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About this book

With essays, the key to success is in the planning. The third edition of this bestselling guide takes students through the complete essay writing process, from planning the task and analysing the question to structuring, drafting and editing their work. It provides practical guidance on how to reference, approach different types of essay and make the most of tutors’ feedback. The book also includes useful models for different types of essays from a range of disciplines and new content on synthesising information and planning a case study.

This is an essential resource for students of all disciplines and levels who are assessed on the basis of their ability to write essays.

Table of Contents

1. The purpose of essays

Abstract
When we are enjoying ourselves, we don’t notice time passing. We want to stay and do more. On the other hand, the brain is wired to protect us from harm. If it thinks we don’t really want to do something, it assumes there is a threat or danger and will help us to avoid doing it. We can direct our brains in how to perceive study tasks, as good or as threats. The first step towards good grades is in training the mind to find enjoyment in the learning process, and to trick or draw it away from fear, boredom or a sense of deprivation and threat.
Janet Godwin

2. What you need to know before you do anything !

Abstract
When we are enjoying ourselves, we don’t notice time passing. We want to stay and do more. On the other hand, the brain is wired to protect us from harm. If it thinks we don’t really want to do something, it assumes there is a threat or danger and will help us to avoid doing it. We can direct our brains in how to perceive study tasks, as good or as threats. The first step towards good grades is in training the mind to find enjoyment in the learning process, and to trick or draw it away from fear, boredom or a sense of deprivation and threat.
Janet Godwin

3. Planning pays

Abstract
When we are enjoying ourselves, we don’t notice time passing. We want to stay and do more. On the other hand, the brain is wired to protect us from harm. If it thinks we don’t really want to do something, it assumes there is a threat or danger and will help us to avoid doing it. We can direct our brains in how to perceive study tasks, as good or as threats. The first step towards good grades is in training the mind to find enjoyment in the learning process, and to trick or draw it away from fear, boredom or a sense of deprivation and threat.
Janet Godwin

4. Dealing with the question

Abstract
When we are enjoying ourselves, we don’t notice time passing. We want to stay and do more. On the other hand, the brain is wired to protect us from harm. If it thinks we don’t really want to do something, it assumes there is a threat or danger and will help us to avoid doing it. We can direct our brains in how to perceive study tasks, as good or as threats. The first step towards good grades is in training the mind to find enjoyment in the learning process, and to trick or draw it away from fear, boredom or a sense of deprivation and threat.
Janet Godwin

5. Analysing essay structure

Abstract
When we are enjoying ourselves, we don’t notice time passing. We want to stay and do more. On the other hand, the brain is wired to protect us from harm. If it thinks we don’t really want to do something, it assumes there is a threat or danger and will help us to avoid doing it. We can direct our brains in how to perceive study tasks, as good or as threats. The first step towards good grades is in training the mind to find enjoyment in the learning process, and to trick or draw it away from fear, boredom or a sense of deprivation and threat.
Janet Godwin

6. Introductions and conclusions

Abstract
When we are enjoying ourselves, we don’t notice time passing. We want to stay and do more. On the other hand, the brain is wired to protect us from harm. If it thinks we don’t really want to do something, it assumes there is a threat or danger and will help us to avoid doing it. We can direct our brains in how to perceive study tasks, as good or as threats. The first step towards good grades is in training the mind to find enjoyment in the learning process, and to trick or draw it away from fear, boredom or a sense of deprivation and threat.
Janet Godwin

7. Types of essay

Abstract
When we are enjoying ourselves, we don’t notice time passing. We want to stay and do more. On the other hand, the brain is wired to protect us from harm. If it thinks we don’t really want to do something, it assumes there is a threat or danger and will help us to avoid doing it. We can direct our brains in how to perceive study tasks, as good or as threats. The first step towards good grades is in training the mind to find enjoyment in the learning process, and to trick or draw it away from fear, boredom or a sense of deprivation and threat.
Janet Godwin

8. Exam essays

Abstract
When we are enjoying ourselves, we don’t notice time passing. We want to stay and do more. On the other hand, the brain is wired to protect us from harm. If it thinks we don’t really want to do something, it assumes there is a threat or danger and will help us to avoid doing it. We can direct our brains in how to perceive study tasks, as good or as threats. The first step towards good grades is in training the mind to find enjoyment in the learning process, and to trick or draw it away from fear, boredom or a sense of deprivation and threat.
Janet Godwin

9. Researching

Abstract
When we are enjoying ourselves, we don’t notice time passing. We want to stay and do more. On the other hand, the brain is wired to protect us from harm. If it thinks we don’t really want to do something, it assumes there is a threat or danger and will help us to avoid doing it. We can direct our brains in how to perceive study tasks, as good or as threats. The first step towards good grades is in training the mind to find enjoyment in the learning process, and to trick or draw it away from fear, boredom or a sense of deprivation and threat.
Janet Godwin

10. Being critical

Abstract
When we are enjoying ourselves, we don’t notice time passing. We want to stay and do more. On the other hand, the brain is wired to protect us from harm. If it thinks we don’t really want to do something, it assumes there is a threat or danger and will help us to avoid doing it. We can direct our brains in how to perceive study tasks, as good or as threats. The first step towards good grades is in training the mind to find enjoyment in the learning process, and to trick or draw it away from fear, boredom or a sense of deprivation and threat.
Janet Godwin

11. References, bibliographies and appendices

Abstract
When we are enjoying ourselves, we don’t notice time passing. We want to stay and do more. On the other hand, the brain is wired to protect us from harm. If it thinks we don’t really want to do something, it assumes there is a threat or danger and will help us to avoid doing it. We can direct our brains in how to perceive study tasks, as good or as threats. The first step towards good grades is in training the mind to find enjoyment in the learning process, and to trick or draw it away from fear, boredom or a sense of deprivation and threat.
Janet Godwin

12. Drafting and redrafting

Abstract
When we are enjoying ourselves, we don’t notice time passing. We want to stay and do more. On the other hand, the brain is wired to protect us from harm. If it thinks we don’t really want to do something, it assumes there is a threat or danger and will help us to avoid doing it. We can direct our brains in how to perceive study tasks, as good or as threats. The first step towards good grades is in training the mind to find enjoyment in the learning process, and to trick or draw it away from fear, boredom or a sense of deprivation and threat.
Janet Godwin

13. Using feedback

Abstract
When we are enjoying ourselves, we don’t notice time passing. We want to stay and do more. On the other hand, the brain is wired to protect us from harm. If it thinks we don’t really want to do something, it assumes there is a threat or danger and will help us to avoid doing it. We can direct our brains in how to perceive study tasks, as good or as threats. The first step towards good grades is in training the mind to find enjoyment in the learning process, and to trick or draw it away from fear, boredom or a sense of deprivation and threat.
Janet Godwin
Additional information