Descriptive analysis of Mark Bands

Descriptive Analysis of Mark Bands

  • There is a clear overall structure which is explicitly announced and adhered to.
  • Linking statements make arguments easy to follow
  • Ideas are clearly expressed in grammatical sentences using an appropriate, readable style.
  • Thorough analysis of relevant concepts and theories and evidence with proper emphasis on main points and detailed information
  • Shows awareness of issues relating to the broader context of the topic: paradigms, methodologies, current issues
  • Clearly directs arguments towards answering the question
  • Wide-ranging and appropriate use of evidence to support claims
  • A clear pattern of evaluating ideas and evidence and presenting alternative explanations
  • Shows originality in links and lines of argument
  • Argument is consistent and flows well
  • Grammatical, readable and appropriate style

 

An answer achieving 70+ must present a coherent, well structured, readable, very well informed argument which is evaluative, well-evidenced, shows originality and relates the topic to the broader context.

 

60+

  • An overall structure is evident and followed for the majority of the essay
  • Linking statements are often used and make most arguments easy to follow
  • Ideas are generally expressed using grammatical sentences in an appropriate, readable style.
  • Good analysis of relevant concepts and theories and evidence with proper emphasis on main points and detailed information.  Shows student has read beyond the essential reading.
  • Shows some awareness of issues relating to the broader context of the topic: paradigms, methodologies, current issues
  • Directs arguments towards answering the question
  • Good use of appropriate evidence to support claims
  • Evaluates ideas and evidence and presents alternative explanations
  • Shows glimpses of originality in links and lines of argument
  • Argument is consistent and flows well
  • Grammatical, readable and appropriate style

 

An answer achieving 60+ must be a coherent, well structured, and readable argument which is well informed, uses evidence to back up statements and shows reading beyond the essential texts.  Originality of thought and very good use of evidence may compensate for lapses in the argument structure.

 

 

50+

  • There is evidence of an overall structure, but it is either not clearly announced or is not adhered to.
  • Linking statements are sometimes used but gaps or less clearly expressed statements make the arguments less easy to follow.
  • Information tends to drive argument rather than vice-versa
  • Ideas are expressed reasonably clearly and whilst there may be some grammatical errors, the style is on the whole readable and appropriate
  • Quite good analysis of relevant concepts, theories and evidence and sufficient detailed information.  Shows student has a good grasp of the core information.
  • May provide some links to the broader context of the topic: paradigms, methodologies, current issues
  • A tendency to make claims unsupported by appropriate evidence
  • Rarely convincing evaluation of ideas and evidence and only occasionally presents alternative explanations
  • Argument not always consistent and can be stilted and quite difficult to follow
  • Reasonably grammatical, readable and uses an appropriate style

 

An answer achieving 50+ must show that the student is reasonably well informed on the core information and uses evidence sufficiently well to present a fairly good argument.  Must be evidence of reading beyond basic lecture material.  The overall structure should be reasonably good and should include a more than adequate amount of linking statements which help the flow of the argument.

 

 

40+

  • There are obvious problems with the overall structure: either it is not evident or it is not clearly supporting the argument
  • Few linking statements are used or those that are used rarely help to clarify the argument
  • There may be obvious grammatical errors and the style may diverge from what is appropriate making the essay not very readable.
  • Information tends to drive argument rather than vice-versa
  • There may be some errors or gaps but there is a satisfactory analysis of relevant concepts, theories and evidence and sufficient detailed information which shows the student has a basic grasp of the core information.
  • A frequent pattern of making claims unsupported by appropriate evidence.
  • Few attempts to evaluate ideas and evidence and to balance the argument.  These may also be either unconvincing or superficial.
  • Argument may be unclear and lack coherence, often stilted and quite difficult to follow
  • Grammar, readability and style satisfactory.

 

An answer achieving 40+ must show adequate understanding of relevant concepts and theories.  Evidence may be lacking or inappropriate.  There may be flaws in the argument or an obvious lack in argument directed towards the question and there may be frequent grammatical errors or lack of clarity.  Notwithstanding errors, there must be sufficient evidence that the student understands a satisfactory amount to warrant a pass.

 

 

30+ Fail (but with potential for compensation)

  • The overall structure has serious flaws: either it is not evident or it does very little to support the argument
  • There are very few linking statements or those that are used very rarely help to clarify the argument
  • There may be very clear grammatical errors and the style may significantly diverge from what is appropriate making the essay very difficult to follow.
  • Information drives argument rather than vice-versa
  • There are many errors or gaps in the analysis of relevant concepts, theories and evidence and overall information is not sufficient to demonstrate even a basic grasp of the core information.
  • A very frequent pattern of making claims unsupported by appropriate evidence.
  • Very few attempts to evaluate ideas and evidence and to balance the argument.  Those included may be either unconvincing or superficial.
  • Argument unclear with a lack of coherence, frequently stilted and difficult to follow
  • Grammar, readability and style unsatisfactory.

 

An answer achieving 30+ fails to demonstrate understanding of relevant concepts and theories.  Evidence is lacking, unconvincing or inappropriate.  There are flaws in the argument or an obvious lack in argument directed towards the question making the answer fail to present a sufficient case.  There may be grammatical errors or lack of clarity.  The overall impression is of a student who does not understand sufficiently well to warrant a pass.

 

 

Less than 30 Fail (but without potential for compensation)

  • The overall structure has very serious flaws: either it is not evident or it does very little to support the argument
  • Linking statements are virtually absent or do not help to clarify the argument
  • There may be very clear grammatical errors and the style may significantly diverge from what is appropriate making the essay very difficult to follow.
  • Information where it exists, is irrelevant and drives argument rather than vice-versa
  • There are many errors or gaps in the analysis of relevant concepts, theories and evidence and overall information is not sufficient to demonstrate even a basic grasp of the core information.
  • The paper consistently makes claims unsupported by appropriate evidence.
  • Little or no attempt to evaluate ideas and evidence and to balance the argument.  Those included may be either unconvincing or superficial.
  • Argument lacking or very unclear with a lack of coherence,  stilted and difficult to follow
  • Grammar, readability and style unsatisfactory.

 

An answer achieving less than 30% shows obvious failure to demonstrate understanding of relevant concepts and theories.  Evidence is lacking, unconvincing or inappropriate.  There are serious flaws in the argument or an obvious lack in argument, seldom is argument directed towards the question making the answer clearly fail to present a sufficient case.  There are grammatical errors or lack of clarity.  The overall impression is of a student who has very little understanding of the topic.