac.uk) and the Intute
website (http://www.intute.ac.uk/psychology/), both of which provide
useful information about psychology teaching and learning resources.
Can I Use My Lecture Notes As A Source Of Information For My Essay?

The best way to view your course lectures is (1) as a guide to the syllabus of your
course i.e. the lectures will give you a good idea of what you need to know, and
(2) as a means of hearing first hand about important concepts and having these
explained to you.
Even if you have taken copious lecture notes, it is unlikely that you will
find these notes provide you with anything like the detail and accuracy of
information that you need to put into an essay
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3.
However, lectures may well give you a good idea of what the important
references are to read on a particular topic, and the lecturer may have
explicitly pointed these out to you in the lecture.
Lecturers will usually only examine you on material that has been covered
in lectures, so this alone can be an important reason for attending
lectures.
PLANNING YOUR ESSAY
Once you have decided on the essay you are going to attempt, the next steps are (1)
planning your time between reading and writing, and (2) planning the structure of your
essay.
How much should I read and when should I begin writing?
Before you begin to write the essay, begin by gathering together all the
reading materials you think you will need to write the essay. This is
important for a number of reasons: (1) you dont want to disrupt your
thinking and writing by having to interrupt the process to go off and find
new material, and (2) if you leave it to the last minute to get your
references, you may well find youre unable to get hold of them dont
forget, your fellow students may be writing the same essay to the same
deadline, so they will be wanting these references as well, and University
Libraries will only have a limited number of some important books.
Before you begin to write the essay, begin by gathering together

all the reading materials you think you will need to write the essay.
In order to make notes while you read, it is useful to have your reading
material in a form that allows you to highlight passages and to make
notes directly onto the reading material. This means photocopying
relevant passages in books or using electronic material that you can
download and print out yourself (e.g. papers from electronic journals, see
section 2.2) But remember be responsible books provided by a
library are crucial resources for all students and will not last for long if
they are written on or defaced!
Before you start reading and writing, it is worth planning out reading and
writing time. Decide when you have free time to work on the essay up to
the submission deadline, and then allocate time to reading or writing in
those free slots. Make sure this is a flexible timetable, because even with
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the best of intentions, timetables will always get disrupted by something!
The amount of time you will need to spend reading will depend on the
complexity of the essay you have to write and the amount of reading
material you have decided to review.
Decide when you have free time to work on the essay up to the
submission deadline, and then allocate time to reading or writing in those
free slots. Make sure this is a flexible timetable, because even with the
best of intentions, timetables will always get disrupted by something!
How can I get the most benefit from my reading?

o Before you begin your reading, make sure you understand the essay title you
are attempting and what the title is asking you to produce in an essay. Table 4
provides you with some standard template example essay titles with some
advice on interpreting what these essay titles require of you.[TABLE 4]. You
can only constructively begin reading for your essay once you are clear about
what the essay title is asking you to write about. Activity Box 1 provides you
with some sample Level 3 essay titles that you can discuss with your fellow
students. This discussion should help you to gain insight into how to
interpret essay titles and how you would go about writing essays on each of
these topics. [ACTIVITY BOX 1].
You can only constructively begin reading for your essay once you
are clear about what the essay title is asking you to write about.
o It is best to begin your reading with material that will give you a broad
overview of the essay topic. This will allow you to put the essay topic into a
broader context and will hopefully enable you to grasp the main issues you
need to write about more clearly. You can do this by reading review articles
or book chapters, or reading relevant sections from more general text books
on the topic.
It is best to begin your reading with material that will give you a
broad overview of the essay topic.
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o After gaining a broad overview of the topic you will need to read in a more
focused way on issues relevant to the essay title itself, and to make notes on
what you read. You will need to have some strategy that will enable you to
keep track of important and relevant material you have read, and to link these
different pieces of information together in a way that is relevant to answering
the question. You can try some of the following;
Using a highlighter pen to highlight important passages in your reading
(but do not so this directly onto books or journals that you dont
own!!)
On photocopies or print-outs of references make notes in the margin
that will help you remember the significance of the material when
you return to it.
Use spider diagrams to help you summarize information as you read it;
this may also help you to develop your ideas as you read.
Use spider diagrams to help you summarize information as you

read it.
o Spider diagrams are useful because they allow you to summarize information
as you read and to link different issues and ideas together in a way that may
help you to structure your essay. Figure 1 illustrates the use of a spider
diagram in relation to an essay on theories of specific phobias. [FIGURE 1 ].
Spider diagrams also allow you to overview a lot of material visually, and to
get a broader picture of the logical connections between facts and concepts.
However, spider diagrams seem to be suitable for some students and not for
others try them out first to see if you find using them beneficial.
4.
WRITING YOUR ESSAY
There are a number of important things to remember as you start your essay: (1) Your
essay must have a structure be sure you know what this structure is before you begin
writing, (2) remember to answer the essay question as set, (3) write in a scholarly rather
than egocentric fashion, (4) make sure you provide a proper reference list or
bibliography at the end of the essay, (5) think about how you will format your essay, and
(6) avoid plagiarism.
How should I structure my essay?
It may seem obvious, but always think of your essay as having a

beginning, a middle and an end, and be quite clear what kinds of
things you want to say in each section:
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o The beginning will probably be no more than a paragraph long,
but in this section you should (1) describe how you have
structured the essay, (2) say why the issues to be discussed in the
essay are important, and (3) if you have focussed on some
specific issues within the essay, explain why you have chosen to
discuss these in particular. Remember, markers usually have a lot
of essays to mark, so providing them with a clear and succinct
overview of your essay in the first paragraph is likely to be
welcomed. Focus Box 1 provides you with some examples of
essay introductions and highlights the characteristics that makes
these introductions either good or bad.
Remember, markers usually have a lot of essays to mark,

so providing them with a clear and succinct overview of your
essay in the first paragraph is likely to be welcomed.
o The middle is the meat of the essay where you present your
arguments and evaluations. Make sure this does not read like a
catalogue of seemingly unconnected paragraphs you need to be
a storyteller, and the issues you discuss should unwind in a logical
sequence to tell a specific story. If you have drawn up a spider
diagram, refer back to this to help you construct the logical order
in which you need to present your facts and arguments. If you
want to make different sections of your essay more distinct, most
tutors and markers will allow you to use sub-headings to indicate
the content of different sections of your essay (but check with
your tutor first that this is OK).
o The end of the essay, should very much be a conclusion that
draws together all your facts, evaluations and arguments and sets
out an answer to the essay question. This will usually be your own
considered response to the essay title because most often there
will not be a right or wrong answer. If you are dealing with issues
that are at the cutting edge of science or professional practice,
there will almost certainly be on-going debate about all of the
issues you are writing about, including the adequacy of
explanatory theories and the validity of supporting evidence, so
your conclusion should reflect the fact that there may as yet be
no clear cut answer to the question you were set.
Am I sure Im answering the question?
An essay title is rarely an instruction to just write all you know about a topic, it is usually
an attempt to assess your critical and analytical skills in relation to a particular body of
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knowledge. If an examiner wanted to assess simply how much you know, then they
would probably set you a multiple choice exam (see Section XXX of the web-site) rather
than set you an essay assignment.
Have a look back at Table 4 to refresh your memory about how to

