Quick tips for finding essay materials

For me, one of the most stressful things as a Psych student is finding references papers for essays. At A-Level I could pretty much get away with typing a subject matter into google, and pull information from random pages without it needing to meet any specific criteria or needing to reference it. *Melodramatic sigh*… Those were the days. Quite often when writing an essay or doing a project, your introduction and discussion are the largest parts of text, and those are the sections which need to include research by other psychologists. This is difficult for three main reasons: One, papers need to be accredited, and preferably peer assessed; two, there are so many papers relating to a wide range of topics, that it is difficult to search through them all for the perfect paper; and, thirdly, after scrolling through page after page, and finally finding a paper that seems right at first glance, you then have to sit and scroll through the paper itself and find research and statistics that are relevant. I often struggle with this to the extent that I will leave the introduction and discussion until last, something which can cause problems further down the line when you are running out of time to finish your essay. In these situations, it can be nearly impossible to search though every paper that has potential, and you just don’t have time to read every word; therefore, sometimes you need to find a way to make your life a little easier. So here are 5 quick-tips for finding research papers on a short deadline:

1. Key Words: Type in key words into your chosen search engine which you’d like to be included in the title of the paper (if you want to know more about which search engines to use check out my previous blog post). I often find that the most relevant papers use few words other than the key words; for example, if my key words are ‘perception’ and ‘memory recall’, a paper titled ‘How Perception affects memory recall’ is more likely to be directly relevant than a paper titled ‘A study into memory recall, and the effects of individual differences such as perception’. (That’s a made up example but you get the idea).

2. Names and dates: Though whether or not the paper is written by a scholar that you recognise in no way diminishes or increases the standard of work, it can be a quick indication that the paper is highly accredited if you do recognise the team behind it. Dates are also important; a standard rule for the relevance of research is that it you should try to stick to papers written in the last 15 years.

3. Abstract, Introduction and Results: These are the three sections I always briefly check and it usually gives me a good indication if a paper is appropriate or not. Although the abstract in itself should include a pretty good overview of a report, the introduction will give you more detail into the purpose of the study, as well as other research which inspired their work, and the results will determine whether or not the outcome of the study supports or contradicts your hypothesis.

4. ‘Cited by’: When you look up a paper on google, it will give you an option to see other works which have sited the paper you are looking at. This is a great way to discover other relevant papers which could benefit you.

5. Ir-relevant: Finally, if you are really struggling, you should remember that just because a paper seems irrelevant on the surface, that doesn’t mean it isn’t of any use to you! Quite often the paper will relate to your work in a broader sense; just try think outside of the box!

Tagged with: , , , , , , , ,
Posted in Accessing resources, Assessments, Assignments, Essays, Online Resources

5 Simple Steps To Completing Your Essay Assignment

Completing assignments tend to follow the same sequence of events every time round, where you have loads of time, have loads of time then, gasp! The deadline is in a week and you’re aiming for a first (because why would you aim any lower)!

Now in my opinion the best and only way to succeed at an essay is to plan plan plan! Whether it’s a brainstorm, a grid, or even just a blank piece of paper with words written all over. It’s essential that the ideas that are in your head get written down somewhere, just so you’re able to gather your thoughts before you begin writing. Now I like to plan to read, plan to plan and plan to write, (hmm maybe that’s somewhat excessive planning), but there’s how I went about writing my first essay.

Step 1: Finding Readings and Resources

Having spent several weeks studying this topic I wasn’t blindly thrown into the subject of this essay, so the first thing I had to do was formulate an argument from the essential readings I had completed, and the lectures I had attended to form the basis of my essay. That is sometimes the hardest part of writing an essay, deciding where your opinions lie and what you want to argue. However it doesn’t stop there, the next step is to find resources such as books, journals and scholarly articles which support your argument. Which can sometimes be a pain, but you’d already know how to get around those issues if you’ve read my post Essay Quest. If you haven’t I’ll share the link at the end of this post just for you 😉. Once I had my sources I had to actually read them which swiftly brings me onto to step 2.

