the essay memorization framework

How To Study: The Essay Memorisation Framework

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As a medical student, I did have to undertake some exams that required writing essays. One of the questions I often get asked is how you can apply techniques such as active recall and spaced repetition – that I frequently discuss as being ‘the best’ revision techniques – to essay-based subjects. During my third year at university, I adopted the following approach to preparing for my own essay-based psychology exams – it proved highly effective in my own exams and I hope that you can make effective use of it too.

The system can be broadly broken down into two stages:

• The Creation Stage
• Objective to create first class essay plans for every conceivable essay title that they throw at us in the exam.

2.  The Memorisation Stage

• Objective of committing all of these essay plans to memory by systematically using active recall, spaced repetition, spider diagrams and flashcards.

The idea is that, by using these two stages, by the time the exams arrive you’ll have memorised so many essay plans that they will either come up in the exam or the essays will be similar enough that you will have the knowledge to draw up and form coherent and well-structured essay that answer the question effectively.

Creation Stage

There are three main questions in the creation stage:

How to decide what essay titles to pick/prepare

The objective here is to ‘scope the subject’ and find essay titles that cover the entire breadth of the syllabus. The easiest way to do this is to both look through the past papers and start by planning the essays that have come up in the past and then examine the syllabus and identify areas that lend themselves to essays. Once you’ve planned out those essays, you’ll have a better idea as to what style of questions are asked and what material is often covered. This should give you a breadth of essays titles that span the course – if you find that there is still an area of the syllabus that hasn’t been address, try to come up a suitable question and add it to your essay plans to compile.

How you plan the essay

Personally, I would give myself one day per essay plan. Although it’s best to try to have this process ongoing throughout the year, I did the bulk of my essay plan preparation in the Easter holidays (perhaps not ideal!).

My process involved starting off with a question then use Google to get as much information as possible about that particular topic. I would start off with Google because it can give you a good broad overview as well as useful links to review papers that would often provide key details or interesting examples.

Once I had created my essay plan I would then look at the lecture notes and the recommended reading. This meant that a lot of my material was more original than everyone else’s because most other people would’ve built their essays based around the lecture notes, whereas I was building my essays from a Google search supplemented by lecture notes.

Once I had got my research document, I would spend a few hours writing out the essay – consolidating all the information into this one essay that I am ultimately going to learn.

How you make sure your essay plan is really good.

But how do we make an essay plan good? There are 3 key ingredients in my opinions:

• Answering the question
• Adding a bit of spice.

The introduction is the most important part of the essay because you can address all three of these key ingredients and signal to the examiner how you are going to go about compiling the essay and answer the question.

Here is an example of one of the introductions from an essay that I prepared on whether judgement and decision making is cognitive (logical) or affective (emotional).

The historical view in the social sciences has always been that judgements are based solely on content information, with individuals being assumed to form judgements by systematically evaluating all available content information in an unbiased manner. However, over the past three decades a considerable amount of research has challenged this assumption by showing that judgments may be formed not only on the basis of content information (cognitive judgements) but also on the basis of feelings (affective judgement). It is now well accepted that judgement can be both affective and cognitive. Whether it is one or the other depends on a multitude of factors: (1) the salience of the affective feelings, (2) the representativeness of the affective feelings for the target, (3) the relevance of the feelings for the judgement, (4) the evaluative malleability of the judgement and (5) the level of processing intensity. I will discuss these in turn and ultimately argue that generally speaking in day-to-day life, the circumstances are generally those that result in affective rather than cognitive judgements and decision making.

As you can see, I signpost the essay explicitly using numbered points as well as answering the question and outlining to the examiner the direction that my argument is going to go.

The Memorisation Stage

By this point, you should have a good number of essay plans that you’ve created in documents – now the aim is to ‘upload’ those essay plans to our brain. I approached doing this using three main techniques:

Anki Flashcards

With my essays, I used Anki flashcards to memorise paragraphs and main points whether from an essay or key points from a particularly relevant research paper. The aim was to create blocks of content with every Anki flashcard being its’ own ‘block’ which I could then draw upon either for the essays that I had planned or for unfamiliar essays but ones which I could answer using the material from the flashcards.

However, specific paragraphs or points from research papers aren’t helpful unless you can associate them with particular essays – that’s where spider diagrams come into the equation…

Spider Diagrams

Having memorised content blocks from my essays using Anki flashcards, I made one page diagrams of every single essay. The idea being that you would be able to discern the structure of the essay through the spider diagram as well as notice key words that are relevant for that topic and/or that you find particularly helpful in triggering your memory about the key points that you need to raise in answering that question.

Every day I would draw out various spider diagrams from memory and if there were any books that I didn’t know, I would look them up in the master research document or in Anki and actively work on learning those parts.