interpret essay questions, and as a guide to what you should write about.
In the concluding paragraph to your essay, dont just summarise what

youve written about, make sure that you provide an answer of some kind
to the essay question.
Dont assume there is a right or wrong answer to the essay question an

essay is largely a way of assessing whether you can argue a case logically
and critically and use your knowledge of the appropriate literature. But
even if there is no obvious and clear answer to the essay question, you
should still couch your conclusions in relation to the essay question that
was set.
How do I write a scholarly essay?

Most tutors will want you to write the essay as if it were a scholarly piece of work. This
has implications for both your style of writing and for the content of the essay. Once
you have read the paragraphs below, you can take a look at Focus Box 2 that provides
you with some examples of scholarly and unscholarly essay writing. [FOCUS BOX 2].
Try to write the essay in the third person and not in the first person.
Do not begin sentences with I think that or I will argue that..,
begin them with statements like It has been shown that or The
next section of the essay will cover This conveys a greater sense
of objectivity about what you write, and does not convey the
impression that you have just thought up the material you are writing
about.
Try to write the essay in the third person and not in the first
person.
Always provide evidence to support your arguments. This evidence

should be in the form of descriptions of studies that support what
you say, or include references to studies that support your arguments
(see Focus Box 2).
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Always provide evidence to support your arguments.
It is often inadvisable to include your own personal speculations

about a topic unless you have good objective evidence to support
what you say (e.g. can you can support your assertions with evidence
from journal articles or books?).
Make sure you properly define any technical terms that you are using
in your essay when they are first introduced (this includes spelling out
acronyms in full when they are first mentioned).
Make sure you properly define any technical terms that you
are using in your essay when they are first introduced.
A scholarly essay will usually provide a balanced view of a topic or

issue. That is, it will clearly discuss both the pros and cons of a topic
and provide evidence for and against a particular view. Make sure
your essay provides a properly balanced view of the issues relevant to
the essay topic.
Make sure your essay provides a properly balanced view of

the issues relevant to the essay topic.
A scholarly essay must provide evidence of breadth and depth of

reading. You can do this by including references to texts and articles
that you have read at appropriate points in the essay. You can also
demonstrate how aware you are of current developments in the area
by quoting references that are only 1-2 years old (this is especially the
case in advanced undergraduate and postgraduate Masters essays).
A scholarly essay must provide evidence of breadth and

depth of reading. You can do this by including references to texts and
articles that you have read at appropriate points in the essay.
18
4.4.
When providing supporting evidence for an argument or assertion it

is important to provide an optimal amount of relevant information.
For example, you do not need to describe every single detail of an
experiment that you are using to support an argument, just enough
detail of the nature of the study and its results that are relevant (see
Focus Box 2 for some examples).
How should I present my reference list or bibliography?
At the end of your essay you are expected to provide a list of books or articles that you have
either read as preparation for writing the essay or have cited in the body of your essay.
Providing these lists is important and is seen as good academic practice, so if you dont
compile these properly you will almost certainly be marked down.
You are expected to provide a reference list or bibliography for a

number of reasons: (1) you may have presented arguments in your
essay that are basically the ideas of other people you need to
reference these appropriately otherwise you might be accused of
plagiarism, and (2) providing a full reference for supporting evidence
allows the reader to follow these up and read them in full if they are
either interested in the topic or want to be sure that what you have
written is genuine!
A bibliography provides a list of background or general reading that

is relevant to the essay; a reference list is a list of all the articles,
books or works of others that you have mentioned or quoted in your
essay. Check whether your tutor or your Department requires you to
provide both a bibliography and a reference list or just one of these.
Check whether your tutor or your Department requires you

to provide both a bibliography and a reference list or just one of
these.
There is normally a standard way in which references should be cited

in a reference list. Most Psychology Departments will require
referencing in the style recommended by the American Psychological
Association (APA), and details of this can be found at
http://apastyle.apa.org/. Table 5 provides you with some examples
of APA referencing formatting for different types of references.
[TABLE 5].
19
4.5
All references should be listed alphabetically in a separate section at

the end of your essay Table 5 provides you with an example of
what a properly constructed and presented reference list should look
like.
You can use software that is specifically designed to organise your

references and create bibliographies. These products will search online bibliographic databases to retrieve the full references you require,
will construct your bibliography or reference list as you write the
essay, and will print out your references in the required format.
Endnote is one such product (http://www.endnote.com/) and your
own University or College Library may provide you with licensed
access to referencing software of this kind.
How should I format my essay?
Different Universities, Colleges and Departments will have their own rules about how you
should format your essay. Some important considerations are set out below.
Most Departments now require you to type rather than handwrite

your essay. Some will even require you to submit it electronically.
This will help to save office resources, and will ensure that your
Department has a copy of your essay stored electronically. Make sure
you are clear about whether your essay should be typed and whether
it needs to be submitted electronically.
You may be required to submit more than one copy of your essay.
This is so that one copy can be handed back to you when it has been
marked (together with the necessary feedback) and the second can be
retained by your Department in case it needs to be scrutinised more
closely during the examination and assessment period (e.g. your
Departments external examiner may want to look at a selection of
essays from students to ensure proper marking standards have been
met).
Ensure that your essay has adequate margins on either side of the
paper. Markers will want to put comments and feedback on your
essay and this can be quite difficult if the margins are very narrow.
Ensure that your essay has adequate margins on either side

of the paper. Markers will want to put comments and feedback on
your essay and this can be quite difficult if the margins are very
narrow
20
You need to decide whether to format your essay as single-spaced or

double-spaced. Double-spacing does make the essay more
comfortable to read and provides more room for markers
comments. However, it will cost you more in ink and paper, and the
environment more in terms of trees!
There is nothing more annoying for a marker than having to read an

