University Grading Scheme for Undergraduate Programmes: 2020/21

Marking criteria

Letter grade

Mark recorded

Work showing evidence of:

Each section of the workbook will develop an exceptionally strong argument developed in relation to the question set – all of the analysis will be focused around this and there will be no descriptiveness/’topic led’ discussions that are veering off the specific question. All answers will be detailed and well explained (e.g. if we ask about a particular concept – make your point, provide evidence and EXPLAIN).

Each section of the workbook will show exceptional use of academic evidence to support the argument. Each point will be supported with academic references, gleaned from the suggested readings primarily. This may give examples, again from academic readings to support these points.

Students will use the Harvard Referencing system with no errors throughout – in text referencing, page numbers when paraphrasing and the reference list will be formatted as per the London Met Harvard Referencing System guide. In text referencing for each point, not just at the end of a paragraph.

Each section of the workbook will show will be structured to an exceptional standard. It will be clear that some care had been taken to structure the points to develop a strong argument in relation to the question set. Students may wish to use brainstorming or mindmapping before they start writing to enable this.

Each section of the workbook will show strong evidence of synthesis/analysis. After each point the student makes they will have provided academic evidence to support this (see above) but exceptional students will also synthesise/analyse the significance/importance of this for the reader. It will be clear to the reader why this point is significant and how it relates back to the question.

The student will show evidence of critical analysis. They will identify contradictions within the literature (inconsistencies, ironies, problems with the research methods used etc.). They may weigh up different sources of evidence to provide a balanced argument. Or this may be in the final conclusion of the essay where they provide a forward/future looking informed opinion based around the question set and their reading on it.

Overall, all aspects of the workbook will be near perfect with no errors – exceptionally argued in every aspect. It will go above and beyond what the teaching team expect at level 5/was taught in the lectures (showing evidence of wider reading) and will be rewarded as such.

A+

Work showing evidence of:

Each aspect of the workbook will show an excellent strong argument developed in relation to the question set – all of the analysis will be focused around this and there will be no descriptiveness/’topic led’ discussions that are veering off the specific question. All answers will be detailed and well explained (e.g. if we ask about a particular concept – make your point, provide evidence and EXPLAIN).

Each aspect of the workbook will show excellent use of academic evidence to support the argument. Each point will be supported with academic references, gleaned from the suggested readings primarily. This may give examples, again from academic readings to support these points.

Each aspect of the workbook will show will be structured to an excellent standard. It will be clear that some care had been taken to structure the points to develop a strong argument in relation to the question set. Students may wish to use brainstorming or mindmapping before they start writing to enable this.

Each aspect of the workbook will show strong evidence of synthesis/analysis. After each point the student makes they will have provided academic evidence to support this (see above) but exceptional students will also synthesise/analyse the significance/importance of this for the reader. It will be clear to the reader why this point is significant and how it relates back to the question.

Overall, the workbook will be an excellent piece of work with no major errors. It may go above and beyond what at level 5/was taught in the lectures (showing evidence of wider reading) although perhaps not as consistently/strongly as an A+ answer (that is original in every sense).

Work showing evidence of:

Each aspect of the workbook will show strong argument developed in relation to the question set – nearly all of the analysis will be focused around this and there will be no descriptiveness/’topic led’ discussions that are veering off the specific question. All answers will be detailed and well explained (e.g. if we ask about a particular concept – make your point, provide evidence and EXPLAIN).

Each aspect of the workbook will be structured to a very good standard. It will be clear that some care had been taken to structure the points to develop a strong argument in relation to the question set. Students may wish to use brainstorming or mindmapping before they start writing to enable this.

Each aspect of the workbook will show very good evidence of synthesis/analysis. After each point the student makes they will have provided academic evidence to support this (see above) but exceptional students will also synthesise/analyse the significance/importance of this for the reader. It will be clear to the reader why this point is significant and how it relates back to the question.