Over time, this became a highly effective way to systematically use active recall to ensure that I knew absolutely everything.

Retrospective Revision Timetable

The final part of the system involved systematic spaced repetition. If you’ve seen any of my other content, I am a big proponent of retrospective revision timetables. This approach counters the conventional idea of planning a prospective revision timetable which has a number of issues – namely trying to predict the future and inflexibility, amongst others – and instead involves creating a spreadsheet that starts with a list of subjects, topics or essays that we have compiled through scoping our subject and then inputting the dates on which we study those areas as well as colour code the system to provide a visual representation as to which areas we might need to cover again. You can read more about these sorts of timetables  here , where I explain them in more depth.

This structure which combines active recall, spaced repetition, flashcards and spider diagrams was probably the most effective system that I used whilst at university. In the exam, about two thirds of the essays that we had to write, I had already planned. Although the other four essays that I had to write were ‘new’, I had built up such a systematic and in-depth knowledge of the subject that I could more easily draw upon ‘blocks’ of content from my Anki decks which I could then ‘drop’ into these essays to answer them effectively.

I hope this has provided you with a more logical structure with which to utilise active recall, spaced repetition, spider diagrams and flashcards to ensure that you can approach your essay-based exams with more confidence.

Please see the other blog posts in this ‘How To Study’ series for more hints, tips and guidance on studying and revising.

About The Author

I'm an ex-doctor turned YouTuber, Podcaster, entrepreneur and author. I've been creating YouTube videos for over 7 years and have a following of over 4 million over on my main channel.

