Module Outline

Introduction to Psychology A

*NQF: 5 A qualification at this NQF level serves to provide students with basic
introductory knowledge, cognitive and conceptual tools, and practical
techniques for higher education studies in their chosen field of study. This
qualification signifies that the student has attained a basic level of higher
education knowledge and competence in a particular field.

*Credits: 12 Credits are a measure of the volume of learning required for a qualification,
quantified as the number of notional study hours required for achieving the
(120 notional
learning outcomes specified for the qualification. Ten notional study hours are
hours)
equivalent to one credit. Credits represent a measure of all the learning
activities engaged in by the student and include, among others; contact time,
self-study, WIL, assignments, projects and examinations.

* The Republic of South Africa. (2014). Department of Higher Education and Training, Government Gazette (Vol.
592, No. 38116). Pretoria: Government Printers.

Module Description
This module introduces the student to the diverse field of Psychology and provides an
overview of some of the various perspectives that have emerged in Psychology over the
years. The student will be introduced to central theories from the numerous sub-fields in the
discipline of Psychology, such as Research Psychology, Biological and Neuropsychology,
Developmental Psychology, and Cognitive Psychology. Throughout the module, the student
will be exposed to South African case studies on various topics.

Learning Outcomes
By the end of this module the student should be able to:
▪ Describe the history and development of the discipline of Psychology in South Africa;
▪ Explain the contemporary concerns around the relevance of Psychology in the South
African context;
▪ Outline the ethical principles that need to be taken into consideration in Psychological
practice and when conducting research;
▪ Describe the various subfields within the discipline of Psychology and explain the
similarities and/or differences between each sub-field;
▪ Define and explain the fundamental concepts, terminology, and theories in the
discipline of Psychology as well as the various subfields of Psychology; and

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 ▪ Reflect on the relevance and applicability of concepts and theories to the South
African context.

Module Reading
Prescribed e-book:
Swartz, L., de la Rey, C., Duncan, N., Townsend, L., & O’Neill, V. (2016). Psychology: An
Introduction (4th ed.). Oxford University Press Southern Africa.
** Please note that this text can be read online. It is advised that you access the textbook well in
advance and save the necessary chapters specified in the module structure, to facilitate ease of access.
The publisher has stipulated the following permissions on the e-book:
▪ Print/Save: 60 pages
Please Note: This module has been built around the textbook edition(s) listed in this module outline and will
apply for a 2-year academic cycle. Should you have a later edition of the textbook, please consult with your
educator to check the alignment of your textbook readings.

Module Overview

Session Topic, Content and Readings

Session 1 History and Relevance of Psychology in South Africa

In this session, the student will gain an introduction to the discipline of psychology,
and its historical development both internationally and nationally, and particularly
engage in discussion about its relevance in ‘post-apartheid’ South Africa. Topics the
student will engage with include:
▪ The three core components of psychology: mind, mental processes and
behaviour;
▪ The main schools of thought or perspectives in contemporary psychology;
▪ The development of theories and the evaluation of evidence in support of a
theory;
▪ The importance of ethical behaviour;
▪ The relationship between culture and psychotherapy, as well as an introduction
to the cultural adaption of psychotherapy models; and
▪ The emergence of psychological knowledge from specific socio-cultural
contexts, its considerations and implications when working in diverse cultural
contexts.
Prescribed Reading:
Long, W. (2013). Rethinking 'relevance': South African psychology in context. History
of Psychology, 16(1), 19-35.
Swartz, L. (2016). Finding out about people. In Swartz, L., de la Rey, C., Duncan, N.,
Townsend, L., & O’Neill, V. (Eds.), Psychology: An introduction (Ch. 1).
Oxford University Press Southern Africa.
Recommended Reading:

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 Cooper, S., & Nicholas, L. (2012). An overview of South African psychology.
International Journal of Psychology, 47(2), 89-101.
Koç, V., & Kafa, G. (2019). Cross-cultural research on psychotherapy: the need for a
change. Journal of Cross-Cultural Psychology, 50(1), 100-115.

