What Tutors Are Looking For When They Mark Your Written Work

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When drafting and completing your written assignments you should refer to the following criteria which your tutors will be using to assess the quality of your work.

When drafting and completing your written assignments you should refer to the following criteria which your tutors will be using to assess the quality of your work.

First Class (70% and above)

Organisation

• work which engages closely with the question set and shows a mature appreciation of its wider implications;

• the structure will facilitate a clear, coherent and compelling development of the writer’s argument;

• visual and material culture, textual quotation, and secondary sources will be used in order to support and develop the writer’s argument, and will be deployed with a vigorous sense of relevance and an appropriate economy of expression.

Knowledge and Understanding (including research effort)

• the writing will be clear, fluent and accurate;

• the range of vocabulary and linguistic idioms will be appropriate to the case being developed;

• the writing will go beyond the effective paraphrasing of critical approaches

• the writing may develop ideas which are original, and may be structured in a way which enables the writer to develop independent lines of thought in compelling and coherent ways.

• relevant knowledge is both broad and deep. The range of reading implied by the answer will be extensive;

• the writing will demonstrate a clear sense of the intellectual history and institutional contexts of the subject area and their relation to contemporary debates in the field ;

• the student will show an ability to move between generalisation and detailed discussion, and will be able to synthesise as well as particularise;

• the student will show an ability to evaluate the nature and status of information at their disposal, and where necessary identify contradiction and attempt a resolution;

• the student will demonstrate an informed and secure understanding of the visual and material culture under discussion.

• the student will demonstrate a detailed theoretical understanding;

• there will be extensive use of secondary sources, often going beyond the prescribed reading list;

• the student will display exceptionally acute powers of observation, analysis and interpretation.

Writing Skills and Presentation

• presentation will be of a high, faultless, professional standard;

• referencing will be scrupulous, consistent and accurate;

• bibliography will conform to standard and consistent conventions.

Lower Second Class (50-59%)

Organisation

• writing will display some understanding of the question set, but may lack a sustained focus and may show only a modest understanding of the question’s wider implications;

• the structure of the writing may be heavily influenced by the material at the writer’s disposal rather than the requirements of the topics/question set. Ideas may be stated rather than developed;

• visual and material culture, textual quotation and secondary sources will be deployed, but not necessarily with the kind of critical reflections characteristic of writing in higher mark bands.

Knowledge and Understanding (including research effort)

• writing will be sufficiently accurate to convey the writer’s meaning clearly, but it may lack fluency and command of approved academic scholarly idioms. In places expression might be clumsy;

• the writing will show some understanding of critical approaches, but may not reflect critically upon them;

• the writing is unlikely to show any originality in approach or argument, and may tend towards assertion of essentially derivative ideas.

• knowledge will be significant but may be limited and patchy;

• there may be some inaccuracy but basic knowledge will be sound;

• the range of reading implied by the answer will be limited;

• the writing might be prone to being drawn into excessive narrative or mere description of plot and character, and may want to display knowledge without reference to the precise requirements of the question;

• information may be used rather uncritically, without serious attempts to evaluate its status and significance;

• the writing will demonstrate some appreciation of the nature of the historical contexts and issues in the period under review.

Writing Skills and Presentation

• There will be evidence of an appropriate command of English

• presentation will be of a good standard;

• referencing will; be mainly consistent and accurate;

• bibliography will be largely in keeping with conventions.

Third Class (40-49%)

Organisation

• work will display little understanding of the question, and may tend to write indiscriminately around the question;

• the work will have structure but this may be underdeveloped, and the argument may be incomplete and unfold in a haphazard or undisciplined manner;

• some visual and material culture, textual quotation and secondary material will be deployed, but without any critical reflection on its significance and relevance.

Knowledge and Understanding (including research effort)

• the writing will generally be grammatical, but may lack sophistication of vocabulary or construction to sustain a historical argument of any complexity. In places the writing may lack clarity and felicity of expression;

• there will be little appreciation of the problematic or contested nature of approaches to literature;

• the answer will show no intentional originality of approach.

• there will be sufficient knowledge to indicate a basic understanding, but it will be limited and patchy. There will be some inaccuracy, but sufficient basic knowledge will be present to frame a basic answer to the question. The answer will imply relevant reading but this will be slight in range;

• there will be an understanding of methodologies and approaches within the discipline, but it will be underdeveloped, and the ideas may be muddled or misrepresented;

• there will be an argument but the writer may be prone to excessive narrative, and the argument might be signposted by bald assertion rather than informed generalisations;

• there will be sufficient information to launch an answer but perhaps not to sustain a compete response. Information will be used uncritically as if always self-explanatory;

• the student will demonstrate appreciation of the nature of the historical contexts or periods under discussion, but at a rudimentary level.

Writing Skills and Presentation

• presentation will be of a poor standard;

• referencing will be incomplete or display inconsistencies and inaccuracies;

• bibliography will be incomplete, inaccurate and not in keeping with standard conventions.

Fail (39% and below)

Organisation

• work will show little or no understanding of the problems and issues associated with the topic;

• the writing will have little or no evident structure and the argument will be incomplete or unclear;

• the writing will contain some reference to material and visual culture, textual quotation and secondary material but there will be no informed critical reflection on its significance or relevance.

Knowledge and Understanding (including research effort)

• ideas will be poorly expressed and the writing will lack sophistication;

• there will be no appreciation of the range of methodologies and approaches ;

• the writing will show no intentional originality of approach.

• there will be barely sufficient knowledge to frame informed writing around the topic;

• the reading around the topic will be extremely limited and the understanding simplistic;

• the ideas of critics and other writers will be muddled, misrepresented or falsely conceived;

• the writing will resort to bald assertions and simplistic generalisations;

• there will be barely sufficient information to frame the writing and information will be presented as if self-explanatory;

• the writing will display little or no appreciation of the nature of the historical contexts or periods under review.

Writing Skills and Presentation

• presentation will be of an inadequate standard;

• inadequate or no attempt at referencing and/or bibliographical conventions.

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2 comments

Guest
Posted on May 1, 2010
Francois Hagnere
0
Posted on May 1, 2010