essay where the print is grey and faded. This can often be the case as
an ink cartridge or ink ribbon is coming to the end of its life. Always
make sure you give yourself good time to print out your essay before
submitting it just in case that ink cartridge runs out at the very last
moment and you have to submit an essay with untidy and faded
print.
Always make sure you give yourself good time to print out
your essay before submitting it just in case that ink cartridge runs
out at the very last moment and you have to submit an essay with
untidy and faded print
4.6
How can I avoid plagiarism?
Plagiarism in coursework essays is a major concern for markers and examiners. The number
of cases of plagiarism has been increasing significantly over the past few years. This includes
an increase in the number of students committing plagiarism, an increase in the number of
cases of plagiarism being detected, and an increase in the number of students being
convicted of plagiarism.
Plagiarism occurs when you present someone elses words, work or ideas as
if they were your own. This will be considered as plagiarism regardless of
whether it occurred deliberately or accidentally so you need to be highly
vigilant about how you write your essay, and you need to actively find ways
to avoid accidental plagiarism (see below).
Plagiarism in essays occurs in two main forms. The first is when you use a
form of words to describe something which is identical to, or very similar to,
the form of words used in a source book, article or web-site. The second is
when passages in your essay closely resemble similar passages written by
other students in their own essays. If a student produces a piece of work and
then allows another student to copy it, this is known as collusion, which will
result in both students being reported for misconduct. So, never lend your
essay to another student unless you are absolutely sure they will not plagiarise
it, because if plagiarism is discovered you will both be punished.
21
Never lend your essay to another student unless you are absolutely
sure they will not plagiarise it, because if plagiarism is discovered you will
both be punished.
Plagiarism includes exact copying of phrases from other sources without

acknowledging the source, and copying of passages from other sources with
only minor changes of wording. If you are unclear about what might
constitute an example of plagiarism your own University or College will have
further information on its web-site on this. Alternatively, try some of the
quizzes and tutorials that are designed to raise your awareness of what is and
what is not plagiarism examples include the Indiana University Plagiarism
Test (http://www.indiana.edu/~istd/test.html), University of Bradford,
School of Management Plagiarism Quiz
(http://www.brad.ac.uk/acad/management/external/els/plagiarismquiz.pps
) and the University of Toronto Plagiarism Tutorial
(http://www.ecf.utoronto.ca/~writing/interactive-plagiarismtest.html).
You can actively avoid the possibility of plagiarising by taking a few basic
steps when planning and writing your essay;
(1)
When making notes while reading for your essay, avoid
making verbatim notes from books and journals. Write down
the information you want in your own words.
When making notes while reading for your essay,

avoid making verbatim notes from books and journals.
(2)
Never cut and paste material from a web-site into your essay.
This is easily detectable, and many Universities now have
software that can reveal when you have done this (see below).
Never cut and paste material from a web-site into

your essay. This is easily detectable, and many Universities
now have software that can reveal when you have done this.
(3)
Always give yourself enough time to write the essay. Many

cases of plagiarism arise when a student needs to finish an
22
essay in a hurry to meet an impending deadline. There is then
either a temptation to plagiarise or the student simply
becomes sloppy and does not have time to check whether
what they have written is plagiarised.
Always give yourself enough time to write the essay.

Many cases of plagiarism arise when a student needs to finish
an essay in a hurry to meet an impending deadline.
(4)
By all means discuss how you would write an essay with other
students, but try not to read other students completed essays
before you write your own, you may wittingly or unwittingly
adopt a similar structure, use similar references, and use
similar phrases to them.
Try not to read other students completed essays

before you write your own, you may wittingly or unwittingly
adopt a similar structure, use similar references, and use
similar phrases to them.
The consequences of being convicted of plagiarism are usually quite severe.

Most Universities and Colleges will have clearly defined procedures for
dealing with suspected plagiarism, and if the evidence is compelling the
student will normally be asked to attend a misconduct hearing. If the student
is found guilty, then penalties may vary according to the extent of the
plagiarism. A penalty is likely to mean that the piece of work is awarded a
mark of zero (0%). In more extreme cases, when a student has plagiarised in
more than one piece of work, they may receive more severe penalties such as
the capping of the degree classification they can be awarded (e.g. the highest
award they may receive is a Pass degree). Make sure you are aware of what
penalties you might incur if you are caught plagiarising.
Make sure you are aware of what penalties you might incur if you
are caught plagiarising.
Remember, plagiarism is much easier to detect than you think:
23
(1) Experienced markers often know that a passage is taken verbatim from a
book or research article (students even used to write passages in their
essays that were verbatim from my own books and they expected me
not to notice!).
(2) It is also very easy for an experienced marker to detect when the style of
writing changes suddenly and this may indicate plagiarism.
(3) A marker can usually verify whether a phrase or passage is pasted directly
from a web-site. This can be checked by putting a phrase or sentence
from the passage into a Google search and see if it corresponds with
anything written on the internet.
(4) Many Universities now use electronic plagiarism software to detect
plagiarism. Table 6 shows examples of the outputs of such software, the
kinds of plagiarism they detect, and how they assign a quantifiable
plagiarism score to an essay. [TABLE 6].
Remember, plagiarism is much easier to detect than you think!
5.
THINGS TO REMEMBER AFTER YOUVE FINISHED WRITING

YOUR ESSAY
Youll probably experience a sense of relief and hopefully satisfaction once you have
completed your essay. But just in case you get demob happy too soon, make sure you check
the following:
Always make sure you keep a copy of your essay. Normally this will be in
electronic form and stored on your laptop or PC. But if the essay is
handwritten, then you need to be sure youve kept a photocopy. Essays do
sometimes get lost in the marking process, so having a back-up is important.
You will also probably need a copy of your essay for revision purposes.
Always make sure you keep a copy of your essay.
When writing an essay, you will usually have become very closely involved
with what you are writing, so it is often difficult to see the wood from the
tress. When youve finished the essay, leave it for a few days, then return and
re-read it. This will give you a better feel for whether the essay is readable
and logically constructed, and you may spot errors that you hadnt seen
before.
24
When youve finished the essay, leave it for a few days, then return
and re-read it.
Dont forget to use a spellchecker to correct any basic spelling and

grammatical errors. Apart from your basic word-processing spellchecker,
there are now software packages that are available that can check for
grammatical errors, highlight awkward or verbose sentences and phrases, and
advise on word choice and word order. (One example is ErrNET
http://www.errnet.net/)
Dont forget to use a spellchecker to correct any basic spelling and

grammatical errors
Dont be so relieved at finishing your essay that you forget to hand it in on

time! But when you do hand your essay in, make sure that (1) it clearly has
your name or candidate number on it (it is wise to put this on all pages of the
essay in case the front page becomes detached) as well as the course for
which the essay is being submitted, and (2) you have completed and attached
any front sheet that your Department requires you to submit with the essay.
When you do hand your essay in, make sure that it clearly has your
name or candidate number on it (it is wise to put this on all pages of the
essay in case the front page becomes detached) as well as the course for
which the essay is being submitted
If you have been diagnosed by your University or College Student Support

