Essay Writing in Psychology

1
Essay Writing in Psychology

• The 18 mark question

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2
AO1

• Knowledge and understanding of psychological
  theories terminology, concepts, studies and
  methods and communication of these in a clear and
  effective manner.
• Total of 18 out of 30 marks on the paper
• Question a) and b) and one third of c)

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AO1 terms

• Describe give a detailed account of the
  study/theory in clear and concise English
• Outline give a less detailed account of the
  study/theory in clear and concise English
• Explain/Define give a clear and concise meaning
  of the term specified

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4
AO1 Mark Scheme
6 Accurate and reasonable description that demonstrates relevant knowledge and understanding.
5-4 Less detailed but generally accurate description that demonstrates relevant knowledge and/or understanding
3-2 Basic description that demonstrates some relevant knowledge and/or understanding
1-0 Very brief/flawed or inappropriate description that demonstrates little knowledge or understanding
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5
AO2

• Analysis and evaluation of psychological
  theories, concepts, studies and methods and
  communication of these in a clear and effective
  manner
• Total of 12 out of 30 marks
• Two thirds of question c)

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AO2 terms

• Evaluate
• Assess
• Analyse
• To what extent
• Discuss and critically consider are AO1 and AO2
  terms

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18 marks essay

• Outline and evaluate
• Give a brief account of and evaluate
• To what extent does research support
• Consider the view that
• Always involves describing and evaluating

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18 Mark Essay

• 6 marks AO1
• 12 marks AO2
• AO1 is assessed on accuracy and detail
• AO2 is assessed on
• commentary
• Effective use of material
• Analysis and evaluation
• Range of issues used

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9
AO2 what does it mean?

• Both positive and negative
• Methodological
• Participants
• Ethical issues
• Validity- internal and external
• Application to real life
• Supporting/refuting research
• Historical bias

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AO2 Mark Scheme
12-10 effective use of material informed commentary. Effective analysis and evaluation. Broad range of issues and/or evidence in reasonable depth, or a narrower range in greater depth. The structure is generally clear and coherent.
9-7 appropriate selection of material but this is not always used effectively to produce a reasonable commentary. Reasonable analysis and evaluation of material. A range of issues and/or evidence in limited depth, or a narrower range in greater depth.
6-4 The selection and use of material provides only a basic commentary. Basic analysis and evaluation of material. Superficial consideration of a restricted range of issues and/or evidence.
3-0 The selection and use of material provides only a rudimentary commentary, or commentary is absent or wholly irrelevant. Analysis and evaluation just discernible or absent.
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11
AO2 how is it marked?

• COMMENT present an interpretation of a theory or
  finding
• CRITICISE draw attention to the strengths or
  weaknesses of a study/theory
• EVALUATE present an overall conclusion about the
  value of a study/theory

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12
FLAGS

• This suggests that
• However,
• Therefore,
• On the other hand
• In contrast
• One advantage of this view is
• This study was flawed because
• Support is shown by
• A useful application of this is
• Not everyone reacts in the same way, for example
• There may be cultural variations

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AO2 boost those marks

• Make it effective by ensuring
• It is relevant
• b) It is a justified point
• c) It is explained (elaborated upon)

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How do I do this?

• The golden rules
• Identify your evaluation point (This study lacks
  ecological validity)
• Justify your point ( because it was a lab
  experiment and attempts to replicate it in other
  situations have been unsuccessful)
• Elaborate upon it (Therefore, the results of this
  study cannot be generalised beyond the research
  situation)

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15
Planning your answer

• Mark a minute
• Dont write an introduction or conclusion unless
  it will get you extra marks
• It can be useful to work backwards with some
  essays- know how you want to conclude and
  structure your answer from there
• Your essay does not have to be balanced (its just
  good practice!)
• Beware of your own opinion!! It must be backed
  with psychology

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Work in 3s

• AO1 6 mins AO2 6 mins AO2 6 mins
• Plan in boxes

AO1
AO2
AO2
AO1
AO2
AO2
AO1
AO2
AO2
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17
Describe and evaluate research into stress and
the immune system
AO1 Aims Procedure and Findings or key study Kiecolt-Glaser
AO2 positive Conclusion of key study Supported by Kiecolt-Glaser who found that T-cell activity were higher in students before exam and lower during them, suggesting that stress reduces the immune system functioning. In turn supported by Riley and Cohen Such research has important implications
AO2 negative However, K-C studies had biased sample. K-C study also didn't match pps accurately Evans study suggests it is more complex- sigA increase during acute stress and decreased during chronic stress. Actually support GAS
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18
Critically consider explanations of forgetting in
LTM
AO1 Trace decay theory
AO2 supported by Lashley because
AO2 - Refuted by Jenkins and Dallenbach becauseHowever, study is flawed by major confounding variable of Also refuted by Baddeley and Hitch because Fact we have VLTMs Impossible to distinguish between trace decay and interference
AO1 Interference theory
AO1 Supported by both JD and BH above because Also supported by Tulving and Pstoka because
AO2 - Many studies lab studies so TP particularly artificial because TP actually found that effects would disappear with cued recall so interference may just mask memory. Supports theory of retrieval failure and cue-dependent forgetting
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19
To what extent can anorexia nervosa be explained
by biological factors.
AO1 Description of biological causes of anorexia Genetics, biochemistry, neuroanatomy
AO2 Supported by research- Holland et al Fichter and Park. Scientific research increasingly suggests a biological element If biological then explains why resistant to treatment Beneficial to be biological as can lead to treatments
AO2 - However, research flawed- Holland could be due to enviro suggesting not just biological cause. CR not 100 so must be other factors involved. Samples small so fail to take individual diffs into account- bio doesnt apply to all bio cant explain aspects such as increase, mainly females, mainly western- not adequate explanation on own cause or effect- if not causal then must be another explanation Doesnt take any psychological factor into account (learning, childhood, thought process etc) which have all been found to have an role to play. Bio on own does not explain anorexia, best to take diathesis-stress approach
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