Step 2: Planning Your Reading

Now this step isn’t going to try to teach you to read again I’m sure you can already do that (or you wouldn’t have gotten this far in the post) this is how I make getting through tabs and tabs of resources and retaining information quick and easy. First thing to do is grab that blank piece of paper or grid or brainstorm, and divide it up according to your points. Now if your not prepared to read the whole article (this’ll only work for online resources) press that nifty old CTRL+F and search for key words within your article, read around those key words and jot down anything that has significance to any of your points. As you do this for each reading you will quickly build up your sources and expand your points.*tip keep a note of the source you used in your notes, it helps with referencing later* Now at this point I always end up with several pages of notes and my brain has temporarily turned to mush so Step 2.2: Take a break. Breaks are allowed! When step 2.2 is complete move to step 3

Step 3: Plan Your Plan

Now this part is really easy and is sometimes my favourite part (after the break), it’s simply picking those parts from your notes that are small nuggets of gold and ordering them so they make some kind of sense to you, do this on another piece of paper (it’s neater, sorry trees 🌲). This is also your chance to refine your notes, so anything you may have noted but is no longer relevant, leave it out. With the refined goldmine you can call your plan you can expect your essay to flow like a beautifully meandering river. Step 3 being so easy I hate you begging for Step 4 so here it is.

Step 4: Plan Your Writing

Now this step you could say is unnecessary, but I would say is essential for your sanity. It’s very simple since you already have your plan and aids you to balance your essay. Take your word count and minus 20%, that’ll be for your intro and conclusion. What’s left of that, divide by how many points you have, and at this point you have small goals to meet in order to reach your final word count (trust me it really does help). With steps 1-4 complete step 5 comes really easy you’ve done everything thing you can to prepare so last but not least…

Step 5: Write and Reference
Like I’ve said, at this point you’ve done everything you can to prepare for this essay, so now you must do the dreaded bit WRITE. However if you’ve followed each step should come easy. Some people like to skip the introduction to their essays and leave it to last, but personally I like to start at the beginning just to get the ball rolling because I can always come back to it, if you’re ever stuck just write anything to get started, but MAKE SURE you come back to it as it is still important. As you go about writing your essay make sure as you write you cite your work, if you can’t be bothered to cite properly as your writing, at least make a note in your writing. Leaving all the referencing to the end is probably the most stressful thing to do so I most certainly would not recommend.

Hopefully when your next writing assignment comes along you can ease through it by following these 5 simple steps.

Happy Writing!

(P.S. Here is the link to that previous post http://blogs.sussex.ac.uk/sagestudents/2017/02/07/998/ ) Read more ›

Tagged with: , , , , , ,
Posted in Accessing resources, Assessments, Assignments, Essays, Reading lists, SAGE students

Survey Results: No Pre-Arrival Reading Received

Following on from the previous two posts relating to our pre-arrival reading research, our final post looks at the results of people who did not receive pre-arrival reading and how they went about preparing for starting university despite this. 

Out of the 115 responses from the questionnaire, a staggering 63.5% did not receive a reading list in advance of beginning university.This is 27% more than people who received a reading list. The survey continued to explore the methods resources used to see how students prepared.

When asked if they tried to get books for their course anyway, 54.8% of students responded with no. When asked why they did not try to get books for their course, there was a mixed response of answers. The three most popular answers were:

1. The books were too expensive.

2. Not wanting to buy books before the course began

3.  Felt as though it was not necessary


The most popular response identifies a key issue – the textbooks required for undergraduate studies appear to be too expensive for some students to afford. The responses given under ‘other’ showed that students did not know what books to buy.

On the other hand, 45.2% of students answered yes to trying to get books for their course anyway. There were a lot of mixed results on how students decided to try and get books for their course.

The most popular methods were through research on the university website and internet research. Those who did research on the university website looked for previous reading lists, module content, and module handbooks to find relevant reading materials.

On the other hand, using internet research some students decided to look at other university websites which were of a similar ranking and provided the same course; students also went on the popular website thestudentroom.co.uk to get advice from previous students.

Surprising results showed a number of students contacting their tutors for the course in advance to get recommendations and essential readings.

A lot of students described how they purchased their books in advance, despite not having a specific list. Showing a mix of both online purchases, primarily from Amazon, and books bought in store too. Quite a few students also used previous and current members of the course to research and purchase books. This shows a direct correlation with the books themselves being too expensive, many second year students sell on their course textbooks at a heavily subsidised rate.

The questions in the survey then steered towards if students prepared for university in other ways other than using reading lists. The results showed 58.3% of students did not prepare themselves in other ways, leaving 41.7% of students preparing in advance. YouTube videos and talking to current/previous students were the most popular methods of preparation.

When asked if students wished they had done more preparatory reading before starting university the results were very close. With 57 responses, 49.6% answering yes and 58 responses, 50.4% stating no. As there is no clear result as to why people felt as though they should have done more, we turn to the results of the question what else do you think would be helpful in preparing for your course?

