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hey guys welcome back to the channel if
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you're new here my name is Ellie I'm a
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junior doctor working in Cambridge and
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in this video I'm going to share with
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you the essay memorization framework
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that I used when I was in my third year
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at Cambridge University that was the era
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in which I was studying psychology and I
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actually ended up winning the prize for
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best example four months in the year
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group and I've pretty much exclusively
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attributed that to this essay
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memorization framework this method
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should work for most essay based
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subjects but even if your subject is an
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essay based I hope you might still find
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this video useful and pick up a few tips
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and techniques along the way and of
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course everything I'm going to mention
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is going to be linked in timestamps in
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the video description and in a pinned
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comment so you can skip around the video
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if you feel like it let's just jump into
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it so there are basically two stages to
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this method the first stage is the
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creation stage and the second stage is
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the memorization stage so in the
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creation stage the objective is to
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create first-class essay plans for every
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conceivable essay title that they could
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throw at us in the exam and in the
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memorization stage we're going to be
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committing all of these essay plans to
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memory by systematically using active
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recall spaced repetition spider diagrams
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and flashcards the idea is that by the
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time the exam rolls around you'll have
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memorized so many essay plans that a lot
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of them will just come up in the exam
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anyway because you've predicted the
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titles and you'll just be able to
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regurgitate stuff from your brain onto
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the paper
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but even if stuff comes up that you
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haven't memorized you'll know so much
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about the subject and you'll have so
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many content blocks in your head that
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you'll be able to generate a first-class
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essay from scratch so that was a general
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overview let's now talk about the two
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components the creation state and the
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memorization stage in turn so the broad
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objective of the creation stage is to
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create a large number of really really
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good essay plans that you can then
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memorize in the memorization stage and
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regurgitate onto paper during your exam
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now it's probably beyond the scope of
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this video for me to teach you how to
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write a good essay and probably also
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beyond the scope of my own expertise but
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I will share some tips on three main
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questions and that's firstly how you
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decide what essay titles to pick
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secondly how you plan the essay and
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thirdly how you make sure your essay
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plan is really really good
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so let's deal with those in turn so
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firstly how do we decide what I say is
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we're going to prepare the objective
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here is to scope the subject and find
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essay titles that cover the entire
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breadth of the syllabus now the easiest
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way to do this is to look at past papers
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and look at whatever pause papers you
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have available and see what essays have
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come up in the past and you start off
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with those and then once you've planned
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out those essays you'll know enough
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about that subject in particular that
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you'll be able to put yourself in the
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shoes of examiner's and start thinking
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okay what's a good essay titled that
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I've not yet asked about if you haven't
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got past papers available that I'm very
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sorry to hear that you're just gonna
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have to put yourself into the examiners
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shoes from the get-go or you can
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actually go to your teacher your
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professor your lecturer or whatever and
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say hey what's the sort of essays that
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might come up in the exam what are some
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things other things I should be thinking
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about so having made a list of what
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essays we're going to plan we then need
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to actually plan those essays and this
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is the fun part this is the part that
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actually requires doing some doing some
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cognitive labor so the way I would do
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this is that I'd give myself one day per
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essay plan so in in the first time of
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uni I was a slacker only made like five
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essay plans in the second term I made
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about ten and then in the easter
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holidays i've really ramped it up and
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made about 35 different ones and the way
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i do it is that i'd start off with a
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question so for example do animals have
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a theory of mind and then I would use