Unit with a learning disability such as dyslexia, dont forget to flag this on
your essay cover sheet (usually with a special sticker that has been supplied
by your student support unit). This will entitle you to sympathetic marking
that takes into account the nature of your disability.
25
Table 1: Example essay assessment criteria
Class
Assessment guidelines
First
An excellent answer, well written, logical and critical, showing

appreciation of major points, and integration with points that go
beyond the basic module material. An outstanding essay will also
show originality and flair.
Could be used as a model answer on the module; contains relevant
material that would not have been anticipated on the basis of module
content
A full, organised account; evidence of extra reading.
Good 1st
(85100%)
Solid 1st
(75-85%)
Low 1st
(70-75%)
Upper
second
Good 2.1
(67-69%)
Solid 2.1
(63-66%)
Low 2.1
Well argued and full account, perhaps missing some relevant (but not
critical) material. Showing some evidence of originality, whether in content
or presentation of argument.
Comprehensive, well organised and accurate answer. Evidence both
of having understood the issues and of being able to think about them
effectively.
Well organised and full description of core material, lacking the originality or
organisation that would qualify for a first class mark.
As above, perhaps missing some relevant details.
(57-59%)
Solid 2.2
Relatively full account of core material, missing a relevant study or some

part of the core argument, but showing evidence of appreciation of the core
material.
An adequate answer that is mostly accurate, but there may be some
errors or omissions. Limited organisation and scope with no real
development of argument.
Good answer, as far as it goes; perhaps introducing irrelevant material, or
missing a sufficient amount of core argument to no longer qualify as a
comprehensive answer.
Pedestrian account of a selection of the core material.
(53-56%)
Low 2.2
As above, with some errors, or many irrelevancies.
(60-62%)
Lower
second
Good 2.2
(50-52%)
Third
Good 3rd
Incomplete answer, sparse information, substantial errors or

omissions, poorly organised. Perhaps relating to a different aspect of
the core topic.
Incomplete knowledge of module material.
(47-49%)
Solid 3rd
Confused knowledge (with errors) of module material.
(43-46%)
Low 3rd
Very confused and incomplete knowledge account of relevant material.
26
40-42%)
Pass
(30-39%)
Fail
Marginal
fail
(25-30%)
Clear fail
Provides some evidence of (disorganised) knowledge from the module

material. Inaccurate with numerous errors and omissions; very poorly
organised; irrelevancies; show little grasp of issues.
A very deficient to totally inadequate essay. Serious errors or
omissions. May include only personal opinion with no evidence of
having read anything or attended the module.
One or two relevant ideas
No real idea
(1-24%)
Zero mark No answer, no psychological content
(0%)
Adapted from Davey et al. (2004) Complete Psychology. Hodder Arnold.

How can I use the Assessment Guidelines to improve my essays?
Lets assume you are generally getting good 2.2 marks (around 57-59%). According to the
guidelines above you will need to do the following to improve your essay:
You know that your essay is good but has some limitations (you are either including
information that is irrelevant to answering the question or missing some information
that is central to answering the question. You need to be sure in the feedback that
you get from the marker that you know either what it is you have excluded or what it
is that you have included that is not relevant.
You can improve your essays by looking at what criteria are necessary to get a 2.1
(60-69%) or a First class mark (70-100%). To get a 2.1 mark your essay needs to be
(a) well organized and (b) a relatively full account of the core material. Look at your
previous essays and try to work out how these characteristics might be missing. To
achieve a First class mark, in addition to meeting the criteria for a 2.1, your essay
needs to (a) show evidence of extra reading, (b) show evidence of originality (i.e. you
are not simply regurgitating the standard answers to the question that most students
give), and is consistently well-written, logical and critical
27
TABLE 2 USING PSYCHOLOGY DATABASES AND ON-LINE RESOURCES

TO ACCESS POTENTIAL READING MATERIAL FOR ADVANCED LEVEL
ESSAYS
Imagine that you are attempting to write an advanced level (third year undergraduate or
Masters level) essay entitled Compare and contrast some of the psychological factors
thought to underlie eating disorders
One way of sourcing some additional reading is to use a knowledge database such as Web of
KnowledgeSM that will provide you with (a) access to the abstracts of relevant journal
articles, and (b) possible free access to the full papers themselves through access to the
electronic journals supplied by your University or College Library.
Putting important key words into the search engine for Web of Knowledge will help you to
source articles that may be useful and relevant. In this case, we have entered the words eating
disorders, risk factors, causes and review. This has specified terms that will be important in
answering the essay question, and by adding the word review we are likely to source articles
that give a good coverage of the topic we are interested in as well as an evaluation of the
topic and relevant theory.
28
Once we have pressed the search button a list of articles whose title or abstract contain
those key words is revealed. The window below gives an example of what this search reveals.
Many of these titles will not be relevant to writing our essay because they are too specific or
are too high level. However, our search has revealed one article that is likely to be relevant
which is Polivy & Herman (2002) Causes of eating disorders. Annual Review of
Psychology, Vol. 53, pp187-213.
When we then look at the abstract for this paper (by clicking on the title) we see that indeed
it may be very useful for writing our essay, and if that journal article is available electronically
through your institutions Library you can click on the Find it.. logo to access the full
article.
Graham Davey
29
30
TABLE 3 General qualities expected in psychology essays at different levels of

study.
Degree Level
Qualities expected in an essay

Where applicable, essays should:
Exhibit a structure and style that is expected of an
essay in that academic discipline.
Undergraduate Year 1
Demonstrate an understanding of basic concepts

central to the discipline.
Show evidence of reading at a foundation or
introductory level
Reveal evidence of critical thinking about the topic,
and the use if evidence to support arguments.