The most important response was that there needs to be more information available about the topics covered within the modules of first year. A number of students also wanted to know more about their topics in-depth, that information being provided in module handbooks and further content details to help learn key concepts in advance. To accompany this, there should be reading lists provided and given at an earlier date.

The reading list needs to be clearer as there seemed to be a range of confusion regarding which books they specifically needed and which books were additional/wider reading. A small minority of students wanted the readings for the first few weeks to be printed out in advance, whilst they waited for their books to arrive.

Clear communication about the skills needed and the type of assessments that students should expect was an additional requirement. Many felt they needed advice on how to write academic essays, using specific referencing styles to their faculty, and more specifically the level of particular subjects they needed.

Interestingly, 8% of students felt as thought they needed to be pre-warned about the level of maths they would be expected to use. Many did not study further maths or maths A-level and felt as though they were at a disadvantage, despite it not being a key course requirement to have this qualification. Student feedback was a suggestion to fix the above problems, asking for students to give honest talks on their experiences with the course, and realistic explanation of what to expect.

Overall the survey showed that despite the majority of students not receiving a reading list, many students prepared in a variety of different ways to ensure they felt prepared. Those who did not prepare in advance gave constructive feedback as to why they did not want to prepare, with the main issue being a lack of understanding of what to buy or the product being too expensive.

Tagged with: , , , , , , , , , , , , ,
Posted in Focus groups, Reading lists, SAGE students, Surveys

Review of Project Planner

Although it seems early, I need to start thinking about my final research essay for one of my modules, ‘the United States in the World’ as my professor wants us to have written an initial outline by next week. Over the past week, I have been formulating my initial ideas and used SAGE Project Planner for the first time to help shape my essay structure and research methods.

Project Planner

When I logged onto Project Planner, my immediate feeling was one of dread as I realised I there was a lot of information to read but when I clicked on each section the sense of dread was replaced with one of satisfaction as I realised each subheading followed logically categorised advice and talked me through each ‘Research Stage’.

The specification for my research essay is to take a material object that has been produced by the United States and research into how it relates to the United States’ foreign policy. The object can be anything from a film or a campaign poster to a washing machine or an embassy. The aim is to develop deep research into the political relevance in everyday objects and to excavate any cultural or political leverage these objects have in International Relations. The fact that this is quite an abstract approach, and in a style I have not before encountered throughout my degree, made me particularly grateful that I had the Project Planner that could keep me in line with very logically thought-out structural foundations.


There were several videos throughout Project Planner of professors from universities giving their advice and knowledge on research methods. This was a good way to break up the text but I am uncertain to what extent I found the majority of the videos useful because, unlike text, I couldn’t skim read for relevant bits and some of the videos were quite long. Much of the advice was quite broad and the sound quality wasn’t perfect which made it quite difficult to stay focused. One of the videos I did like was the video covering ‘narrative analysis’ where the professor’s advice was opinionated which made it more gripping than others. Overall, I do like the concept of having videos but if they aren’t snappy or specific to my type of research I am unlikely to feel engaged. However, if I was pretty sure of the research methods I was going to use and just need to revise them, videos would probably be an engaging tool.


I really liked the interactive checklist each section provided and found it useful to see in writing the obvious questions I don’t usually bother writing down but are easy to forget.

As I went through each step, I took notes but found that without having done the readings and research, my advancement towards solidifying my question and essay’s structure was restricted. I would recommend this tool to peers, particularly those who are doing PhD length research papers as I think the amount of time spent unpacking each of these stages of research would be a very worthwhile investment.

Posted in SAGE students

Survey Results: Post Arrival Reading

In the second of our three survey results posts, we look at post-arrival reading.

Out of 115 respondents to the survey, 56% of students did purchase further books after attending lectures.

The reason behind this decision to purchase books later rather than earlier was mostly reported to be due to having a better understanding of which books were needed, or because the books were recommended by a tutor or fellow student. A large number of students who purchased text books after attending lectures had not previously been given a reading list, and so would need to wait for tutor recommendations.

Of the 15 people who received their pre-arrival reading list but didn’t use it, 2/3 of them purchased books after having attended lectures, as students most likely wanted to be sure of the necessity of purchasing books before doing so.

Just over half of the people who bought books off of their pre-arrival reading list still bought further books after their first lectures. However, there was a large number of students who did not purchase any books at all; this was often reported to be due to students considering the books to be too expensive, or because student’s felt they’d be able to access them elsewhere (e.g. online or from the library).