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Speaker 1: Hey guys, welcome back to the channel. If you're new here, my name is Ali. I'm a junior doctor working in Cambridge, and in this video, I'm gonna share with you the essay memorization framework that I used when I was in my third year at Cambridge University. That was the year in which I was studying psychology, and I actually ended up winning the prize for best exam performance in the year group, and I pretty much exclusively attribute that to this essay memorization framework. This method should work for most essay-based subjects, but even if your subject isn't essay-based, I hope you might still find this video useful and pick up a few tips and techniques along the way. And of course, everything I'm gonna mention is gonna be linked in timestamps in the video description and in a pinned comment, so you can skip around the video if you feel like it. Let's just jump into it. So there are basically two stages to this method. The first stage is the creation stage, and the second stage is the memorization stage. So in the creation stage, the objective is to create first-class essay plans for every conceivable essay title that they could throw at us in the exam, and in the memorization stage, we're gonna be committing all of these essay plans to memory by systematically using active recall, spaced repetition, spider diagrams, and flashcards. The idea is that by the time the exam rolls around, you'll have memorized so many essay plans that a lot of them will just come up in the exam anyway because you've predicted the titles and you'll just be able to regurgitate stuff from your brain onto the paper. But even if stuff comes up that you haven't memorized, you'll know so much about the subject and you'll have so many content blocks in your head that you'll be able to generate a first-class essay from scratch. So that was a general overview. Let's now talk about the two components, the creation stage and the memorization stage in turn. So the broad objective of the creation stage is to create a large number of really, really good essay plans that you can then memorize in the memorization stage and regurgitate onto paper during your exam. Now, it's probably beyond the scope of this video for me to teach you how to write a good essay and probably also beyond the scope of my own expertise, but I will share some tips on three main questions, and that's firstly, how you decide what essay titles to pick, secondly, how you plan the essay, and thirdly, how you make sure your essay plan is really, really good. So let's deal with those in turn. So firstly, how do we decide what essays we're gonna prepare? The objective here is to scope the subject and find essay titles that cover the entire breadth of the syllabus. Now, the easiest way to do this is to look at past papers and look at whatever past papers you have available and see what essays have come up in the past, and you start off with those, and then once you've planned out those essays, you'll know enough about that subject in particular that you'll be able to put yourself in the shoes of examiners and start thinking, okay, what's a good essay title that I've not yet asked about? If you haven't got past papers available, then I'm very sorry to hear that. You're just gonna have to put yourself into the examiner's shoes from the get-go, or you can actually go to your teacher, your professor, your lecturer, or whatever, and say, hey, what's the sort of essays that might come up in the exam? What are some things that are things I should be thinking about? So having made a list of what essays we're gonna plan, we then need to actually plan those essays, and this is the fun part. This is the part that actually requires doing some cognitive labor. So the way I would do this is that I'd give myself one day per essay plan. So in the first term of uni, I was a slacker. I only made like five essay plans. In the second term, I made about 10, and then in the Easter holidays, I really ramped it up and made about 35 different ones, and the way I'd do it is that I'd start off with a question. So for example, do animals have a theory of mind? And then I would use Google to get as much information as I can about that particular question. I would ignore the lecture notes initially, and I would ignore the recommended reading. I'd start off with Google, because Google is like a really good way to find the answer to any question that you want, and often, I'd be linked to review articles and review papers, and I'd be reading through those review papers. Oftentimes, the review paper would directly answer the question, in which case, I've pretty much got my essay. I just need to turn it into my own words, but a lot of the time, I'd be following references from the review paper, and then once I'd created my essay plan, I would then look at the lecture notes and the recommended reading, and this meant that a lot of my material was hopefully more original than everyone else's, because most of the students would have built their essays based around the lecture notes, whereas I was building my essays on a random Google search. So I would start off by creating a research document on that particular topic, and pretty much copy and paste every relevant bit of every paper I could find. So this is my 10-page document about theory of mind. I've copied and pasted various bits and rephrased various bits, and very random, I don't even know any of this anymore. This is, and I've included links at the bottom to where I got the information from, so if I need to return to it, I'll be able to find it again, and then once I've got my research document, I spend the next few hours planning out the essay and actually writing it out properly. So here is my plan. Is theory of mind a useful concept for understanding social cognition in animals? And yeah, I've got an intro, I've got a preamble, I've got subheadings, I've got evidence, and I've basically taken all of this from these various different resources, from books, from the review papers, from the lecture notes from Google, and I've consolidated them into this one essay that I'm ultimately gonna memorise. And as you can see over here, I've pretty much done this for everything within my subject. So this is section B, Comparative Cognition, which is all about the thinking of animals. Can animals plan for the future? Causality, cognitive maps, the convergent evolution theory of intelligence. Do animals have a theory of mind? Is a theory of mind a useful concept? And you can see here, I've written Anki beside them, which is a foreshadowing as to what's gonna come later in this video. So now we've done our research document, we've planned this essay, we've pretty much written it out based on our research document, and we've only given ourselves one day to do this because of Parkinson's law, that work expands to fill the time we allocate to it. But how do we make the essay plan actually good? A lot of things go into good essay plan, but in my opinion, there are three things that count. Number one, structure, number two, actually answering the question, and number three, having a bit of flair, a bit of spice that you're sprinkling in your essay plan. And I think the introduction is the most important part of the essay because in the introduction, you can signal to the examiner that you're doing all three of these things. And when the examiner's marking your paper, they're probably really bored, they've read hundreds of these scripts already, you wanna hit them with like a really legit introduction. So here's an example of an introduction from one of