Session 2 Research Methods in Psychology

In this session, the student will gain a basic understanding of research and its place
within the field of psychology. Furthermore, the student will be introduced to the
process of research and the two main approaches to research in the social sciences.
Topics the student will engage with include:
▪ The steps involved when planning a research project;
▪ A basic exploration of the methods employed in conducting research;
▪ The importance of research design and its purpose;
▪ The various ways in which data are gathered from research participants;
▪ A basic understanding of data analysis; and
▪ The importance of ethical principles in research.
Prescribed Reading:
Townsend, L., & De La Rey, C. (2016). Research methods in psychology. In Swartz,
L., de la Rey, C., Duncan, N., Townsend, L., & O’Neill, V. (Eds.), Psychology:
An introduction (Ch. 2). Oxford University Press Southern Africa.
Recommended Reading:
Apuke, O. D. (2017). Quantitative research methods: A synopsis approach. Kuwait
Chapter of Arabian Journal of Business and Management Review, 33(5471),
1-8.
Asenahabi, B. M. (2019). Basics of research design: A guide to selecting appropriate
research design. International Journal of Contemporary Applied Researches,
6(5), 76-89.
Chivanga, S., & Monyai, P. (2021). Back to basics: qualitative research methodology
for beginners. Journal of Critical Reviews, 8(2), 11-17.
Clark-Carter, D. (2009). Quantitative psychological research: The complete student’s
companion (Ch. 1). Psychology Press.

Session 3 Biological and Neuropsychology

In this session, the student will be introduced to the field of Biological and
Neuropsychology. The student will engage with a brief history of the development
of Neuropsychology in South Africa as well as explore the importance of various
biological and neurological processes on our psychological functioning and well-
being. Topics the student will engage with include:
▪ The organisation and function of the central and peripheral nervous systems;
▪ Various structures of the brain: hindbrain, midbrain and the forebrain;
▪ The structure and function of the neurons and synapses; and
▪ The origins and basic assumptions of neuropsychology and its role in South
Africa.

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 Prescribed Reading:
Townsend, L., Greenop, K., & Solms, M. (2016). Biological and neuropsychology. In L.
Swartz, C. de la Rey, N. Duncan, L. Townsend, & V. O’Neill (Eds.),
Psychology: An introduction (4th ed., Ch. 7). Oxford University Press
Southern Africa.
Recommended Reading:
Weiten, W., & Hassim, J. (2018). Psychology themes and variations (3rd SA ed., pp.
116-145). Cengage Learning.
Recommended Resources:
Blakemore, S-J. (2012, June). The mysterious workings of the adolescent brain
[Video]. TED.
Jones, A. (2011, July). A map of the brain [Video]. TED.

Session 4 Sensation and Perception

In this session, the student will obtain an understanding of the terms ‘sensation and
perception’, as well as understand the role of thresholds in the process of sensation
and perception. Topics the student will engage with include:
▪ The structure of the eye, ear, tongue and nose, and their respective sensory
pathways to the brain;
▪ Contrasting theories of colour vision and the forms of visual perception;
▪ The principal categories of neuropsychological disorders of vision that are
observed after a brain lesion has occurred;
▪ The theories of hearing; and
▪ Why people experience pain differently and discussing the kinaesthetic sense
and the vestibular sense.
Prescribed Reading:
Townsend, L., Greenop, K., & Turnbull, O. (2016). Sensation and perception. In
Swartz, L., de la Rey, C., Duncan, N., Townsend, L., & O’Neill, V. (Eds.),
Psychology: An introduction (Ch. 8). Oxford University Press Southern
Africa.
Recommended Reading
Krishna, A. (2012). An integrative review of sensory marketing: Engaging the senses
to affect perception, judgment and behavior. BJournal of Consumer
Psychology, 22(3), 332-351.
Robertson, C. E., & Baron-Cohen, S. (2017). Sensory perception in autism. Nature
Reviews Neuroscience, 18(11), 671.

