Grade

Criteria and weighting

Scholarship (40%)

Independent learning (40%)

Communication (20%)

First class (>70%)

A thorough and clear treatment of the topic that demonstrates a deep comprehension of the subject matter and a perceptive appreciation of the key issues. The essay will present a critical synthesis of a strong body of literature to support a focused and engaging argument that comes to a clear and justified conclusion.

The argument or conclusion will reflect knowledge gained from lectures, the reading list and other sources, with evidence of critical evaluation of material from a wide range of sources.

Writing is clear and precise with very few errors. The structure is particularly well- developed and individual points are argued intelligently with clear support from evidence. Specialist or technical terminology is employed effectively.

Upper second class (60-69%)

A thorough and clear treatment of the topic that demonstrates good comprehension of the subject matter and good appreciation of the key issues and advances sound and reasoned arguments.The essay will demonstrate analytical treatment of literature to support a focused and well-structured argument that comes to a clear and reasonably justified conclusion.

The argument or conclusion will typically reflect knowledge gained from lectures and from the specified reading list.The essay will demonstrate good evidence of material derived from lectures and reading lists,but only limited wider reading.

Well-written with good use of English throughout and only minor errors relating to spelling, punctuation or referencing.An effective structure that includes:an introduction that introduces the argument and key points;a main section that presents the key points logically and with support from appropriate evidence;a conclusion that summarises key points and demonstrates that the desired conclusion has been reached. Appropriate use of specialist or technical terminology where appropriate.

Lower second class (50-59%)

A reasonable treatment of the topic and a satisfactory argument that is without serious flaws.May be quite original or innovative in places but overall demonstrates a somewhat limited comprehension of the subject matter or a somewhat weak appreciation of the key issues. Answers may lack focus or organisation and may fail to adequately synthesise or evaluate a sufficient volume of literature or range of ideas.The essay will demonstrate some analytical treatment of a limited amount of literature to support a reasonably informed and structured argument that comes to a relevant and reasonably justified conclusion.

The argument or conclusion will typically reflect knowledge gained from lectures only. The essay will typically demonstrate evidence of reading covered in lectures and from parts of the reading list.

Reasonably well-written with a reasonable structure and good use of English throughout, though some sections may be less well written and less easy to follow. There may be some errors relating to spelling, punctuation or referencing, and there may be errors of fact, terminology or interpretation.The structure may be poorly developed, meaning the introduction or key points may lose their relevance, links are not made between paragraphs or the conclusion may be inadequately justified.

Third class (40-49%)

A sufficient treatment of the topic with a limited argument that demonstrates particular weaknesses in its comprehension of the subject matter and key issues. Answers will be poorly focused or organised and will fail to adequately synthesise or evaluate a sufficient volume of literature or range of ideas. The essay will employ a narrow or ill-judged selection of material.

The content largely reflects knowledge gained from lectures only. The essay will demonstrate some knowledge of reading covered in lectures; material from the reading list and from wider reading will be only superficially understood and not employed to full effect.

Adequately written with satisfactory structure and use of English throughout though some sections evidently weak or difficult to follow. There may be errors relating to spelling, punctuation or referencing, and there may be errors of fact, terminology or interpretation. The structure may be poorly developed, meaning the introduction or key points may lose their relevance, links are not made between paragraphs, or the conclusion may be inadequately justified.

Fail (<40%)

Comprehends the task that has been set but presents an inadequate treatment demonstrating only a basic awarenessof relevant material. Significant parts may be irrelevant or factually incorrect.The essay will cite a very limited range of material.

The content is heavily dependent on a limited range of lecture materials only. The essay will cite some reading covered in lectures and possibly some wider reading, but material will be employed ineffectively/erroneously and be poorly understood.

Adequately written with reasonable use of English throughout but the structure or argument is likely to be flawed or otherwise limited. May appear to miss the question entirely and English may be unacceptable. Arguments will lack logic meaning the conclusion cannot be justified.