Posted in Library, Reading lists, SAGE students, Surveys

Survey Results : Pre-Arrival Reading Recieved

  1. Following in tradition from the previous sage scholars, in early December 2016 we formulated a survey for undergraduate students in order to find out about their pre-arrival preparation for university, particularly in their reading allocations. Having received 115 responses in total, the largest proportion of students came from Geography students at 19%, followed by Psychology students at 14%, and Business Management and Finance at 13%, with the rest of the results being supplied by students from a variety of other subjects. In the following 3 posts we will look at how students approached their reading materials, this first post will look into the choices made about books from students who received a pre-arrival reading list.



When asked if a pre arrival reading list was received before beginning the course, only 36.5% of students answered yes, however 64% of students who received their reading lists did actually utilise them (so well done you).

We wanted to know how these students decided which books they were going were going to purchase from the lists, and the result was quite mixed. 34% of students bought their books in accordance to the relevance to the course, where 28% of students simply bought all of the recommended reading from the lists they received, the remaining 38% opted for the more economical route to choosing books to buy, via methods such as purchasing what was available second hand, what wasn’t available in the library, and what were the least expensive.



For the 36% of students who didn’t use the reading list to purchase any books, the majority of their responses at 27% stated that they didn’t want to commit to purchasing books before the course began, suggesting there are reservations in making an investment into books that may not be completely essential. This ties in with the fact that 20% of our responses concluded that the books being TOO EXPENSIVE was the deciding factor in their utilisation of the pre-arrival reading list. Many other students indicated they’d resisted form purchasing books prior to starting the course as they thought they potentially could access them elsewhere e.g. the library, online and previous students.

Posted in Accessing resources, Reading lists, SAGE students, Surveys

How To: Using Resources

What I thought I already knew

At the beginning and even mid way through the term I thought I could survive on the textbooks I had already purchased. I was getting good grades in my exams from following the essential reading list and was progressing nicely through all my modules. This then changed in the lead up to a business law essay. For this essay I realised the topic the essay was based on was covered in less than a page in the textbook. This would not be substantial information to secure me a good grade with a small, but mighty, 1,000 words to write. I immediately knew that there would be a lot more wider reading to commit to.

Don’t let book purchasing break the bank

Most readings will be online

Within the business faculty we are very fortunate to have a lot of PDF files put online with essential reading that is not included in the textbook. This was a life saver! For a start it didn’t cost me anything to access these resources. I also found I didn’t even feel slightly panicked or lost as the files were already loaded on study direct and were readily available with just one click to download the file. However, there was not a list of recommended wider reading… This was down for me to discover and decipher if it was of any use to me, something that I had not done before regarding a law essay.

The library resources are endless

The library resources seem to be in endless supply. I discovered this when searching for wider reading concerning my essay topic. It was so simple to find hundreds of books, journal articles and other online resources with one simple search. Upon typing in my essay topic, vicarious liability, a list of every resource appeared, this could be filtered and tailored to your exact requirements. Another useful tool was showing the exact location of the book and whether it was in stock, this saved a lot of time searching through the
entirety of the law section to find out I had walked past it five times or that it was actually already withdrawn.

The library will become your haven

For me I could not have even written this particular essay in anywhere but the library. Noisy halls and a topic you are not particularly knowledgable about do not mix. This is why I would retreat to the library and work away to my hearts content. I found many of my friends also had essay deadlines so we would book a private library pod and work in there. This particular facility is brilliant! If you want to be in the library but need a lot of space to work and a semi-silent atmosphere this is perfect for you. Each room is equipped with everything you need, a massive spacious table, chairs, a whiteboard and my personal favourite, a TV connected to a computer allowing you to display powerpoints or online resources.

Referencing is not your friend 

With regards to referencing I am not the best at it and I will need to focus a lot more on it going into the second semester. Until now I have never had to reference my work, or if I did, I didn’t. So going into an essay and not having much guidance was a very big challenge for me. To begin with most faculties across the university have different referencing styles and therefore not everyone will be able to help you with your particular one. I got recommended a website called ref me, which basically does the referencing for you, you then just need to fit it into your text accordingly. This was essential for me as it put everything in the right order and also created a bibliography title too.


Everyone always goes on and on about making sure you leave yourself enough time to write the essay. Usually recommending writing a plan, doing a first draft a week before and then doing the final tweaking of the essay a few days before the deadline. DO IT! I sadly did not do this despite planning on doing so. I prioritised other assessments that probably did not require as much time and attention as this one and it did show within my work. I began panicking and making stupid mistakes, I missed out a few of the readings I wanted to and I only have myself to blame. If I were faced with this situation again, which being a first year student is inevitable that I will, I would ensure I created a study timetable as I would with regards to exams. It never hurts to be overly prepared rather than underprepared.