Session 5 Human Development: Early and Middle Childhood

In this session, the student will be introduced to the field of Developmental
Psychology and engage with two theories that explore human development across
the lifespan. Specifically, the student will explore Erik Erikson’s theory of Psychosocial
Development, which assumes that human development is generally universal, and A.
Bame Nsamenang’s theory of Human Ontogenesis, which argues for a more cultural

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 and context-specific human development. Topics the student will engage with
include:
▪ Physiological changes and motor development;
▪ Development of language and thought processes;
▪ Emotional development; and
▪ The development of interpersonal relations.
Prescribed Reading:
Fleming, J. S. (2004). Erikson’s psychosocial developmental stages.
Nsamenang, A. B. (2006). Human ontogenesis: An indigenous African view on
development and intelligence. International Journal of Psychology, 41(4),
293-297.
http://www.unige.ch/fapse/SSE/teachers/dasen/Nsamenang2006.pdf
Townsend, L., Mayekiso, T., & Ntshangase, S. (2016). Early and middle childhood. In
L. Swartz, C. de la Rey, N. Duncan, L. Townsend, & V. O’Neill (Eds.),
Psychology: An introduction (4th ed. Ch. 3). Oxford University Press
Southern Africa.
Recommended Reading:
Erskine, R. G. (2019). Child development in integrative psychotherapy: Erik Erikson’s
first three stages. International Journal of Integrative Psychotherapy, 10, 11-
34.
Nsamenang, A. B. (2008). Agency in early childhood learning and development in
Cameroon. Contemporary Issues in Early Childhood, 9(3), 211-223).
http://journals.sagepub.com/doi/pdf/10.2304/ciec.2008.9.3.211
Wheeler, E. A., Ampadu, L. M., & Wangari, E. (2002). Lifespan development revisited:
African-centered spirituality throughout the life cycle. Journal of Adult
Development, 9(1), 71-78.
Recommended Resource:
Botto, S. V. (2019, March). When do kids start to care about other people’s opinions?
[Video]. TED.
Schulz, L. (2015, March). The surprisingly logical minds of babies [Video]. TED.

Session 6 Human Development: Adolescence, Adulthood and Aging

In this session, the student will be introduced to central theories around adolescent
and adult development, such as Piaget's developmental framework. The student will
further engage with key aspects of development such as social, psychological and
behavioral factors, attachment as well as identity development. Topics the student
will engage with include:
▪ Exploring adolescent development through the biological, psychological and
societal lenses;
▪ Understanding some of the challenges experienced by adolescents in the
South African context;
▪ Understanding the role of earlier life experiences and their impact on
adulthood and the ageing process; and

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 ▪ Exploring the role and impact of cultural and social norms throughout
adolescence, adulthood and the ageing process.
Prescribed Reading:
Shefer, T., Duncan, N., & van Niekerk, A. (2016). Adolescence, adulthood and aging.
In L. Swartz, C. de la Rey, N. Duncan, L. Townsend, & V. O’Neill (Eds.),
Psychology: An introduction (4th ed., Ch. 4). Oxford University Press.
Recommended Reading:
Roman, N. V., Makwakwa, T., & Lacante, M. (2016). Perceptions of parenting styles
in South Africa: The effects of gender and ethnicity. Cogent Psychology,
3(1), 1-12.
https://www.cogentoa.com/article/10.1080/23311908.2016.1153231.pdf
Recommended Resource:
Jay, M. (2013, February). Why 30 is not the new 20 [Video]. TED.

Session 7 Cognitive Psychology: Learning and Conditioning

In this session, the student will be introduced to the central theories that have been
used to explain how we learn. Specifically, the student will engage with the
differences between Ivan Pavlov’s theory of Classical Conditioning and B. F.
Skinner’s theory of Operant Conditioning, as well as explore Albert Bandura’s Social
Learning Theory. Topics the student will engage with include:
▪ Unconditioned stimulus, unconditioned response, neutral stimulus,
conditioned stimulus and conditioned responses in real-world applications;
▪ The nature and importance of Social Learning Theory in learning behaviour
through observing a model; and
▪ The role of cognition in learning.
Prescribed Reading:
Howard-Payne, L., & Payne, J. (2016). Learning and conditioning. In L. Swartz, C. de
la Rey, N. Duncan, L. Townsend, & V. O’Neill (Eds.), Psychology: An
introduction (4th ed., Ch. 9). Oxford University Press Southern Africa.
Recommended Resource:
Andover, P. (2013, March). The difference between classical and operant
conditioning [Video]. TED.