Demonstrate understanding of core concepts and
reflect the learning of core facts about specific areas
of psychology
Display a clear ability to support arguments and

statements with relevant evidence
Demonstrate an ability to critically evaluate facts as
they are applied to an evaluation of an academic
problem.
Show evidence of learning through the reading of
textbooks and journal articles

Present multiple perspectives on a topic in a way that
reflects critical evaluation
31
Emphasise the role of empirical evidence in the
development of theory in the relevant areas
Reflect an understanding of the research skills and
methods that have been utilised in the relevant area
Reflect the in-depth study of a specific area in terms
of research and application
(from Quality Assurance Agency Psychology
Benchmarking Statement, 2002)
Be informed by material from the forefront of an
academic or professional discipline.
Postgraduate Taught
Masters
Show originality in the application of knowledge, and

reflect an understanding of how the boundaries of
knowledge are advanced through research.
Deal successfully with complex issues both
systematically and creatively, and the student should
show originality in tackling and solving problems.
(from Quality Assurance Agency for Higher Education
in the UK)
32
TABLE 4: UNDERSTANDING AND DECONSTRUCTING ESSAY TITLES
Essay Title
Deconstructing the Essay Title
Describe the main characteristics of

the personality disorders
Most essay titles will want you to evaluate the

material you are writing about (i.e. are the theories
youre writing about good explanations of the
subject matter; is the evidence you are using to
support your arguments robust). However, this title
simply asks you to be descriptive. That is, do you
know what the main symptoms and characteristics
of personality disorders are?
Critically evaluate the main theories

of the acquisition and maintenance
of major depression
The word critically does not simply mean a negative

appraisal of the theories. The word requires that you
give a balanced (pros and cons) argument for each
theory
Compare and contrast biological

and psychological theories of
schizophrenia and its symptoms
This type of essay requires you to integrate issues

from both types of theory and to discuss the
similarities between each theory (e.g. do they explain
similar symptoms, or do they explain things in
different ways?), and the differences between each
theory (e.g. are these theories explaining the same
phenomenon but at different levels i.e. biological
vs. psychological?)
How are information processing

biases involved in the acquisition and
maintenance of anxiety disorders?
This requires more that just a description of each

kind of information processing bias, but requires you
to describe how each type of information processing
bias might contribute to the symptoms of anxiety.
What are the problems for the

practicing clinician of using a
diagnostic system that does not
classify psychopathology according
to its causes?
This is an example of an essay title that on the face

of it looks complicated and difficult to deconstruct,
and youll need to think beyond the basic terms in
the title to write a good essay. First, ask yourself
which diagnostic systems do not classify
psychopathology according to its symptoms (DSMIV-TR is a good example of this, see Chapter 1 in
Psychopathology). Secondly, ask yourself what
33
kinds of things clinicians do (they assess and treat
clients see chapters 1 & 2 of Psychopathology).
So the question then becomes What problems does
DSM-IV-TR create for clinicians who are assessing
and treating clients. You have deconstructed the
title in a way that should now indicate what you need
to read (i.e. you need to read about DSM-IV-TR and
the potential problems it creates for assessment and
treatment) but it is still a demanding essay to
attempt!
34
TABLE 5
BIBLIOGRAPHIES & REFERENCE LISTS
6.1
EXAMPLES OF AMERICAN PSYCHOLOGICAL ASSOCIATION (APA)