The student will may show evidence of critical analysis. They will identify contradictions within the literature (inconsistencies, ironies, problems with the research methods used etc.). They may weigh up different sources of evidence to provide a balanced argument. Or this may be in the final conclusion of the essay where they provide a forward/future looking informed opinion based around the question set and their reading on it.

Overall, the workbook will be a a very good piece of work with no major errors. It may not go above and beyond in terms of critical analysis (see above) and extra reading but it still provides a strong argument in relation to the questions set and excellent use of academic evidence plus synthesis in relation to the questions. It is not quite as original as A+ and A- worthy workbooks (or not consistent for every question) but does an excellent at this for the most part.

A-

Work showing evidence of:

Most aspects of the workbook will show a very good argument developed in relation to the question set –most of the analysis will be focused around this and there will be very little descriptiveness/’topic led’ discussions that are veering off the specific question. Answers will be mostly well detailed and explained (e.g. if we ask about a particular concept – make your point, provide evidence and EXPLAIN).

Most aspects of the workbook will show very good use of academic evidence to support the argument. Each point will be supported with academic references, gleaned from the suggested readings primarily. This may give examples, again from academic readings to support these points.

Most aspects of the workbook will be structured to a very good standard. It will be clear that some care had been taken to structure the points to develop a strong argument in relation to the question set. Students may wish to use brainstorming or mindmapping before they start writing to enable this.

Most aspects of the workbook will show good evidence of synthesis/analysis. Students will demonstrate the significance/importance of their points/evidence to the reader. It will be clear to the reader why this point is significant and how it relates back to the question.

There may be minor evidence of critical analysis although not necessary for this level. This includes identification of contradictions within the literature (inconsistencies, ironies, problems with the research methods used etc.). They may weigh up different sources of evidence to provide a balanced argument. Or this may be in the final conclusion of the essay where they provide a forward/future looking informed opinion based around the question set and their reading on it.

Overall the workbook will be a very good piece of work which in most sections addresses the question set with only minor areas for development – perhaps around stronger use of evidence or analysis but there will still be good referencing and structure with no major errors on this.

B+

Work showing evidence of:

Most of the workbook will show a good argument developed in relation to the question set –most of the analysis will be focused around this and there will be very little descriptiveness/’topic led’ discussions that are veering off the specific question. Answers will be very mostly detailed and explained (e.g. if we ask about a particular concept – make your point, provide evidence and EXPLAIN).

Most sections of the workbook will show a very good use of academic evidence to support the argument. Most points will be supported with academic references, gleaned from the suggested readings primarily. This may give examples, again from academic readings to support these points.

Most sections of the workbook will be structured to a very good standard. It will be clear that some care had been taken to structure the points to develop a strong argument in relation to the question set. Students may wish to use brainstorming or mindmapping before they start writing to enable this.

Most sections of the workbook will show good evidence of synthesis/analysis. Students will demonstrate the significance/importance of their points/evidence to the reader. It will be clear to the reader why this point is significant and how it relates back to the question. This may not be as consistent or strong as B+ answers.

There may be little/no evidence of critical analysis. This includes identification of contradictions within the literature (inconsistencies, ironies, problems with the research methods used etc.). They may weigh up different sources of evidence to provide a balanced argument. Or this may be in the final conclusion of the essay where they provide a forward/future looking informed opinion based around the question set and their reading on it.

Overall most sections of the workbook will be very good pieces of work which addresses the question set with only minor areas for development – there will be weaker use of academic evidence or analysis than a B+ answer, which for the most part is only slightly slipping on this aspect whereas a B- answer will miss opportunities more consistently.

Work showing evidence of:

Most sections of the workbook will show a generally sound argument in relation to the question set – there should be some effort to focus the argument around the question, although there may be minor descriptiveness/’topic led’ discussions that are veering off the specific question. Answers will be fairly well detailed and explained (e.g. if we ask about a particular concept – make your point, provide evidence and EXPLAIN).

Whilst for a C+ we expect good use of academic evidence to support the argument. Essays in this band may not use it as strongly/consistently as the higher bands – perhaps not using the suggested readings, using non-academic sources.