Session 8 Cognitive Psychology: Attention and Memory

In this session, the student will engage with the various theoretical models and
understandings of attention and memory in the field of Cognitive Psychology.
Specifically, the student will be introduced to early models of attention and memory
as well as engage with the development of more contemporary understandings of
attention and memory. The student will also be asked to explore the contextual
nature of attention and memory and how these theories can be applied to the South
African context. Topics the student will engage with include:
▪ Broadbent’s Filter Theory of Attention, Treisman’s Attenuation Theory of
Attention, Treisman’s Feature-Integration Theory and Duncan’s Theory of
Selective Visual Attention;
▪ The brain’s role in attention and information processing;

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 ▪ Differentiation between working memory, short-term, and long-term memory
and specifying the types of long-term memory; and
▪ The context of memory.
Prescribed Reading:
Ipser, J. (2016). Attention. In Swartz, L., de la Rey, C., Duncan, N., Townsend, L., &
O’Neill, V. (Eds.), Psychology: An introduction (Ch. 12). Oxford University
Press Southern Africa.
Van Ommen, C. (2016). Memory. In Swartz, L., de la Rey, C., Duncan, N., Townsend,
L., & O’Neill, V. (Eds.), Psychology: An introduction (Ch. 13). Oxford
University Press Southern Africa.
Recommended Resource:
Doolittle, P. (2013, June). How your “working memory” makes sense of the world
[Video]. TED.

Session 9 Cognitive Psychology: Thinking and Language

In this session, the student will examine theories on thinking and language
development. Specifically, the student will engage with the different aspects of
thinking and the various approaches to understanding thinking. Related to this, the
student will be asked to explore the relationship between thinking and language
development, how we develop or acquire language, and the cultural and contextual
factors which affect the acquisition of language. Topics the student will engage with
include:
▪ Cognition and its role in problem solving and reasoning;
▪ The relationship between language and thought;
▪ The process of language acquisition; and
▪ South Africa’s linguistic diversity.
Prescribed Reading:
Gilbert, A. (2016). Thinking. In Swartz, L., de la Rey, C., Duncan, N., Townsend, L., &
O’Neill, V. (Eds.), Psychology: An introduction (Ch. 11). Oxford University
Press Southern Africa.
Neves, D. (2016). Language. In Swartz, L., de la Rey, C., Duncan, N., Townsend, L., &
O’Neill, V. (Eds.), Psychology: An introduction (Ch. 14). Oxford University
Press Southern Africa.
Recommended Reading:
Vally, Z., Murray, L., Tomlinson, M., & Cooper, P. J. (2015). The impact of dialogic
book‐sharing training on infant language and attention: A randomized
controlled trial in a deprived South African community. Journal of Child
Psychology and Psychiatry, 56(8), 865-873.

Session 10 Cognitive Psychology: Intelligence

In this session, the student will be introduced to contemporary theories of
intelligence, the history and development of intelligence testing in South Africa, and
the various psychometric tests that can be used. Importantly, the student will be
asked to start thinking about the relevance of mainstream psychological

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 understandings of intelligence and the concerns or issues these raise in multicultural
contexts, such as South Africa. Topics the student will engage with include:
▪ Racial and cultural issues involved in psychological testing;
▪ Extremes of intelligence; and
▪ Nature vs. nurture debate of intelligence.
Prescribed Reading:
Mpofu, E., Ntinda, K., & Oakland, T. (2012). Understanding human abilities in sub-
Saharan African settings. Online Readings in Psychology and Culture, 4(3).
Tlali, T. (2016). Intelligence. In Swartz, L., de la Rey, C., Duncan, N., Townsend, L., &
O’Neill, V. (Eds.), Psychology: An introduction (Ch. 15). Oxford University
Press Southern Africa.
Recommended Resource:
Dombrowski, S. (2020, April). The dark history of IQ tests [Video]. TED.