REFERENCING FORMAT
Below are some examples of how you would format references according to the APA style
that is usually required for psychology essays. Note that (1) journal names and book names
are usually highlighted in italic or by underlining, (2) references to book chapters should
include the page numbers of the chapter, (3) web-pages should include the date that you
retrieved that web-page (because you may have retrieved an early version of a web-page that
has since been updated), and (4) lists of references are often difficult to read, but you can
increase their readability and the attractiveness of their presentation by using the hanging
format where all lines of a reference are indented slightly after the first line (this can be
achieved in Microsoft Word by highlighting the reference and then clicking
Format>Paragraph>going to the window labelled Special dropping the menu and
choosing Hanging).
JOURNAL ARTICLES
Davey, G.C.L., Startup H.M., MacDonald C.B., Jenkins D. & Paterson K. (2005) The use of
as many as can stop rules during worrying. Cognitive Therapy & Research, 29, 155-169.
BOOKS
Davey G.C.L. & Wells A. (Eds) (2006) Worry and its psychological disorders: Theory, assessment and
treatment. Chichester: John Wiley.
BOOK CHAPTERS
Davey G.C.L. (2006) A mood-as input account of perseverative worrying. In G.C.L. Davey
& A. Wells (Eds) Worry and its psychological disorders: Theory, assessment and treatment.
Chichester: John Wiley. Pp217-237
AUTHORED WEB-PAGE
Lecce S. (2005) Should egalitarians be perfectionists? Retrieved January 30, 2008, from
http://www.blackwell-synergy.com/doi/abs/10.1111/j.14679256.2005.00237.x?cookieSet=1&journalCode=ponl
UN-AUTHORED WEB-PAGE
New child vaccine gets funding boost. (2001). Retrieved March 21, 2001, from
http://news.ninemsn.com.au/health/story_13178.asp
35
6.2
AN EXAMPLE REFERENCE LIST
Note that if there are a large number of authors for a particular reference, you need not
include all of these but just cite the first 3 or 4 and then write et al. (see reference marked *)
Antony M.M. & Swinson R.P. (1998) When perfect isnt good enough: Strategies for coping with
perfectionism. Oakland, CA: New Harbinger Publications.
Antony M.M., Purdon C.L., Huta V & Swinson R.P. (1998) Dimensions of perfectionism
across the anxiety disorders. Behaviour Research & Therapy, 36, 1143-1154.
Bieling P.J., Israeli A., Smith J. & Antony M.M. (2003) Making the grade: The behavioural
consequences of perfectionism in the classroom. Personality & Individual Differences,
35, 163-178.
Bieling P.J., Summerfeldt L.J., Israeli A.L. & Antony M.M. (2004) Perfectionism as an
explanatory construct in comborbidity of axis I disorders. Journal of Psychopathology
& Behavioral Assessment, 26, 193-201.
Brown T.A., Antony M.M. & Barlow D.H. (1992) Psychometric properties of the Penn State
Worry Questionnaire in a clinical anxiety disorders sample. Behaviour Research &
Therapy, 30, 33-37.
Chang E.C., Zumberg K.M., Sanna L.J., Girz L.P. et al. (2007) Relationship between
perfectionism and domains of worry in a college student population: Considering
the role of BIS/BAS motives. Personality & Individual Differences, 43, 925-936.
Davey G.C.L., Eldridge F., Drost J. & MacDonald B.A. (2007) What ends a worry bout? An
analysis of changes in mood and stop rule use during a catastrophising task.
Behaviour Research & Therapy, 45, 1231-1243.
Davey G.C.L., Hampton J., Farrell J.J. & Davidson S. (1992) Some characteristics of worry:
Evidence for worrying and anxiety as separate constructs. Personality & Individual
Differences, 13, 133-147.
Davey, G.C.L., Startup H.M., MacDonald C.B., Jenkins D. & Paterson K. (2005) The use of
as many as can stop rules during worrying. Cognitive Therapy & Research, 29, 155169.
Dugas M.J., Freeston M.H. & Ladouceur R. (1997) Intolerance of uncertainty and problem
orientation in worry. Cognitive Therapy & Research, 21, 593-606.
Enns MW, Cox BJ, Sareen J & Freeman P (2001) Adaptive and maladaptive perfectionism in
medical students: A longitudinal investigation. Medical Education, 35, 1034-1042.
Flett GL & Hewitt PL (2006) Positive versus negative perfectionism in psychopathology.
Behavior Modification, 30, 472-495.
36
Frost R.O., Marten P., Lahart C. & Rosenblate R. (1990) The dimensions of perfectionsism.
Cognitive Therapy & Research, 14, 449-468.
Frost R.O., Heimberg R.G., Holt C.S., Mattia J.I. & Neubauer A.L. (1993) A comparison of
two measures of perfectionism. Personality & Individual Differences, 14, 119-126.
Kawamura K.Y., Hunt S.L., Frost R.O. & DiBartolo P.M. (2001) Perfectionism, anxiety, and
depression: Are the relationships independent? Cognitive Therapy & Research, 25,
291-301.
Ladouceur R., Talbot F. & Dugas M.J. (1997) Behavioral expressions of intolerance of
uncertainty in worry: Experimental findings. Behavior Modification, 21, 355-371.
MacDonald C.B. & Davey G.C.L. (2005) Inflated responsibility and perseverative checking:
The role of negative mood. Journal of Abnormal Psychology, 114, 176-182..
Martin L.L, Ward D.W, Achee, J.W & Wyer R.S. (1993) Mood as input: People have to
interpret the motivational implications of their moods. Journal of Personality and
Social Psychology, 63, 317-326.
Martin, M. (1990). On the induction of mood. Clinical Psychology Review, 10, 669-697.
Metzger R.L., Miller M.L., Cohen M., Sofka M. & Borkovec T.D. (1990) Worry changes
decision making: The effect of negative thoughts on cognitive processing. Journal of
Clinical Psychology, 48, 76-88.
Meyer T.J., Miller M.L., Metzger R.L. & Borkovec T.D. (1990) Development and validation
of the Penn State Worry Questionnaire. Behaviour Research & Therapy, 28, 487-495.
Mitchelson J.K. & Burns L.R. (1998) Career mothers and perfectionism: Stress at work and
at home. Personality & Individual Differences, 25, 477-485.
Molina S. & Borkovec T.D. (1994) The Penn State Worry Questionnaire: psychometric
properties and associated characteristics. In G.C.L. Davey & F. Tallis (Eds)
Worrying: Perspectives on theory, assessment and treatment. Chichester: Wiley. Pp265-283.
Parker W.D. & Stumpf H. (1995) An examination of the Multidimensional Perfectionism
Scale with a sample of academically talented children. Journal of Psychoeducational
Assessment, 13, 372-383.
Powers T.A., Koestner R. & Topciu R.A. (2005) Implementation intentions, perfectionism,
and goal progress: Perhaps the road to hell is paved with good intentions.
Personality & Social Psychology Bulletin, 31, 902-912.
Pratt P., Tallis F. & Eysenck M. (1997) Information-processing, storage characteristics and
worry. Behaviour Research & Therapy, 35, 1015-1023.
37
Rheaume J, Freeston MH, Ladouceur R, Bouchard C et al. (2000) Functional and
dysfunctional perfectionists: Are they different on compulsive-like behaviors?
Behaviour Research & Therapy, 38, 119-128.
Rice K.G., Ashby J.S. & Slaney R.B. (1998) Self-esteem as a mediator between perfectionism
and depression: A structural equation analysis. Journal of Counseling Psychology, 45,
304-314.
Santanello A.W. & Gardner F.L. (2007) The role of experiential avoidance in the relationship
between maladaptive perfectionism and worry. Cognitive Therapy & Research, 31,
319-332.
*Schwalberg M.D., Barlow D.H., Alger S.A., et al. (1992) Comparison of bulimics, obese
binge eaters, social phobics, and individuals with panic disorder on comorbidity
across DSM-III-R anxiety disorders. Journal of Abnormal Psychology 101 (4): 675-681
Shafran R & Mansell W (2001) Perfectionism and psychopathology: A review of research
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Shafran R., Cooper Z. & Fairburn C.G. (2002) Clinical perfectionism: A cognitivebehavioural analysis. Behaviour Research & Therapy, 40, 773-791.
Shafran R, Lee M, Payne E & Fairburn C.G. (2006) The impact of manipulating personal
standards on eating attitudes and behaviour. Behaviour Research & Therapy, 44, 897906.
Slade P.D. & Owens R.G. (1998) A dual process model of perfectionism based on
reinforcement theory. Behavior Modification, 22, 517-538.
Stober J. & Joormann J. (2001) Worry, procrastination, and perfectionism: Differentiating
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Stumpf H. & Parker W.D. (2000) A hierarchical structural analysis of perfectionism and its
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Suddarth B.H. & Slaney R.B. (2001) An investigation of the dimensions of perfectionism in
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Vasey M. & Borkovec T.D. (1992) A catastrophising assessment of worrisome thoughts.
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38
TABLE 6
PLAGIARISM DETECTION SOFTWARE
Many Universities and Colleges now employ software specifically to detect plagiarism. If you
submit your essay electronically the software will compare what you have written with what
other students have submitted (in order to detect collusion), and will compare what you have
written with what is on the internet (including what is written on web-sites, in electronically
available books and journals, and in online essay banks). This software can also detect
whether you have provided false citations in your reference list! Two examples of the
outputs from these software programmes are given below showing what kinds of plagiarism
they detect and how such software can provide a quantitative evaluation of the degree of
plagiarism.
http://www.turnitin.com/
39
http://www.ithenticate.com/
40
FIGURE 1 EXAMPLE OF A SPIDER DIAGRAM