my essays about whether judgment and decision-making is cognitive, i.e. logical, or affective, i.e. emotional. So I've written that, the historical view in the social sciences has always been that judgments are based solely on content information with individuals being assumed to form judgments by systematically evaluating all available content information in an unbiased manner. Oh my God. However, over the past three decades, a considerable amount of research has challenged this assumption by showing that judgments may be formed not only on the basis of content information, cognitive judgments, but also on the basis of feelings, affective judgment. It is now well accepted that judgment can be both affective and cognitive. And here's where the good stuff comes. Whether it is one or the other depends on a multitude of factors. Number one, the salience of the affective feelings. Number two, the representativeness of the affective feelings for the target. Number three, the relevance of the feelings to the judgment. Number four, the evaluative malleability of the judgment. And number five, the level of processing intensity. And here is the ultimate clincher for this. I will discuss these in turn and ultimately argue that generally speaking, in day-to-day life, the circumstances are generally those that result in affective rather than cognitive judgments and decision-making. If we can disentangle all the verbosity from that paragraph, what I've done is I've laid out the five main bits of the essay in terms of structure, and I've used numbered points for that rather than just a list because numbered makes it really, really obvious to the examiner that I've got a good structure. I've also said exactly what the answer to the question is. The question is asking whether our judgments are cognitive, i.e. logical or affective, emotional. And instead of wishing washing around it, I have said in this essay, I will argue that they are emotional rather than cognitive in most elements of day-to-day life. So I'm telling the examiner, look, I'm answering the question, this is what you're gonna get from me. And finally, I've added a little bit of flair, hopefully with this stuff about the historical context. I probably got that from a textbook or from a review paper somewhere, and I've probably phrased into my own notes. And obviously, this is just my plan. So in the exam, I won't quite be using it word for word. So it's absolutely not plagiarism. It's using useful resources to create a bit of flair by adding a bit of historical context. So hopefully this introduction covers all three points, structure, answering the question, and a bit of flair. Now, I'm gonna leave it at that for this section of the video. Obviously, there are entire university courses and entire books and stuff devoted to the art of writing a good essay. I don't personally think I'm very good at writing an essay, but I think I'm pretty good at using Google effectively and copying and pasting stuff into a research word document and then turning it into fairly legit sounding prose. And then I think I'm pretty good at systematically memorizing all that information. So if you wanna know more about how to write an essay, how I write an essay, then let me know in the comments, and I'll maybe try and do a video on it if I can kind of break down the process a bit further. But now let's talk about stage two of the process, the memorization stage. Okay, so by this point, we've got a load of really good essay plans that we have created in Word documents. Now, the objective in the memorization stage is to upload all of those essay plans to our brain so that we can then regurgitate them in the exam. And we're gonna do this using three main techniques. Number one, Anki flashcards, number two, spider diagrams, and number three, a retrospective revision timetable. So again, let's talk about these in turn. So firstly, Anki. And I've basically used Anki flashcards to memorize every paragraph in every essay plan. And this might seem a bit overkill, but it worked for me. So what I've done is, as you can see, I've got keywords on the front of the card like Bauer 1984, or Dammisch et al. 2006, or Ellis et al. 1997, or short-term versus long-term memory introduction. I've even put the introduction into an Anki flashcard. And then over time, I'll memorize these, because pretty much anything that goes into my Anki flashcards, because during the exam term, I'm going through my flashcards every single day, and I'm doing Anki's spaced repetition algorithm, I just know that anything that's in my Anki is just gonna get uploaded to my brain with a small amount of effort put in by me to actually memorize this stuff. So yeah, I've got the keywords, and I've got the content. So basically, if I've put a paper, Russell and Fair 1987, I'm describing in the Anki flashcard what that paper shows, which means that overall, I create these blocks of content that every Anki flashcard is its own little block, and that block can slot into my essay that I've planned. But also, if a weird essay comes up that I haven't explicitly planned, I still have all these blocks of knowledge in my head. And that means if there is a paper that's relevant, I'll know what it is. I'll know what the reference is. I'll know what the content is. I'll know how to describe the experiment. And I'll just be able to put it into even new essays that I'm writing on the spot in the exam. So that's all well and good. But obviously, knowing Tversky and Kahneman experiment from 1974 or Musweiler and Strack from 2000, those things aren't that helpful unless you can also associate them with their own essays. And that's where the spider diagrams come in. All right, so the second prong of the memorization stage of the essay memorization framework involves spider diagrams. And this is the book that I made all my spider diagrams in. So having memorized a ton of content blocks from my essays using Anki flashcards, what I've now done is from the 20th of April onwards, I made spider diagrams, one page diagrams of every single essay. So here's the first one about implicit versus explicit memory. We've done various topics within memory, cognitive maps, metacognition. And the idea is that we've pretty much got the whole structure of the essay along with the keywords in the spider diagram. So this is the essay about short-term memory versus long-term memory. It starts off with an introduction, then something about single system memory, then something about the two components. And if we zoom in over here, we see I've written G plus C 1966. And that actually refers to the flashcard over here, where I talk about Glanzer and Kunitz 1966. And in my flashcard, I've got the content blog where I'm describing the experiment. And actually, this is just like a whole paragraph, another GNC experiment. This G 1972 is Glanzer 1972, Crake 1970. B and H is Badley and someone else. I think I've, oh, Badley and Hitch. Yeah, 1977. So I have all these content blocks in Anki and I've just put the keywords onto the spider diagram so that when I'm creating the spider diagram and I write G plus C 1966, I know exactly what that refers to. Obviously, I've now forgotten four years later, but I used to know exactly what that referred to back in the day. And I've done this for every single one of the 40, 50 essays that I've memorized. And the way this would work is that every day, I would just draw out various spider diagrams from memory. So on the 20th of April, as we can see over here, I did implicit, explicit, recollection, familiarity, semantic, episodic, short-term, long-term memory. Then on the 21st, I did future