Assessment
All assessments should be typed (preferably double-spaced, 12-point Times New Roman or
11-point Calibri), carefully proofread, and should give evidence of considerable
thought/reference to relevant and, where possible, contextual psychological journals and
literature. Your assessments must show the development of your position in a coherent,
logical, and organized way, and must demonstrate thorough engagement with the various
topics covered in this module. Papers will be graded according to the following criteria:
grammar and writing style, clarity and organisation, effort, originality, critical engagement,
theoretical and practical relevance, integration of knowledge, and good use of references both
current and contextual. Excellent adherence to the APA guidelines is a requirement. As per
the APA style writing and referencing guide, please ensure that your assessments adopt bias-
free language, that you are familiar with the paper elements and formatting as per the APA
guideline, that you understand effective scholarly writing and that you consult the reference
examples. Avoid plagiarism by referencing accurately, diligently and consistently. If it is
someone else’s work, it should be acknowledged. Students must include a minimum of 5
references in all assessments and upload and submit their assessments onto MYSACAP.
Students agree that by taking this module, all required assessments may be subject to
submission to Turnitin.com for textual similarity review and plagiarism detection. All
submitted assessments will be included as source documents in the Turnitin.com reference
database solely to detect plagiarism of such papers. Use of the Turnitin.com service is subject
to the Usage Policy posted on the Turnitin.com site.

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Module Engagement
Why is module engagement important?
The platform for engagement in sessions provides students with an opportunity to discuss
the content, share their understanding of the content and ask relevant questions to facilitate
deeper learning. Module engagement provides the student with an opportunity to earn grades
based on the degree of, and quality of their engagement with the module material and
activities assigned by their educator.

Instructions:
The educator will assess student engagement throughout this module. Student engagement
will be evaluated based on the criteria made explicit in the engagement rubric (refer to the
rubric below) and will contribute 20% to the overall grade for this module.

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 Module Engagement Rubric:
The student’s average engagement must be assessed for the term, as per the criteria below.
Scoring Always Very often Sometimes Rarely Never
Key 4 3 2 1 0
Criteria
Sessions
Score
1 2 3 4 5 6 7 8 9 10
Punctuality and Preparedness
The student completes a required task or fulfils an
obligation before or at a previously designated
time. The student has adequately prepared for the /40
learning activity by going through all of the
readings as well as making notes of where clarity
is needed.
Engagement in Learning Activities
The student is engaging, asking insightful and
constructive questions, and sharing their
/40
perspective related to the content covered. The
student strives to share at least one thought,
comment or question during each engagement.
Peer Engagement
The student shares their perspective relative to
that of their peers, demonstrating listening skills
and consideration of the contributions of all
/40
participants to the conversation and engaging
with discussions where applicable. Meaningful
engagement with peers, staying on topic and
asking relevant questions.
Behaviour/Attitude
Demonstrates respect for others’ views,
appreciates diversity among their peers and
/40
educator, providing insightful contributions to the
conversation/discussion. Positive and supportive
behaviour towards all participants.
Activity and Content Engagement
The student participates in learning activities by
responding to and asking questions, contributing
/40
to discussions, and partaking in tasks during
contact, online, offline synchronous or
asynchronous sessions.
Total Score /200
Score conversion ……../200 x 100 = ….….%

Educator
Feedback

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Assessment 1: Essay
Session due: Session 6
Length: 1300 words maximum
Marks: 100 (40%)

What is an essay?
Essays generally demonstrate the author’s research, position, and understanding of a specific
topic or subject matter. The student should demonstrate their understanding of the topic
through personal interpretation in addition to citing literature and relating its applicability to
the topic. Essays differ based on the module topic under investigation. Ideas should be
presented logically and coherently, showcasing a reasoned argument in the relevant subject
under investigation, and specifically meeting the respective assignment instructions. The
student should make use of appropriate academic language relevant to the subject and
incorporate a conclusion that is consistent with the evidence in the essay about the topic.

