THE RISE AND FALL OF THE 2:1 STUDENT

PREFACE (please read)

As a history graduate student, I know the pressure of racing for a deadline, the fleeting confidence of thinking an essay might be something special, and the inevitable reality when the grade is returned. Nearly every undergrad will face such problem. You go from the top of your class in secondary school to barely scraping a 2:1 at university and cannot figure out why.  

I graduated with First Class Honours in History from a Russell Group university, ranking among the top of my cohort with a final grade of 78%. While I credit the bulk of my knowledge to that of my professors, it was far from easy to read between the lines and really understand what was required of students to produce a sublime piece of work. Much of the advice I received from academics sounded useful but lacked practical value when it came to sitting in the library to write up a piece of work. This is not the fault of academics. Most students have been hardwired to approach essays with the same formulaic method taught at secondary level education. It was difficult, even by the final year of study, to truly understand what academics meant by critical analysis, balance, and the correct use of the English language. 

I reviewed every critique of my work from second year to identify recurrent mistakes and patterns. I gathered detailed feedback from my professors and read deeply into university handbooks, peer reviewed articles, and other key texts on historiography. With this information I curated my own handbook to assist the essay writing process. I shared my findings with a friend who suggest some edits and prompted me to circulate what I had created with others on the course. After the friend achieved their highest grade by aid of the handbook, we eventually decided against it and kept the resource to ourselves (mainly to selfishly ensure we received the full fruits of our labour.) The final work you are set to read has been developed since then and is now a complete collection of three years’ worth of learning condensed into a single manual.   

The aim of this guidebook is to present genuine student to student advice that is simple and unadorned without sacrificing the nuances that come with degree level work. If I have succeeded with my aims, the guide should help history and humanities students at large rid themselves of the engrained bad habits taught at A levels and allow you, the reader, to achieve the top marks you are so capable of.    

My friends that studied computer science and engineering had access to group chats where questions were promptly answered, active Discord servers full of tips, and brilliantly crafted PDFs made by final year students. Although my peers created group chats to support one another, genuine student to student support was almost non-existent compared to that of STEM fields. It was this observation that compelled me to create and share my own equivalent for the Arts. I ultimately wanted to make something that other would cherish and find useful.

The authorship of this work remains nameless by intention. I am aware that some of the information detailed may brush up against what’s considered a grey area in academic misconduct. The purpose is not to promote shortcuts nor to encourage academic transgression but to share what I have learnt and to provide simple, unfiltered advice. Take what’s useful, think critically, and always make your own choices responsibly. By staying anonymous, I have allowed my findings to be shared without putting myself or any one institution. 

How can I use the guide to reach my potential?

A history degree is among the most reading intensive courses offered at university. I have attempted to write with engaging prose to make it pleasant to read but it must be stressed that the information within the booklet is only as valuable as the effort you put into it. If you take the time to read and digest the text in its entirety, you will take immense value out of it. This guide has not been advertised as an ‘easy’ route to undergraduate success but as a ‘simple’ one. I would suggest you brew a large mug of tea or coffee and get comfortable as you may be here for some time! If you are reading this in a panic as you have a deadline on the horizon, please disregard all of what has been said and proceed to the penultimate chapter. This section will provide you with a direct course of action and might just allow you to achieve the miracle you’re hoping for. (good luck!)

A note around university policy

Every university across the UK differs on reference formatting, expectations, and course content. It goes without saying that you should refer to your university departments guidelines above all else. While the following information is very much applicable for students’ studying philosophy, politics, and law, the advice detailed is tailored specially for history students.  You should consult with your corresponding university handbook and not take this information as the gospel (that goes for history students too). I’m a graduate student, not a professor and certainly not a prophet, but you can still learn from the lessons I’ve picked up along the way and hopefully achieve great success as a result.

Final note: By all means share this resource with a friend but if you want your own work to stand out, please avoid mass distribution.