Don’t panic!

Whatever you do, do not panic. There are plenty of people across the university to help you find the resources you are looking for. In the library there are a range of helpful librarians who can show you how to use the computers to locate resources or they might even know straight away if it is a popular topic.

Your peers are also there to help too! If you are looking for similar readings they will be able to suggest ones they’ve found helpful or where begin looking for new ones. If it weren’t for my peers I wouldn’t have a clue where to begin with referencing.

Lastly, speak to your tutors. They may seem busy and you might feel as though you’re bothering them but they will listen and help. My seminar tutor was brilliant with telling me what sorts of resources I should be looking at and which ones to avoid using for an essay, but which might be useful for exam preparation.

No matter what you are struggling with, people will be able to help you find what you’re looking for and that is what is important.


Tagged with: , , , , , , , , , , , , , , , , ,
Posted in Accessing resources, Assessments, Assignments, Ebooks, Essays, Library, Reading lists, SAGE students

Essay Quest: How to find the best sources

Within Global Studies, having essential readings as an online resource is a godsend! With so many different readings from different journals and authors, buying books would very quickly result in shedding out hundreds of pounds for a one time read. However when that oh so great (really not great) time comes when you have to write your essays, the library becomes your best friend. Whether it’s online or in person, the library has your back on your gruelling journey to deadline day. When it comes to finding sources to reference in you essays, searching for the right books and articles is always a blast! (Again it really isn’t). From writing essays in my foundation year I quickly learned that citing websites or newspapers is not the way to access the highest marks, so I had to adapt my method for finding references and resources. Now my essay quest always begins with what I would say are two of the most useful resources available, Google Scholar and Library Search.
These systems work exactly the same as if you were trying to find out what goes into cooking the perfect steak, but instead for your essays. Whether you’re looking for somewhere to start and search your essay title, or are looking for more targeted sources to back up your point, Google scholar offers you the most relevant books, journals and scholarly articles in relation to your search, perfect for referencing. Now 9 times out of 10 resources are instantly available online, thanks to the library’s many subscriptions to a plethora publishers such as Sage (very good for Geography), however sometimes you may actually have to leave the confines of your room to go and read a physical book (shocking, I know)! This is where library search becomes very handy, similar to Google Scholar it can also find you online versions of books and articles, however in that off chance you can’t access it or there isn’t one, the search will tell you if what you need is in our library, how many there are, and even where to find it,

Look at all those results!

so you can guarantee they’ve got what you need, before you put in the effort to make yourself presentable to the world. Although you can’t press CTRL+F on a book and search for key words, library books are often filled with years worth of wisdom from past students in the same situation as you. Some may beg to differ but I find nothing more satisfying then when I open a book and I already see things underlined *important* or pages circled in the contents, obviously you must still use your own intelligence to really identify what’s important, but it’s somewhat reassuring to know that you’re on the right track. Which so much information out in the world today, Google Scholar and Library Search are essentials in your essay writing game plan.

Andre Ryan

Posted in Accessing resources, Assessments, Assignments, Essays, Library, SAGE students

A Learning Process

Having made it through the first term, you expect to find yourself looking towards the second term with a new found confidence: You’ve been taught the resilience needed to scroll through an unimaginable number of pages from a Google Scholar search; you’ve learnt that leaving a 2000-word report until the night before can only end in disaster; and you’ve found a new appreciation for the Towering Mountain of Terror- AKA the list of extra reading that is 160 pages long and needs to be read by tomorrow. Having been armed with four months of experience in the day-to-day juggling that university requires, you’d think that things would be looking easier for the months ahead, right? Well, that maybe the case for some, but unfortunately I have yet to reach that level of self-organisation. If you find yourself in the same boat as me, never fear- we can get through this! Here are 5 things I discovered last term, and that I am determined to work on over the following months:

1) The library exists during the day.