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Google to get as much information as I
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can about that particular question I
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would ignore the lecture notes initially
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and I would ignore the recommended
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reading I'd start off with Google
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because Google was it was like a really
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good way to find the answer to any
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question that you want and often I'd be
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linked to review articles and review
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papers and I'd be reading through those
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review papers oftentimes the review
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paper would directly answer the question
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in which case I've pretty much got my
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essay I just need to turn it into my own
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words but a lot of the time I'd be
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following references from the route from
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the review paper and then once I'd
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created my essay plan I would then look
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at the lecture notes and the recommended
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reading and this meant that a lot of my
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material was hopefully more original
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than everyone else's because most of the
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students would have built their essays
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based around the lecture notes whereas I
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was building my essays on a random
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Google search so I would start off by
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creating a research document on that
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particular topic and pretty much copy
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and paste every relevant bit of every
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paper I could find so this is my 10 page
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document about theory of mind I've
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copied and pasted various bits and
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rephrased various bits and you know very
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random I don't even know any of this
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anymore this is and you know included
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links at the bottom to where I got the
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information from so if I need to return
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to it I'll be able to find it again and
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then once I've got my research document
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I spent the next few hours planning out
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the essay and actually writing it out
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properly so here is my plan is theory of
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mind a useful concept for understanding
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social cognition and animals and yeah
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I've got an intro I've got a preamble
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I've got subheadings I've got evidence
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and I've basically taken all of this
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from these various different resources
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from books from the review papers from
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the lecture notes from Google and I've
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consolidated them into this one essay
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that I'm ultimately going to memorize
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and as you can see over here I've pretty
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much done this for everything within my
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subject so this is section B comparative
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cognition which is all about the
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thinking of animals can an animal's plan
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for the future causality cognitive Maps
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the convergent evolution theory of
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intelligence do animals have a theory of
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mind is a theorem an useful concept and
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you can see here I've written an key
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beside them which is a foreshadowing as
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to what's gonna come later in this video
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so now we've done a research document
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we've planned this essay we've pretty
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much written it out based on a research
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document and we've only given ourselves
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one day to do this because of
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Parkinson's law that work expands to
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fill the time we allocate to it but how
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do we make the essay plan actually good
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a lot of things go into good essay plan
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but in my opinion there are three things
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that count number one structure number
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two actually answering the question and
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number three having a bit of flair a bit
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of a spice that you're sprinkling in
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your essay plan and I think the
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introduction is the most important part
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of the essay because in the introduction
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you can signal to the examiner that
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you're doing all three of these things
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and when the examiner is marking your
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paper they're probably really bored
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they've read hundreds of these scripts
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already you want to hit them with like a
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really legit introduction so here's an
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example of an introduction from one of
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my essays about weather
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judgment and decision making is
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cognitive ideological or affective ie
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emotional so over in that the historical
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view in social sciences has always been
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that judgments are based solely on
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content information with individuals
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being assumed to form judgments by
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systematically evaluating all available
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content information in an unbiased
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manner oh my god however over the past
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three decades a considerable amount of
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research has challenged this assumption
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by showing that judgments may be formed
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not only on the basis of content
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information cognitive judgments but also
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on the basis of feelings affective
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judgment it is now well accepted that
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judgment can be both effective and