Below is a spider diagram constructed from reading for the essay title How do evolutionary models attempt to account for deficiencies in
conditioning models of specific phobias? This shows how different ideas gleaned from reading about the topic are linked together in ways
that can help you to structure your essay. Read the relevant section of Chapter 5 in Psychopathology to see how this reading maps on to
the diagram below.
41
FOCUS BOX 1
GOOD AND BAD ESSAY INTRODUCTIONS
EXAMPLE OF AN ESSAY INTRODUCTION THAT IS IN NEED OF
IMPROVEMENT (WRITTEN AT LEVEL 3)
Essay title: Describe the main impairments within autistic spectrum disorders and
discuss how these might present difficulties across the lifespan.
The autistic spectrum consists of varying disorders from those that cause little difficulty to
the sufferer to those that make independent living possible. People who are classed as
suffering from disorders within the autistic spectrum have a range of difficulties. These
difficulties can cause many problems over the lifespan for the person with ASD (1) (2). The
impairments and levels of impairment in individuals with ASD vary greatly and there is no
hard and fast rule as to what the person will have difficulties with. This makes the subject
difficult to confine within a word limit. (3) The explanation of impairments is brief and in no
way comprehensive, the main impairments reported are described but there are many, many
more that are not. (4) ASD is a broad spectrum of potential impairments that some sufferers
find themselves with to some degree whereas others have differing levels of impairment and
therefore each individual faces different challenges and difficulties in their life. (5) (6)
1.
2.
3.
4.
5.
6.
An abbreviation (ASD) has been introduced without spelling out in full what it
means.
This sentence is asserting a particular fact about people with autistic spectrum
disorder without providing the evidence to back it up this can be done by
inserting an appropriate reference.
Mentioning the word limit of the essay makes it appear less scholarly you
should be getting over the impression that you are writing a scholarly research
piece rather than worrying about how much you can write in an assessed essay.
This sentence highlights negative aspects of the essay (what is left out), rather
than positive aspects of the essay (i.e. what is being covered).
The introduction as a whole gives the reader very little indication of what will be
in the essay or how the essay will be structured.
The whole of the introduction has been very repetitive and the point being made
(that people with autistic spectrum disorder differ in abilities and symptoms)
could probably have been written in a couple of sentences.
EXAMPLE OF A WELL-WRITTEN ESSAY INTRODUCTION (WRITTEN AT

LEVEL 3)
Essay title: Describe how bilateral deep brain stimulation of the sub-thalamic
nucleus alters motor, cognitive, emotional and psychosocial functioning in
Parkinsons disease. By what brain mechanisms are these changes brought about?
Parkinsons disease (PD) (1) is one of the most common chronic progressive neurological
disorders. It is characterised clinically by major motor symptoms such as tremor, rigidity,
bradykinesia and postural instability (Jahanshahi & Marsden, 1998) (2). Bilateral deep brain
42
stimulation (DBS) (1) is a technique used in functional neurosurgery, which consists of
delivering a neural brain structure continuous electrical stimulation through chronically
implanted electrodes (3). Limitations of drug therapy, such as levodopa, in the long-term
medical management of PD have led to increasing use of DBS in the internal globus pallidus
(GPi) (1) and particularly of the subthalamic nucleaus (STN) (1). This essay will describe how
bilateral DBS of the STN alters motor, cognitive, emotional and psychological functioning in
PD. The essay will then move on to clarify what brain mechanisms underlie the changes
brought about in PD by bilateral STN DBS. (4)
1.
Abbreviations are introduced and explained at the first opportunity.
2.
References are provided at a source of evidence for statements about the

disorder.
3.
Terms basic to the essay (e.g. deep brain stimulation) are described and explained
as early as possible.
4.
The introduction ends by very clearly describing the structure of the essay and
how the essay topic will be tackled.
43
FOCUS BOX 2
EXAMPLES OF SCHOLARLY AND UNSCHOLARLY ESSAY WRITING
EXAMPLES OF UNSCHOLARLY WRITING
I will now talk about how those impairments can cause problems in an individual suffering
from autism during his or her whole life (1). Autistic children are very vulnerable and
immature. As a result, they are very restricted regarding their actions, and their motivations
are incoherent and ambiguous (2). Their contact and examination of reality is twisted (3).
This is perhaps why their personality is withdrawn and why they are scared (4). Even when
they take initiatives, they are not effective in changing reality because the way they perceive
things is focussed on their disorganized inner psychic processes (5). They are outside the
real world so it is difficult for a child or even as an adult suffering from autism to really
understand what is going on. (8)
At the age of nineteen, autistic teenagers still have the same impairments as before (6). The
only change is that, thanks to early interventions, they develop some of their capacities and
can be more independent (2). Autistic young adults are still vulnerable and insecure because
of their disabilities but their past experiences, and individual learning has given them some
strength they did not have before (7). However, they still require teachers, professionals and
parents help for everything. Their problem with social communication and social interaction
might be an important problem for their future career. They might be scared or stressed to
be in contact with others. (8)
1.
Its best not to write sentences in the first person, most tutors prefer you to write
in the third person, so this sentence could be rephrased as The next section will
describe those impairments that can cause problems in an individual suffering
from autism across his or her whole life.
2.
Statement of facts are made without any supporting evidence references that
would enable the reader to verify these facts would be expected.
3.
Dont use words and statements where the precise meaning is unclear what is
meant by their reality being twisted?
4.
This is written as though it is a personal speculation. Personal speculations are

fine, but they must be supported by good arguments and/or facts, this one isnt.
5.
The term disorganised inner processes is clearly taken as a quote from some
other source, so the source needs to be acknowledged and referenced.
6.
Try not to use vague sentences such as this that are unclear simply using the
word before at the end of the sentence begs the question of before what?
7.
This is another vague sentence that uses terms that are imprecise and poorly
defined. For example, what is meant by the term strength? This needs to be
44
unpacked more precisely to describe exactly how individual learning has helped
young autistic adults.
8.
Facts are provided without supporting references (texts or journals that will
verify these facts), and assertions are made about the effects of certain
experiences and interventions without any evidence being provided to support
these assertions. This evidence should either describe relevant scientific studies
or provide references that describe such studies.
EXAMPLES OF SCHOLARLY WRITING