Students will use the Harvard Referencing system with only minor errors throughout – in text referencing, page numbers when paraphrasing and the reference list will be formatted as per the London Met Harvard Referencing System guide. In text referencing for each point, not just at the end of a paragraph.

Most sections of the workbook will be structured to a good standard. There should be some care taken to structure the points around the question set although students in this band may not use structure as effectively as higher grade students. Students may wish to use brainstorming or mindmapping before they start writing to prevent this error.

Most sections of the workbook will show a good evidence of synthesis/analysis. Students will demonstrate the significance/importance of their points/evidence to the reader. It will be clear to the reader why this point is significant and how it relates back to the question. This may not be as consistently done as the B grade answers.

Overall the workbook will be a fairly good piece of work which for the most part answers the question although perhaps more descriptively than the B band essays. There will be weaker use of academic evidence or analysis than a B- grade answer (which for the most part is only slightly slipping on this aspect) whereas a C+ answer will miss opportunities more consistently.

C+

Work showing evidence of:

Most sections of the workbook will show a reasonably sound argument in relation to the question set – there should be some effort to focus the argument around the question, although there may be minor descriptiveness/’topic led’ discussions that are veering off the specific question. Answers will be fairly well detailed and explained (e.g. if we ask about a particular concept – make your point, provide evidence and EXPLAIN).

Whilst for a C still expect academic evidence to support the argument. Workbooks in this band may not use it as strongly/consistently as the higher bands – perhaps not always using the suggested readings, using non-academic sources.

Some sections of the workbook will be structured to a good standard. There should be some care taken to structure the points around the question set although students in this band may not use structure as effectively as higher grade students. Students may wish to use brainstorming or mindmapping before they start writing to prevent this error.

There will be some evidence of synthesis/analysis although this will be much weaker than B band essays, and less than a C+ essay. There will be less care taken to demonstrate the importance of their points to the reader, or this will be descriptive in nature and not consistently addressing the question set, or in relation to academic readings.

There may be no evidence of relevant critical analysis. This includes identification of contradictions within the literature (inconsistencies, ironies, problems with the research methods used etc.). They may weigh up different sources of evidence to provide a balanced argument. Or this may be in the final conclusion of the essay where they provide a forward/future looking informed opinion based around the question set and their reading on it.

Overall the workbook will be a fair piece of work which does address the question set for most sections but there will be more significant areas for improvement in terms of developing a stronger argument with better use of academic evidence, much weaker analysis/synthesis so the importance of the points is not clear or consistently argued. This band workbook will be much more descriptive than a C+ one.

Work showing evidence of:

All sections will show some attempt to provide an argument in relation to the question set, although this will be much weaker (less academically informed and/or descriptive) than higher band essays. It may be much more ‘topic-led’ although it cannot completely be descriptive or it would not pass. Answers may not be fully explained to the reader and lack detail.

Most sections should show some attempt to use academic evidence including the suggested readings to support your points, this may not always be consistently done, or evidence used is weaker (not the suggested readings, online sources). Although to pass, it must show some attempt at providing relevant academic evidence, albeit not as strongly or consistently as the higher levels.

Students will use the Harvard Referencing system and there may be some (although not major i.e. plagiarism!) throughout – in text referencing, page numbers when paraphrasing and the reference list will be formatted as per the London Met Harvard Referencing System guide. In text referencing for each point, not just at the end of a paragraph.

The structure of the workbook may be weak, owing to a poor argument/descriptive tone.. Students may wish to use brainstorming or mindmapping before they start writing to prevent this error.

There will be little or no evidence of synthesis/analysis – this may be weakened by a lack of reading academic references/suggested readings or understanding of these. There will be less care taken to demonstrate the importance of the points to the reader, or this may be weakened by a weak point in itself!

Overall this is a passable piece of work which has done some academic reading and attempted to address the question set although perhaps not as strongly as higher band students – whether that be fully understanding the materials provided, a descriptive tone in the workbook, or weak use of evidence and analysis.