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cognitive and here's where the good
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stuff comes whether it is one of the
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other depends on a multitude of factors
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number one the salience of the affective
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feelings number two the
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representativeness of the affective
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feelings for the target number three the
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relevance of the feelings to the
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judgment number four the evaluative
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malleability of the judgment and number
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five the level of processing intensity
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and here is the ultimate clincher for
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this I will discuss these in turn and
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ultimately argue that that generally
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speaking in day-to-day life the
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circumstances are generally those that
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result an effective rather than
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cognitive
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and decision-making so if we can
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disentangle all the verbosity from that
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paragraph what I've done is I've laid
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out the five main bits of the essay in
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terms of structure and I've used
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numbered points for that rather than
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just a list because numbered makes it
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really really obvious to the examiner
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that I've got a good structure I've also
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said exactly what the answer to the
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question is the question is asking
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whether our judgments are cognitive
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biological or affective emotional and
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instead of wishing watching Rhonda I
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have said in this essay I will argue
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that they are emotional rather than
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cognitive in most elements of day-to-day
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life so I'm telling the examiner look
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I'm answering the question this is what
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you're gonna get from me and finally
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I've added a little bit of flair
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hopefully with this stuff about the
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historical context I probably got that
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from a textbook or from a review paper
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somewhere and I've probably phrased into
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my own notes and obviously this is just
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my plan so in the exam I won't quite be
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using it word-for-word so it's
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absolutely not plagiarism it's using you
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know useful resources to create a bit of
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flair by adding a bit of historical
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context so hopefully this introduction
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covers all three points structure
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answering question and a bit of flair
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now I'm gonna leave it at that for this
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section of the video obviously you know
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there are entire university courses and
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entire books and stuff devoted to the
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art of writing a good essay I don't
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personally think I'm very good at
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writing an essay but I think I'm pretty
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good at using Google effectively and
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copying and pasting stuff into a
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research word document and then turning
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it into fairly legit sounding prose and
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then I think I'm pretty good at
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systematically memorizing all that
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information so if you want to know more
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about how to write an essay how I write
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an essay then let me know in the
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comments and I'll maybe try and do a
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video on it if I can kind of break down
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the process a bit further but now let's
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talk about stage two of the process the
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memorization stage okay so by this point
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we've got a load of really good essay
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plans that we have created in Word
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documents now the objective in the
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memorization stage is to upload all of
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those essay plans to our brain so that
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we can then regurgitate them in the exam
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and we're gonna do this using three main
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techniques number one and key flashcards
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number two spider diagrams and number
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three a retrospective revision timetable
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so again let's talk about these in turn
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so firstly and key and I've basically
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used Anki flashcards to memorize every
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paragraph in every essay plan and this
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might seem a bit overkill but it worked
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for me
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so what I've done is as you can see I've
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got keywords on the front of the card
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like Bower in 1984 or damaged at all
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six or Elessar tala 1997 or AA
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short-term versus long-term memory
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introduction I've even put the
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introduction into an ante flashcard and
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then over time I'll memorize these
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because pretty much anything that goes
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into my Anki flashcards because during
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the exam term I'm going through my
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flashcards every single day and I'm
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doing and keep spaced repetition
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algorithm I just know that anything that
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that's in my Anki is just going to get
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uploaded to my brain with a small amount
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of effort put in by me to actually
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actually memorize this stuff so yeah
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I've got I've got the keywords and I've
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got the content so basically if I put
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you know a paper rustling fare in 1987