Salkovskis (1985) (1) provides an analysis of obsessional-compulsive problems from a
cognitive-behavioural viewpoint. He proposes that OCD is a cognitive distortion in that the
sufferers combination of intrusive thoughts and the individuals belief system result in
negative automatic thoughts (2) (Salkovskis, 1985) (1). He proposes that this way of
thinking leads to a greater feeling of responsibility for potential harm to others, unless they
can take action to ensure the negative thought does not actually happen and that they are
blameless. Looking at OCD from this point of view, Salkovskis would argue that it is not the
intrusive thought itself that results in the compulsions but the automatic thoughts that arise
as a result of the intrusion (3). Evidence that supports the view of Salkovskis comes from a
study by Salkovskis & Campbell (1993) (4). In this study they looked at intrusive thoughts
that were relevant to the participants.. (details of the study and its relevance to the argument)..
Despite the fact that this study demonstrated a link between suppression of intrusive
thoughts and obsessional thinking, there are a number of criticisms of Salkovskis (1985)
account (5) (details of arguments and studies that provide evidence contrary to Salkovskis account).
Several studies indicate that bilateral DBS of the STN significantly improves all of the
cardinal motor symptoms of advanced Parkinsons Disease (PD) (Benazzouz, Ardouin,
Hoffman & Benabid, 1998; Mackinnon & Webb, 2005). (6) Burchiel, Anderson, Favre &
Hammerstad (1999) assessed the neurological condition of five patients with PD who
underwent bilateral STN DBS and found that patents demonstrated approximately 40%
improvement in Unified Parkinsons Disease rating Scale motor scores (UPDRS-III) after 12
months DBS. Rigidity, tremor and bradykinesia were improved, as well as a reduction in
levodopa-induced dyskinesias. In an objective examination of the clinical effects of STN
DBS in advanced PD, Kumar et al. (1998) found it to improve the mean UPDRS motor
scores by 57%, including improvement in the composite scores of akinesia (57%), rigidity
(52%), tremor (82%) and gait and postural stability (49%). (7)
1.
Appropriate referencing of important theories and research providing supporting

evidence.
2.
A clear and succinct description of the theory being discussed using appropriate
terminology.
3.
A good example of how hypotheses can be derived from a theory, and so can be
used to test the theory.
45
4.
A description of research supporting the theory in sufficient detail for the reader
to assess its contribution.
5.
Discussion of material that may be inconsistent with the theory, and so provides
a balanced overview of the topic.
6.
Good use of relevant references, it is always good to also show that you are upto-date with the material by providing recent references.
7.
This example provides about the right amount of information to support the
assertion made at the outset of the paragraph (i.e. that bilateral DBS of the STN
significantly improves all of the cardinal motor symptoms of advanced
Parkinsons Disease). It provides evidence from more than one study and gives
sufficient detail to be convincing.
46
ACTIVITY BOX 1
Below is a list of end-of-year Level 3 essay titles in psychopathology. The essay has a word
limit of 3000 words. Discuss with your fellow students how you would go about answering
each essay title, what kinds of information you might want to include in each, and how you
would construct your essay. Which essay title would you choose to answer and why? Next to
each essay title are the Psychopathology chapters containing information relevant to
answering the question.
PSYCHOPATHOLOGY
Year 3
End-of year 3000 word assessed essay
Write an essay using ONE of the following essay titles
1.
Often the clinical work of clinical psychologists is structured around four stages:
assessment, formulation, intervention and evaluation. Describe what these four
stages are and explain why they are each important. Support your arguments by
giving examples of these four stages from at least two different areas of clinical
psychology. (Chapters 1,2 & 4)
2.
Describe the main ways in which childhood anxiety and depression is

conceptualized and assessed? (Chapter 15)
3.
Describe the possible consequences of life-threatening trauma on an individual.

How might these effects be ameliorated? (Chapters 5 and 13)
4.
Why might we perform a neuropsychological assessment with a person suspected

of suffering with a dementing illness? What factors would inform test selection,
the interpretation of results and the nature of the feedback provided to the
referrer and to the client? (Chapter 14)
5.
How can personality be disordered, and what might this mean in clinical
practice? (Chapter 11)
6.
How has societys response to people with learning disabilities changed over
time? Consider this both in terms of the concept of learning disability and the
types of service offered to this group of people. (Chapter 16)
7.
Describe the main impairments within Autistic Spectrum Disorders and discuss
how these might present difficulties across the lifespan, i.e. at age 6 years, at age
11 years, at age 19 years, at age 35 years. (Chapter 16)
8.
Compare and contrast the methods and effectiveness of two treatments that are
currently used with adult depression. (Chapter 6)

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1

ESSAY WRITING SKILLS

WHAT TO DO BEFORE YOU START ANYTHING

WHAT TO DO BEFORE YOU START ANYTHING

Am I familiar with the Assessment Guidelines?

Assessment guidelines can provide a good deal of insight into how

Am I certain that I know the Submission Deadline?

Most Departments impose penalties for submitting work after the

Make sure you know exactly where to submit the essay.

Dont rely on friends to submit your essay for you!

If you have missed a submission deadline and think that there

If the essay contributes most (e.g. 70%) or all (100%) of the

Do I know what the word limit for this essay is?

Paradoxically a 2000 word essay is often more difficult to write than a

Dont lie about the number of words in your essay!

Before writing your essay, always check whether your references

How many credits do I get for completing this particular course/module

Normally, at undergraduate level, you must successfully complete courses

As a consequence of this, the mark you get on a course with a high

You should commit more time and effort to an essay on a high

HOW TO PREPARE BEFORE PLANNING & WRITING THE ESSAY

Doing essays on topics that interest you should motivate you to

What references do I need to read?

First, get advice from course/module convenors or seminar tutors about

It is generally not a good idea to go to the library and randomly sample

It is generally not a good idea to go to the library and randomly

One safe way of doing some extra reading is to pursue

Some of the more general text books (e.g. Introduction to Psychology

Textbooks and book chapters usually provide the best overview of a

Check which references on your reading list are available

At what level am I writing the essay?

Table 3 provides a list of the general qualities that a marker might be

In Year 3 you will be studying psychology at an advanced level, and this

At Masters Level, students should be expecting to study material that is at

What Internet Resources Should I Access And Use?

Remember, many web-sites contain inaccurate or out-of-date

Searching the internet randomly for information can also lead to

Other useful web-sites include the Higher Education Academy for

Can I Use My Lecture Notes As A Source Of Information For My Essay?

PLANNING YOUR ESSAY

Before you begin to write the essay, begin by gathering together

How can I get the most benefit from my reading?

Use spider diagrams to help you summarize information as you

WRITING YOUR ESSAY

It may seem obvious, but always think of your essay as having a

Remember, markers usually have a lot of essays to mark,

Have a look back at Table 4 to refresh your memory about how to

In the concluding paragraph to your essay, dont just summarise what

Dont assume there is a right or wrong answer to the essay question an

How do I write a scholarly essay?

Always provide evidence to support your arguments. This evidence

Always provide evidence to support your arguments.

It is often inadvisable to include your own personal speculations

A scholarly essay will usually provide a balanced view of a topic or

Make sure your essay provides a properly balanced view of

A scholarly essay must provide evidence of breadth and depth of

A scholarly essay must provide evidence of breadth and

When providing supporting evidence for an argument or assertion it

How should I present my reference list or bibliography?

You are expected to provide a reference list or bibliography for a