D+

Work showing evidence of:

The attempt to provide an argument in relation to the questions set will be very weak – less academically informed/not fully developed, more descriptive and less analytical. It will be more ‘topic led’ than analytical in relation to the question set although it cannot completely be descriptive or it would not pass. . Answers may not be fully explained to the reader and lack detail.

There should be some attempt to use academic evidence including the suggested readings to support your points, although this will be poorly done (not the suggested readings, online sources). Although to pass, it must show some attempt at providing relevant academic evidence, albeit not as strongly or consistently as the higher levels.

The structure of the workbook sections will be very weak, owing to a poor argument/descriptive tone. Students may wish to use brainstorming or mindmapping before they start writing to prevent this error.

There will be no evidence of synthesis/analysis – this may be due to a lack of reading academic references/suggested readings or understanding of these. There will be little/no care taken to demonstrate the importance of the points to the reader, and this is likely to be weakened by a weak point in itself (or poor understanding of the literature).

Overall this is a passable piece of work which has done some academic reading in relation to the questions set although there may be some evidence of lack of understanding in terms of the literature, particularly the more critical points. It will be more descriptive in nature and as such the essay will be more ‘topic led’ than analytical.

Work showing evidence of:

The workbook will be incomplete (i.e. one or two sections) or the sections consistently do not really address the question set or are likely to be very descriptive in nature e.g. a ‘topic led’ essay. A very weak argument owing to a lack of reading or understanding of the literature. Answers will not be fully explained to the reader and lack detail.

There will be poor use or understanding of the academic evidence on the subject. This will not be used to develop strong points around the answer.

Students in this band may be failed on the basis that there are major errors in their use of the Harvard Referencing system– in text referencing, page numbers when paraphrasing and the reference list will be formatted as per the London Met Harvard Referencing System guide. In text referencing for each point, not just at the end of a paragraph.

The structure of the workbook will be very weak, owing to a poor argument/descriptive tone. Students may wish to use brainstorming or mindmapping before they start writing to prevent this error.

There will be no evidence of synthesis/analysis – this may due to a lack of reading academic references/suggested readings or understanding of these. They may have a fundamental lack of understanding of the literature and therefore unable to analyse.

Overall essays are likely to have been failed because they are incomplete or the majority of answers do not address the question set/are descriptive in nature. There may be major errors with Harvard Referencing which render the essay a fail. Academic writing may be poor, owing either style or poor understanding of the literature (a strong argument can only be gleaned from strong evidence!).

Work showing evidence of:

Students are likely to have submitted piece of work which for the most part is incomplete (more than two sections). There will be a serious lack of detail in answers/explanation for the reader around your ideas. Aspects of the question may not be fully addressed.

There is likely to be a lack of academic evidence used – perhaps all online/non-academic sources (Wikipedia, online essays, news sources) and little use of the suggested readings that have been selected for a reason.

There may be major errors in the use the Harvard– in text referencing, page numbers when paraphrasing and the reference list will be formatted as per the London Met Harvard Referencing System guide. In text referencing for each point, not just at the end of a paragraph.

There may be no clear structure of the workbook – owing to a lack of reading of the suggested sources or understanding of these. Students may wish to use brainstorming or mindmapping before they start writing to prevent this error.

There will be no evidence of synthesis/analysis – this may be weakened by a lack of reading academic references/suggested readings or understanding of these. There will be no care taken to demonstrate the importance of the points to the reader, or this may be weakened by a weak point in itself!

Overall this piece of work is a very poor standard – it will fail to answer the question set and this may be due to not reading the suggested readings, using these effectively to answer the question or a lack of understanding of the main points within these. The workbook is likely to be incomplete, or exceptionally descriptive in nature – to the point that it doesn’t answer the question at all. Sources may be online/non academic rather than using the selected readings that have been chosen with purpose. Major issues with Harvard Referencing such as plagiarism may also render this workbook a fail. Student cannot analyse/synthesise due to lack of reading/argument above.

Fail (non-submission)

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