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I'm describing in the anti flashcard
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what that paper shows which means that
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overall I've create these blocks of
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content that every Anki flashcard is his
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own little block and that block can slot
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into my essay that I've planned but also
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if a weird essay comes up that I haven't
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explicitly planned I still have all
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these blocks of knowledge in my head and
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that means if there is a paper that's
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relevant I'll know what it is I'll know
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what the reference is I'll know what the
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content is I'll know how know how to
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describe the experiment and I'll just be
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able to put it into even new essays that
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I'm writing on the spot in the exam so
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that's all well and good but obviously
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knowing Tversky and Kahneman experiment
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from 1974 or muss voir and struck from
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2000 those things aren't that helpful
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unless you can also associate them with
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their own essays and that's where the
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spider diagrams coming all right so the
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second prong of the memorization stage
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of the essay memorization framework
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involves spider diagrams and this is the
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book that I have made almost five
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diagrams in so having memorized a ton of
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content blocks from my essays using Anki
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flashcards what I've now done is from
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the 20th of April onwards I made spider
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diagrams one-page diagrams of every
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single essay so here's the first one
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about implicit versus explicit memory
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we've done you know various topics of
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the memory cognitive maps metaphor
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metacognition and the idea is that we've
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pretty much got the whole structure of
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the essay along with the keywords in the
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spider diagram so this is the essay
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about short-term memory bus a long-term
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memory it starts off with an
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introduction then something about single
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system memory than something about the
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two components and if we zoom in over
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here we see I've written G Plus C 1966
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and that actually refers to the
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flashcard over here where I talk about
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our Glanzer and Kunitz 1966 and in my
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flashcard I've got the con
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and blog where I'm describing the
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experiment and actually this is just
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like a whole paragraph another GNC
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experiment this G 1972 is a glance in
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1972 craic 1970 B and H is badly and
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someone else I think I've Bob Baddeley
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and hitch yeah in 1977 so I have all
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these content blocks in hanky and I've
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just put the keywords onto the spider
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diagram so that when I'm creating the
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spider diagram and I write G Plus C 1966
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I know exactly what that refers to
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obviously I've never forgotten before
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years laters but I used to know exactly
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what that referred to back in the day
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and I've done this for every single one
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of the 40 50 essays that I've memorized
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and the way this would work is that
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every day I would just draw out the
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various spider diagrams from memory so
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on the 20th of April as we can see over
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here I did implicit explicit
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recollection familiarity semantics
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episodic short-term long-term memory
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then on the 21st I did future planning I
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did theory of mind I did theory of mind
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youthful usefulness meta cognition
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cognitive Maps gosh personality genes
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black-and-white differences in IQ
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intelligence controversial subject the
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Flynn effect explanation multiple
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intelligent well I was plenty very
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productive on the 21st of April 2015 but
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the point is that every single day I'd
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be drawing out these spider diagrams
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from memory and if there were any bits
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that I didn't know or that was shaky on
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I would look up on my master spider
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diagram or in my master essay plan or in
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Anki and I'd actively work on those so
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over time this ended up being like a
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really effective way to systematically
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use active recall to ensure that I knew
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absolutely everything and like in the
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time before the exam I was just bashing
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through these so you know 8th of May
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we've done this one we've done this war
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we've done that one another one another
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one another one another one I think
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that's all on the 8th of May another one
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oh wow yeah this was like about a week
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before our exams and on the 8th of May
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I've just absolutely bashed through and
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planned about you know I'm just like
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drawing out my plans for about 15
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different essays so we've got our
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content blocks and Anki we've memorized
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them using Hankey we've got our kind of
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essay structures using spider diagrams
