Class and Mark

Relevance

Strength of Argument

Use of Evidence

Presentation

Research

First
70-100

Engaged with the question in a particularly focused and imaginative way.

Perceptive; detailed; well-developed; thoroughly consistent; fully convincing.

Full command of textual evidence; pertinent quotation.

Imaginative and subtle use of language; excellent command of grammar, spelling, punctuation, paragraphing; full references and bibliography.

Extensive and apposite, with evidence of critical engagement.

Upper Second
60-69

Clearly relevant to the question.

A convincing case made, reflecting appreciation of important issues and concepts.

Firm grasp on texts; argument usually supported by relevant quotation.

Fluent style; grammatically correct, with accurate spelling and punctuation; full referencing and bibliography.

Argument informed by use of appropriate secondary sources.

Lower Second
50-59

In the right area.

On the right lines, with reasonable detail and consistency; tends to be more descriptive than analytical.

Sound textual knowledge; argument usually supported by quotation, but evidence not always apposite or well integrated.

Grammar and style competent although occasionally awkward; references and bibliography present.

Evidence of further reading, although it may be indiscriminate or relied upon too heavily.

Third
40-49

Some attempt to answer the question, but notable irrelevancies.

Superficial understanding and coverage of the subject; a rather unconvincing and confused argument.

Weak grasp on texts; scanty or inappropriate use of supporting evidence.

Stylistically clumsy; faulty grammar, spelling and punctuation; inadequate referencing.

Elementary research only; contributes little to argument.

Fail
(condonable)

35-39

Fails to address the question adequately.

Confused and sometimes incoherent; unconvincing.

Inadequate knowledge of texts; little or no supporting evidence offered.

Rudimentary grammatical errors; absence of references or bibliography.

Little or no evidence of further reading.

Fail
0-34

Mostly or entirely irrelevant.

No discernible argument.

Evidence either missing or irrelevant.

Largely incoherent or unreadable.

Little or no evidence of further reading. Plagiarism.