planning. I did theory of mind. I did theory of mind usefulness, metacognition, cognitive maps. Gosh, personality genes, black and white differences in IQ and intelligence, controversial subject. The Flynn effect explanation, multiple intelligent. Wow, I was clearly very productive on the 21st of April, 2015. But the point is that every single day, I'd be drawing out these spider diagrams from memory. And if there were any bits that I didn't know or that was shaky on, I would look up on my master spider diagram or in my master essay plan or in Anki and I'd actively work on those. So over time, this ended up being like a really effective way to systematically use active recall to ensure that I knew absolutely everything. And like in the time before the exam, I was just bashing through these. So, you know, 8th of May, we've done this one, we've done this one, we've done that one, another one, another one, another one, another one. I think this is all on the 8th of May, another one. Wow, yeah, this was like about a week before our exams. And on the 8th of May, I've just absolutely bashed through and planned about, you know, I've just like drawn out my plans for about 15 different essays. So we've got our content blocks in Anki. We've memorized them using Anki. We've got our kind of essay structures using spider diagrams. We've memorized them using active recall. The final piece of the puzzle involves systematic spaced repetition. So how did I decide what I was gonna do each day? If you've seen any of my revision videos, you might have come across the idea of the retrospective revision timetable. And that was what I used. I've made a whole video on this. I'm not gonna talk about it in depth. Basically, actually, I'm just gonna show you over here. Where are we? Oh, here we go. This was my retrospective revision timetable. So it's split up into section A, section B and section C. So let's see, implicit versus explicit memory. Oh, here we go. This actually works. So on the 20th of April, I studied implicit versus explicit memory. So I've marked down the date as the 20th of April. And then I've marked down all the various things I did on the 20th of April. And then I think on the 21st, I did some of B and C. Yep, so you can see on the 21st of April, when I active recalled these essay plans over here, wherever they are, I've marked them in the retrospective sheet. And then the idea is that the next time I do them, I am marking the date for that. And then I'm color coding it in red, yellow, green, whatever, depending on how well I knew it at the time. So I've been doing, I've done this for all the essays that I've memorized and I've done it for all of my subjects within psychology. So there's much more detail in the video, specifically by the retrospective revision timetable, where I explain exactly how it works, how I'd recommend using it and why I think it's better than a standard prospective revision timetable. But yeah, that is the third prong of the memorization stage of the essay memorization framework. So that was an overview of the essay memorization framework that I use to systematically memorize about 45 to 50 different essay plans using a mixture of active recall, space repetitions, flashcards, and spider diagrams. And that ended up going quite well for me. In the actual exam, I think about two thirds of the essay titles out of the, I think 12 essays we had to write, I think eight of them were essays that were part of my block of 50, or like I'd already planned them. So it was a pretty, pretty easy enough to just regurgitate what I already knew onto the page, which was awesome. But then about a third of them, about four of the essays were new, they'd never been asked before, I hadn't predicted them. But because I knew so much about the subjects, like, you know, at the time, if you'd asked me any question at all about, you know, animal psychology, or if you'd asked me any question at all about IQ or intelligence or personality or short-term memory, long-term memory, or I don't know, judgment decision-making, I knew so much about those subjects based on memorizing all these essays that it was pretty straightforward to build an essay from scratch in about 10 minutes in the exam. So I would just plan it out using my spider diagram and then regurgitate using my own content blocks from my Anki flashcards, but also just being able to write whatever I wanted because I knew the subject so well. So the method ended up working reasonably well for me. Me and another student, we won the joint award for best exam performance. I later emailed my supervisor and he actually said that she beat me by a few, like, you know, decimals of a percentage point. But because the two of us were so far ahead of everyone else, they decided very kindly to jointly award us the prize for best exam performance. So technically I didn't come first, I actually came second, but that would make for a less clickbaity title. So apologies for that if I've misled you thus far. Anyway, I hope you found this video useful and took something away from it. This method worked really, really well for me. And I kind of wish I'd been more systematic about my revision in this way in subsequent years. But after peaking in third year, I decided that I wanted to do other things. I ended up kind of reverting to inefficient habits, like rereading and highlighting and stuff in my fourth, fifth, and sixth year. But still, you know, having this stuff in the back of my mind meant that I was able to use my retrospective revision timetable to efficiently get pretty reasonable marks in the exams while also sustaining a side career of running a business and running a YouTube channel, which I don't think I'd have been able to do if I hadn't been efficient with my studying, which is why, you know, all these tips, you know, it's useful to use efficient study tips because A, if you want, you can put in loads of time and get really, really good marks. But if you wanna do other stuff on the side, it means you have the time to do other stuff on the side. So that worked really well for me. So thank you so much for watching. I really hope you got something useful out of this video. If you have any questions, please feel free to leave a comment down below and I will reply to the comments, but I'll also put a link in the description to a page about this thing on my website where I will put all of the commonly asked questions and answers that I'll be able to expand more in depth. So if you do have specific questions about this method, have a look at the comments, have a look at my website because it's probably easier to read the answers there directly rather than trolling through YouTube comments. And I don't know if people are gonna troll me for using a clickbait title, but yeah. Anyway, I hope you found this video useful. If you liked it, please give it a thumbs up. If you like, you can follow me on Instagram. I post photos and videos and stuff behind the scenes of how I make these videos and what life as a doctor in the UK is like. My brother and I have also recently started a new podcast. It's called Not Overthinking, and that's where we overthink about topics in daily life like happiness, creativity, and the human condition. That's the tagline. You can find that at notoverthinking.com. And if you haven't subscribed to the channel, then could you consider doing so? I make videos about life as a doctor, but also about studying and videos like this and also about tech reviews and productivity and a bit of music here and there. So thanks so much for watching. Have a good night, and I'll see you in the next video. Bye-bye.