The student’s ability to: select, organise, integrate and present information from various
credible sources will be assessed. Furthermore, the student’s ability to write, develop an
argument, present their position, present supporting evidence of their research on the topic
and demonstrate their understanding of the subject matter will be assessed.

Instructions:
Write an essay in which you do the following:
▪ Select one of the following main schools of thought or perspectives in contemporary
psychology.
o Psychoanalytic perspective
o Behavioural perspective
o Humanist perspective
o Positive psychology
▪ Discuss the selected school of thought. Your discussion must include the key tenets
of this school of thought and the definitions of the key concepts, supported by the
literature;
▪ Make use of research to discuss how psychology helps to better understand people,
their behaviour and their contexts, refer to theoretical perspectives that could help
explain this;
▪ Discuss the importance/relevance of the stages of development in better
understanding people; and
▪ What role can psychology play in confronting the many societal issues in South Africa?

The assessment should include:

▪ A cover page
▪ A table of contents

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 ▪ An introduction and conclusion
▪ The body (which may include sub-sections as per the points above)
o It is helpful to create at least one heading per question and sub-sections
under that if needed, this will help with ensuring you address all points.
▪ A reference list comprising a minimum of five (5) credible, academic sources. Please
ensure that references both in the text and in the reference list, are according to
APA standards. *Helpful Tip: make use of reference mining

Essay Assessment Rubric

Somewhat Highly
Criteria Not Yet Competent Competent Accomplished Mark
Competent Accomplished
0-11 12-17 18-23 24-29 30+
Engagement
with No evidence of Some evidence Theory and literature Theory and literature Outstanding
Literature and engagement with engagement but not are engaged with are engaged with engagement and
Theory literature and theory or sufficient or not very and well and incorporated incorporation of /35
irrelevant engagement pertinent to the topic. incorporated. very well. theory and
with literature and literature.
35%
theory.

0-25 26-32 33-38 39-44 45+

Content does not pertain Adequate coverage of Includes essential In-depth coverage of Outstanding
Content to the task or is irrelevant the topic covered but aspects of the topic the topic with coverage of the
or errors in the portrayal some aspects were chosen. pertinent and up-to- chosen topic with /50
of the chosen topic. unclear. date information examples and
50%
clearly and excellent attention
compellingly to detail and deep
portrayed. engagement.

APA 0-1 2-4 5-7 8-9 10+

Academic Many obtrusive errors Several errors are Few errors, Very well- Outstanding error-
Conventions including referencing and apparent in references, unobtrusive errors in represented and free presentation /10
(Structure, citation. citations, and references, citations, near-perfect and technical
Referencing presentation. and presentation. references, citations, aspects.
Etc. 10% etc.

0-1 2 3 4 5
Style/Audienc Wrong register for the Some evidence but not Awareness of the Strong audience Outstanding
e Engagement audience. sufficient or not audience is evident. engagement engagement with /5
5% consistent. throughout the the given audience
document. in mind.

Total
0 marks deducted Deduct 1 mark Deduct 2 marks Deduct 3 marks marks
deducted
Sources
Student references at least 5 The student references at The student references at The student
academic sources. least 3 academic sources. least 2 academic sources. references at least 1 -
academic source.

Exceeding word count penalty -

Late submission penalty as indicated in the student handbook -

Total /100

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Assessment 2: Essay
Session due: Session 10
Length: 1200 words maximum
Marks: 100 (40%)

What is an essay?
Essays generally demonstrate the author’s research, position, and understanding of a specific
topic or subject matter. The student should demonstrate their understanding of the topic
through personal interpretation in addition to citing literature and relating its applicability to
the topic. Essays differ based on the module topic under investigation. Ideas should be
presented logically and coherently, showcasing a reasoned argument in the relevant subject
under investigation, and specifically meeting the respective assignment instructions. The
student should make use of appropriate academic language relevant to the subject and
incorporate a conclusion that is consistent with the evidence in the essay about the topic.

The student’s ability to: select, organise, integrate and present information from various
credible sources will be assessed. Furthermore, the student’s ability to write, develop an
argument, present their position, present supporting evidence of their research on the topic
and demonstrate their understanding of the subject matter will be assessed.