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we've memorized them using active recall
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the final piece of the puzzle involves
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systemic spaced repetition so how do I
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decide what I was going to do each day
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if you've seen any of my revision videos
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you might have come across the idea of
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the retrospective revision timetable and
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that was what I used I've made a whole
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video on this I'm not gonna talk about
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it in depth basically actually I'm just
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gonna show you here
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are we no here we go this was my
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retrospective revision timetables so it
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split up into section a section B in
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Section C so let's see implicit versus
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explicit memory ah here we go this
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actually works so on the 20th of April I
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studied implicit versus explicit memory
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so I've marked down the date as the 20th
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of April and then I've marked down all
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the various things that are than 20th of
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April and then I think on the 21st I did
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sum of B and C yep so you can see on the
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21st of April when I active recalled
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these essay plans over here wherever
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they are I have marked them in the
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retrospective sheet and then the idea is
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that the next time I do them I am
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marking the date for that and then I'm
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color coding it in red yellow green
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whatever depending on how well I knew at
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the time so I've been doing I've done
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this for all the essays that I memorized
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and I've done it for all of my subjects
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within psychology so there's much more
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detail in the video specifically by the
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retrospective revision timetable where I
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explain exactly how it works how I'd
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recommend using it and why I think it's
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better than a standard prospector
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version time table but yeah that is the
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third prong of the memorization stage of
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the essay memorization framework so that
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was an overview of the essay
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memorization framework that I used to
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systematically memorize about 45 to 50
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different essay plans using a mixture of
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active recall spaced repetitions
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flashcards and spider diagrams and that
00:14:26
ended up going quite well for me in the
00:14:28
actual exam I think about two-thirds of
00:14:30
the essay titles out of the I think 12
00:14:32
essays we had to write I think eight of
00:14:33
them what essays that were part of my
00:14:35
block of 50 are like Idol I'd already
00:14:37
planned them so it was pretty pretty
00:14:39
easy enough to just regurgitate what I
00:14:41
already knew onto the page which was
00:14:42
awesome but then about a third of them
00:14:44
about four of the essays were new they'd
00:14:46
never been asked before I hadn't
00:14:47
predicted them but because I knew so
00:14:50
much about these subjects like you know
00:14:52
at the time if you'd ask me any question
00:14:54
at all about you know the animal animal
00:14:55
psychology or if you'd ask me any
00:14:57
question at all about IQ or intelligence
00:14:59
or personality or short-term memory
00:15:02
long-term memory or I don't know
00:15:03
judgment decision-making I knew so much
00:15:05
about those subjects based on memorizing
00:15:07
all these essays that it was pretty
00:15:09
straightforward to build an essay from
00:15:12
scratch in about ten minutes in the exam
00:15:14
so I would just plan it out using my
00:15:16
spider diagram and then regurgitate
00:15:18
usually using my own content blocks from
00:15:20
my auntie flashcards but also just being
00:15:22
able to write whatever I wanted because
00:15:23
I knew the subject so well so the method
00:15:25
ended up working reasonably well for me
00:15:27
me and another student we want the joint
00:15:29
award for best example for months I
00:15:30
later emailed my supervisor and he
00:15:32
actually said that she beat me by a few
00:15:34
like you know decimals of a percentage
00:15:35
point but because the two of us were so
00:15:38
far ahead of everyone else they decided
00:15:39
very kindly to jointly awarded the prize
00:15:41
for best example Foreman's so
00:15:43
technically I didn't come first actually
00:15:44
came second but that would make for a
00:15:45
less click Beatty title so apologies for
00:15:47
that
00:15:47
if I've misled you thus far anyway I
00:15:50
hope you found this video useful and
00:15:51
took something away from it this method
00:15:54
worked really really well for me and I
00:15:55
kind of wish I'd been more systematic
00:15:57
about my revision in this way in
00:15:59
subsequent years but after peaking in
00:16:02
third year I decided that I wanted to
00:16:04
other things ended up kind of reverting
00:16:06
to inefficient habits like rereading and
00:16:07
highlighting and stuff in my fourth
00:16:09
fifth and sixth year but still you know
00:16:10
having this stuff in the back of my mind
00:16:12
meant that I was able to use my
00:16:13
retrospective revision timetable to
00:16:15
efficiently get pretty reasonable marks
00:16:17
in the exams while also sustaining a
00:16:19
side career of running a business and
00:16:21
running a YouTube channel which I don't
00:16:22
think I'd have been able to do if I
00:16:23
hadn't been efficient with my studying
00:16:25
and which is why you know all these tips
00:16:26
you know it's it's useful to use
00:16:28
efficient study tips because hey if you
00:16:30
want you can put in loads of time and
00:16:31
get really really good marks but if you
00:16:33
want to do all the stuff on the side it
00:16:34
means you have the time to do all the
00:16:35
stuff on the site so that worked really
00:16:36
well for me so thank you so much for
00:16:38
watching I really hope you got something
00:16:39
useful out of this video if you have any
00:16:41
questions please feel free to leave a
00:16:42
comment down below and I will reply to
00:16:43
the comments but I'll also put a link in
00:16:45
the description to a page about this
00:16:47
thing on my website where I will put all
00:16:50
of the commonly asked questions and
00:16:52
answers that I'll be able to expand more
00:16:53
in depth so if you do have specific
00:16:55
questions about this method have a look
00:16:56
at the comments have a look at my
00:16:57
website because it's probably easier to
00:16:59
read the answers there directly rather
00:17:01
than trawling through YouTube comments
00:17:02
and I don't know people are going to
00:17:04
troll me for using a clickbait title but
00:17:06
yeah anyway I hope you found this video
00:17:08
useful if you liked it please give it a
00:17:09
thumbs up if you like you can follow me
00:17:11
on Instagram I post photos and videos
00:17:13
and stuff behind the scenes of how I
00:17:15
make these videos and what life as a
00:17:16
doctor in the UK is like my brother and
00:17:19
I have also recently started a new
00:17:20
podcast it's called not overthinking and
00:17:22
that's where we overthink about topics
00:17:24
in daily life like happiness creativity
00:17:26
and the human condition that's the
00:17:27
timeline you can find that not
00:17:28
overthinking calm and if you haven't
00:17:31
subscribed to the channel then could you
00:17:32
consider doing so I make videos about
00:17:34
life as a doctor but also about studying
00:17:35
videos like this and also about tech
00:17:37
reviews and productivity
00:17:38
bit music here and there so thanks so
00:17:40
much for watching have a good night and
00:17:42
I'll see you in the next video
00:17:44
[Music]