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Studying Tips: The Essay Memorisation Framework

By WR!TERS@WORK

Writing essays and compositions is a crucial skill to master in school, significantly impacting major English examination scores. While many believe that writing should be a creative process, this creativity can sometimes interfere with achieving high examination scores. Crafting original content poses significant challenges due to various factors. A study by the University of North Carolina reveals that many graduate students grapple with originality because they lack a profound understanding of the subject matter and the ability to synthesize information uniquely. Can you imagine the struggles that primary and secondary students face when we are expected to write creative and original essays under exam pressure? These challenges are exacerbated by the pressure to excel in high stakes national exams, rendering the task of writing original content both intellectually demanding and daunting.

Since the writing component is a permanent section in English examinations, we should find a strategic and effective method to allow us to train our writing skills. I believe we can train ourselves to become better writers just like how athletes prepare for major sporting competitions. Memorising good phrases and essay plans is a useful strategy for students to craft engaging and compelling essays. Although the examination question may not be worded exactly as expected, it is often similar enough for students to apply their pre-prepared knowledge to produce coherent and well-structured essays. In order to help you in your effective examination preparation, the essay memorisation framework can be adopted. This system can be broken down into 2 stages:

1. Building a Storybank

The first thing you would want to do is decide what essay or composition titles to prepare for the examinations. You need to find a reliable source to help you build a bank of stories or essays. It can be top scoring essays or compositions that your school teachers share or high quality model composition or essay books. Alternatively, you could also explore the second hand market to look for sellers who are selling the most recent year notes from their schools. This increases your chances of getting curated essays or compositions that have been graded by school teachers. The next option is to sign up for one of those weekly writing classes in Singapore that provide a high quality curriculum. At WRITERS AT WORK, we cover a wide range of essay topics or primary levels’ compositions every week and we train students to build up their storybanks! Hence, WRITERS AT WORK also teaches students how to prepare and revise for writing examinations. It is important for students to curate your storybanks and ensure that you are equipped with different storylines that can be adapted to fit a variety of exam questions. Take a look at past year PSLE composition questions and see whether your storybank has stories or composition plots that can fulfil those prompts.

2023 PSLE Composition Question:

Write a composition of at least 150 words about a change for the better.

Consider the following points when you plan your composition:

• What change was needed?
• What actions were done to make the change?
• What improvements did the change bring?

2021 PSLE Composition Question:

Write a composition of at least 150 words about a promise.

• What was the promise?
• Was the promise kept?

2020 PSLE Composition Question:

Write a composition of at least 150 words about something that was lost.

• How did it get lost?
• Was it found?

Give yourself ample time to devise your composition or essay plans. If you are starting from scratch, pick a question that is more generalised and allows you a wider scope for your writing. It would be easier to finetune these types of essays to fit more specific questions you encounter. You can refer to model composition sources to find some inspiration for your storyline.

Lastly, ensure that your essays/ essay plans meet high standards and are well-constructed. You can refer to the syllabus document found on the SEAB website:

Assessment Objectives In Paper 1 (Writing):

• AO1 write to suit purpose, audience and context in a way that is clear and effective
• AO2 use appropriate register and tone in a variety of texts
• AO3 generate and select relevant ideas, organising and expressing them in a coherent and cohesive manner
• AO4 use correct grammar, spelling and punctuation
• AO5 use a variety of vocabulary appropriately, with clarity and precision

If you are unsure whether your composition meets such standards, consult your teacher/tutor to get professional feedback and make improvements from there.

2. Memorisation Stage

With a good number of essays and essay plans thought out and written, it is crucial to think how you could load this information into your brain so that you can adapt the plot during the PSLE English Paper.

Using flashcards to memorise paragraphs and storylines is an effective way to get started. You can break down your composition into smaller blocks and assign each block to a flashcard. Try to test yourself by flipping the flashcard over and only looking at the prompt you have given yourself, seeing how much you can remember. Look – it does not have to be recalled word for word. As long as you understand the flow of the story and are able to replicate it without compromising on the language quality and cohesiveness, it should suffice.

However, if you were to memorise paragraphs by paragraphs and not be able to link them together or associate them with the right composition questions, it will be difficult for you to fulfil Assessment Objective (AO) 3 listed above. Thus, after memorising your paragraphs in content blocks, try using an A4 paper to draw up an essay plan or diagram that will help you discern the structure of your essay easier. It could be in the form of a Mindmap, Spider Diagram, Story Mountain etc. Include some keywords that will help trigger your memory about the key points that you wish to include.