Instructions:
Students must write an essay choosing only one of the following topics:
▪ Attention and memory;
▪ Thinking and language; or
▪ Intelligence (As this topic is covered in session 10, it is imperative to do your reading
in advance and to reach out to the educator, should you require further clarification.
Alternatively, choose either of the above-listed topics)

The essay must outline the following:

▪ The development of the topic, by identifying the key theorists that have contributed
to the topic and describing the key theories on the topic;
▪ Identify and define the key concepts and/or characteristics of the topic; and
▪ Identify an example of an issue in the South African context that is related to the topic
(e.g. learning difficulties such as ADHD/Dyslexia, the political significance of language,
linguistic limitations in multicultural settings, the history of intelligence testing and its
issues in South Africa, etc.). Discuss the implications of the identified issue and what
it means within the South African context.
Use your prescribed textbook as a starting point in gaining a broad understanding of your
topic. There should not be an over-reliance on your textbook. You should use it as a foundation
for further reading.

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The assessment should include:
▪ A cover page
▪ A table of contents
▪ An introduction
▪ The body (which may include sub-sections as per the points above)
▪ A conclusion
▪ A reference list comprising a minimum of five (5) credible, academic sources. Please
ensure that references both in the text and in the reference list, are according to
APA standards. *Helpful Tip: make use of reference mining

Structure of the essay:

Your essay must use the following structure:
Introduction
1. Start with a hook sentence to get your reader’s attention
2. Provide background and context for the topic
3. State what your essay will be about
Body of Paragraph 1
1. Topic sentence
a. indicate the facts
Body of Paragraph 2
1. Topic sentence
a. indicate the facts
Conclusion
1. Summarise the topic
2. Highlight the core questions of the topic and the social issues in the South
African context
3. Reveal any unanswered questions that require further research
* Each paragraph should focus on a theorist and their contribution to the topic. Hence, the
number of paragraphs will depend on the number of key theorists that have contributed to
the topic.

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 Essay Assessment Rubric

Not Yet Somewhat Highly

Criteria Competent Accomplished Mark
Competent Competent Accomplished
0-11 12-17 18-23 24-29 30+

Engagement No evidence of Some evidence Theory and Theory and literature Outstanding
with engagement with engagement but literature are are engaged with and engagement and
Literature literature and not sufficient or engaged with incorporated very well. incorporation of
and Theory theory or not very pertinent and well theory and /35
irrelevant to the topic. incorporated. literature.
engagement with
35%
literature and
theory.
0-25 26-32 33-38 39-44 45+
Content does not Adequate Includes essential In-depth coverage of Outstanding
Content pertain to the coverage of the aspects of the the topic with coverage of the
task or is topic covered but topic chosen. pertinent and up-to- chosen topic with /50
irrelevant or some aspects date information examples and
50%
errors in the were unclear. clearly and excellent attention
portrayal of the compellingly to detail and deep
chosen topic. portrayed. engagement.
0-1 2-4 5-7 8-9 10+
APA
Academic Many obtrusive Several errors are Few errors, Very well-represented Outstanding error-
Conventions errors including apparent in unobtrusive and near-perfect free presentation
referencing and references, errors in references, citations, and technical /10
(Structure,
Referencing citation. citations, and references, etc. aspects.
Etc. 10% presentation. citations, and
presentation.
1 2 3 4 5
Style/
Audience Wrong register Some evidence Awareness of the Strong audience Outstanding
for the audience. but not sufficient audience is engagement engagement with /5
Engagement
or not consistent. evident. throughout the the given audience
5%
document. in mind.

Total
marks
0 marks deducted Deduct 1 mark Deduct 2 marks Deduct 3 marks
deduct
Sources ed

Student references at The student references at The student references at The student references at
-
least 5 academic sources. least 3 academic sources. least 2 academic sources. least 1 academic source.

Exceeding word count penalty -

Late submission penalty as indicated in the student handbook -

Total /100

The South African College of Applied Psychology (Pty) Ltd

Introduction to Psychology A
Module Outline
Page 15