Some people may be as surprised as I was to find that the library’s sole use is not, in fact, to act as a 2am refuge to students dosed on caffeine, desperately trying to do two weeks of work in one night. Yes, as an avid reader I am ashamed to say that for most of last term, the only reason I would go to the library was when I needed a quiet space to do some last minute cramming. For some time, I considered the library a slightly daunting place; it’s such a large space that it’s hard to know where to begin to look for what you need, and having never taken a library tour, I’d given up on the library as a source of information before I’d even given it a chance. However, I have since discovered the Psychology section within the library, and I am determined to do some daylight exploration of its depths this term. If you, like me, have yet to fully utilise the library’s resources I fully recommend that you do – I have found that the library staff are all incredibly friendly and willing to help, so it’s better late than never to figure out the maze.

2) Spending money is unavoidable.

As I wrote in my last post about my book purchases, the library has multiple copies of almost all the text books you’ll ever need, and there are always ways to get specific pages for seminars or course work, so it is not always necessary to spend money. But for easy access to information nothing beats having your own copy of a text book, and I am coming to regret my ‘purchase as and when needed’ policy; after all, the School of Psychology would not have given a reading list unnecessarily, and in hindsight the packaged deal that they offered on all 5 text books probably have saved me money. So if you have yet to purchase your text books, I would suggest you give the packaged deal a second thought – it may seem like a lot of money but once you have your books, life will be that little bit less stressful! As for me, I have resigned myself to the fact that I will have to purchase the rest of my textbooks in due course; in fact, How Children Develop by Robert S. Siegler, Judy S. DeLoache and Nancy Eisenberg, is currently sat in my Amazon basket, ready and waiting for the day that I can bring myself to accept the £52.99 loss to my bank account.

3) Google Scholar is not the devil…

Google Scholar Advanced Search

Library Search Engine

I know it’s hard to believe when you find yourself staring blankly at a screen of search results which seem to have absolutely nothing to do with what you were looking for, but for a simple search engine, it does have its advantages. Other than being able to do a more complex search by using the drop down menu on the search bar, if you still aren’t getting the sorts of studies you are looking for, I’ve found that it can be helpful to use the ‘Cited by’ option underneath each search result. This takes you to a list of researchers who have cited the paper you clicked on, and can broaden your reading material and help you to find what you’re looking for. I’ve found that it’s all about finding which search engine is right for you, and if Google Scholar isn’t quite cutting it, then there is always the library search engine Library Search, which allows you to search through all the resources the University of Sussex has to offer.

4) … but Harvard Referencing most definitely is.

Okay, that may be a slightly dramatic statement, but nonetheless it does sometimes feel like referencing is impossible to get your head around, and I’m facing it more and more as the year goes on. Not only have you got to master the format in which the information must be listed in a bibliography, but it changes for each type of information source you use (e.g. referencing a book compared to an online journal)! And, as if one form of referencing wasn’t enough, doing both Psychology and Criminology means that I have to wrap my head around both Harvard and APA style referencing *calming thoughts*… However, in my quest to master referencing I have discovered a few tricks of the trade, the first of which being Microsoft Word’s referencing tool which allows you to type in all the information about the information source and then inputs the information into a bibliography for you. The other way to make references easier, goes back to Google Scholar; under most of the sources you’ll find a button which says ‘Cite’; this brings up a pop-up with a citation for the resource, and all you have to do is choose ‘Harvard referencing’ or any other type of referencing you need. Thank you, Google!

Option to Cite Google Scholar References

5) You get out what you put in.

This is definitely the most valuable thing I have learnt from my first term here at Sussex. Like any student I’ve had days where it’s seemed more important to spend time with friends, explore the town or binge-watch shows on Netflix than actually do coursework. But when the exam season arrived I felt an overwhelming sense of regret as the stress washed over me and I realised I hadn’t been nearly as dedicated to my studies as I probably should’ve. Of course, it’s easy to tell yourself to become more organised and more focused, but it is a completely different thing to put that resolve into practice. But that is what I intend to at least try and do this term, to make the most of all that this experience has to offer.

Posted in Essays, Library, Reading lists, Revision, SAGE students

Survey: Fancy winning a £100 Amazon voucher and study skills books?

If you’re looking for the chance to win a £100 Amazon voucher and set of SAGE publication study skills books please fill in the short survey below!


The survey is looking at pre-arrival reading for undergraduate students for 2016-2017. We have written about our own pre-arrival reading experiences and want to know if they are similar to our fellow students. The results and findings, which will appear in a follow up blog post, will help us to make improvements for future students of Sussex. We look forward to viewing the results and announcing the winner soon!

Posted in Focus groups, Freshers, Reading lists, SAGE students, Surveys

Subscribe to Blog via Email

Enter your email address to subscribe to this blog and receive notifications of new posts by email.

Join 43 other subscribers

Follow me on Twitter