Lastly, create a revision timetable that incorporates spaced repetition. Essays are very content-heavy and will take a longer time to remember, so it is crucial for you to stagger your study sessions at appropriate intervals. Creating a spreadsheet and listing the essay questions/topics could help, and you should input the dates you wish to review those materials.

In conclusion, the essay memorisation framework is effective for exam preparation as it combines active recall, spaced repetition and builds a robust revision system. If you are keen on learning about more study tips to maximise your revision, do check out our other blog articles!

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• Memorization Skills

How to Memorize an Essay

Last Updated: January 24, 2024 Fact Checked

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. There are 9 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 127,515 times.

Memorizing an essay is a great way to ace tests, rock presentations, and increase your overall knowledge. If you want to memorize an essay word for word, take things slowly by studying short parts one at a time. Memorization techniques such as visualization and physical cues can help you recall this information on demand. Of course, sometimes you don’t need to memorize things exactly. You may find it more useful to memorize the main ideas or important quotes instead.

Learning Each Part of the Essay

• Use a partner to test you on what you've memorized. If you miss a word or forget a line, they can prompt you by telling you the next word or two.
• You might also want to arrange to practice in front of an audience of a few people. This will help to add some pressure, which may be beneficial to you later.

• For example, you might study it for 15 minutes and take a 10-minute break before studying for another 15 minutes.
• Try writing out the essay once or twice. This can improve your memory. [7] X Research source
• Avoid cramming the night before. Memorizing something in 1 session is not the most effective way to learn it. Repetition in small chunks will help more than cramming the essay all in 1 long session.

Recalling Information

• For example, the first part of the essay might be about tiger conservation, so you might visualize tigers as you go through this part. The second part may be about their habitat, so you might think about a jungle.

• For example, if the main parts of the essay are about family, cooperation, and communication, you might imagine a photograph (family), a table (cooperation), and a telephone (communication).
• When you need to recall the essay, imagine yourself walking from the photograph to the table and then to the telephone in the proper order.

• Pacing can help improve recall. Some people even find doing a simple dance to be useful as they try to memorize the essay.

• Practice hand gestures with your speech. Put certain gestures at specific spots in the essay.
• If you are allowed to use flashcards, you might write the basic outline on a series of cards. Glance down at these as you go along.
• You might ask a friend in the audience to give a signal if you are forgetting a line.

Remembering the Main Ideas of an Essay

• When you need to remember the essay, you can redraw the chart to help you remember all the different pieces you need to recall.
• You can also draw images in your chart or sketch out the main events of the essay in comic form.
• ↑ https://www.stevenaitchison.co.uk/how-to-memorise-an-entire-essay-or-speech/
• ↑ https://www.improvememory.org/blog/how-to-improve-memory/memorization-techniques/how-to-retain-information/
• ↑ https://www.bw.edu/Assets/conservatory/wellness/memorization-tips.pdf
• ↑ https://www.nyfa.edu/student-resources/7-easy-monologue-memorization-tips/
• ↑ https://www.themuse.com/advice/4-ways-to-memorize-a-speechwithout-sounding-like-a-nervous-robot
• ↑ https://effectiviology.com/external-memory-cues/
• ↑ https://collegeinfogeek.com/flash-card-study-tips/
• ↑ https://zapier.com/blog/best-book-note-taking-system/

Community Q&A

• Sleep and a healthy diet can improve your memory overall. Thanks Helpful 0 Not Helpful 1
• If you need to present the essay, try practicing in front of family and friends. Thanks Helpful 0 Not Helpful 0
• Record yourself reading the essay out loud and listen to it repeatedly Thanks Helpful 0 Not Helpful 0

• Cramming the essay the night before may not help you remember the entire essay. It is better to start early. Thanks Helpful 17 Not Helpful 4

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About This Article

Memorizing your essay can be a great way to nail your test without having to think about it on the day of. Try to learn small chunks, like a paragraph or a few sentences, at a time since they'll be easier to remember. You can also try reading your essay out loud to remember it faster. If you find memorizing the whole essay too difficult, break it down and memorize only the main points. Then, you’ll be able to write your essay around them on the day of your test. If you need to remember quotes, try writing them on flashcards and memorizing them one at a time. For more tips from our Teaching co-author, including how to visualize your essay in a memory palace to help you remember it, read on! Did this summary help you? Yes No

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Mastering Essay Writing at Cambridge - Read My Winning Strategy

Updated on Dec 26,2023

Table of Contents

• Introduction
• The Creation Stage
• The Memorization Stage
• Choosing Essay Titles
• Planning the Essay
• Anki Flashcards
• Spider Diagrams
• Retrospective Revision Timetable

The Essay Memorization Framework: How to Ace Your Exams

Are You tired of spending hours studying for exams only to forget everything during the actual test? Do you struggle to organize your thoughts and write Cohesive essays under pressure? If so, then the essay memorization framework is here to save the day. Developed by Ali, a junior doctor and former Cambridge University student, this method combines active recall, spaced repetition, and effective essay planning techniques to help you excel in your essay- Based subjects. In this article, we will explore the step-by-step process of this framework and how you can implement it to improve your exam performance.

1. Introduction

Before diving into the details of the essay memorization framework, let's first understand its purpose. The objective of this method is to Create a systematic approach to essay memorization that allows you to confidently write well-structured and insightful essays during your exams. By utilizing a combination of active recall, spaced repetition, flashcards, and spider diagrams, you will not only memorize a wide range of essay plans but also develop a deep understanding of the subject matter. Now, let's explore the two stages of this framework: the creation stage and the memorization stage.

2. The Essay Memorization Framework

The essay memorization framework consists of two main stages: the creation stage and the memorization stage. Each stage is essential in building a strong foundation of knowledge and effectively retaining it for your exams. Let's take a closer look at each stage and the techniques involved.

2.1 The Creation Stage

In the creation stage, the objective is to create comprehensive essay plans for every possible essay title that may come up in the exam. This stage involves two key steps: choosing essay titles and planning the essay.

2.1.1 Choosing Essay Titles

To start, you need to scope the subject and identify essay titles that cover the entire breadth of the syllabus. The easiest way to do this is by examining past papers and seeing what essay topics have been asked previously. Begin by planning essays based on these past topics, as they provide a good foundation. Once you've covered those, you can use your knowledge of the subject to predict potential essay titles that haven't been covered yet. If past papers are not available, consult your teachers or professors for guidance on potential essay topics.

2.1.2 Planning the Essay

After selecting essay titles, it's time to plan the essays. This is the critical phase where you Gather Relevant information and create a structured Outline for each essay. Start by researching the chosen topic using reliable sources such as review papers and academic databases. Take notes and compile all the information into a research document. Once you have gathered enough material, start structuring your essay plan. Include an introduction, subheadings, evidence, and any additional sections that are relevant to the topic. It's crucial to maintain a clear and logical flow throughout your essay plan. Remember to add a touch of Flair to your plan to make it stand out.

2.2 The Memorization Stage

In the memorization stage, the focus shifts to committing the essay plans to memory. This stage involves three main techniques: Anki flashcards, spider diagrams, and a retrospective revision timetable.

2.2.1 Anki Flashcards

Anki flashcards are a powerful tool for memorizing content blocks from your essay plans. Each flashcard should contain keywords or Prompts on the front, and their corresponding content blocks on the back. Take the time to create a comprehensive set of flashcards, covering each Paragraph of your essay plans. By revisiting these flashcards daily and employing spaced repetition techniques, you will strengthen your memory of the content blocks, making it easier to recall during the exam.

2.2.2 Spider Diagrams

Spider diagrams act as visual representations of your essay plans, capturing the overall structure and key keywords. Once you have memorized the content blocks using Anki flashcards, create a spider diagram for each essay. Include the main sections and their corresponding keywords. This will help you recall the structure of the essay and quickly retrieve relevant information during the exam. Regularly practice drawing these spider diagrams from memory to reinforce your understanding and improve your ability to organize your thoughts.

2.2.3 Retrospective Revision Timetable

To ensure efficient revision, maintain a retrospective revision timetable. Mark down the dates you reviewed each essay plan and use color coding to indicate your level of understanding or recall. This timetable will serve as a visual guide, helping you identify areas that need further revision or reinforcement. Regularly review your essay plans based on this timetable, paying extra Attention to weaker areas. By incorporating spaced repetition into your revision schedule, you will reinforce your memory of the essay plans and increase your exam readiness.

3. Conclusion

In conclusion, the essay memorization framework offers a systematic approach to improve your exam performance in essay-based subjects. By combining essay planning, Anki flashcards, spider diagrams, and a retrospective revision timetable, you can effectively memorize a wide range of essay plans and ensure a deep understanding of the subject matter. This method has been proven successful by many students, including Ali, who achieved outstanding results using this framework. Implementing this framework in your study routine will not only enhance your exam preparation but also provide you with a confident and organized approach to essay writing. So, why wait? Start implementing the essay memorization framework today and pave your way to academic success.

The above is a brief introduction to Mastering Essay Writing at Cambridge - Read My Winning Strategy

Let's move on to the first section of Mastering Essay Writing at Cambridge - Read My Winning Strategy

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