Criteria

Excellent

Very Good

Good

Satisfactory

Weak

Answers the question/problem or topic set

Everything written is clearly relevant to the question; each fact, concept, argument, and piece of evidence fully contributes and makes a difference to the answer, or the examples used in class discussion

Most writing is largely relevant to the question; each fact, concept, argument, and piece of evidence largely contributes and makes a difference to the answer

Most writing written is generally relevant to the question; each fact, concept, argument, and piece of evidence generally contributes and makes a difference to the answer

Some writing is vaguely relevant to the question; each fact, concept, argument, and piece of evidence vaguely contributes and makes a difference to the answer

Everything written is not clearly relevant to the question; each fact, concept, argument, and piece of evidence not clearly contributes and does not make a difference to the answer

Makes a convincing argument supported by appropriate evidence

Builds an innovative case; goes beyond a list of facts; facts and evidence support the case being made; demonstrates clear evidence of interpretation and evaluation; argues for a position, rather than merely asserting an opinion; anticipates and responds to possible counterarguments; reaches reasonable concluding remarks where applicable and assesses the strength of them

Builds a case; Largely goes beyond a list of facts; facts and evidence support the case being made; demonstrates evidence of interpretation and evaluation; argues for a position, rather than merely asserting an opinion; anticipates and responds to possible counterarguments; reaches concluding remarks where applicable and assesses the strength of them

Builds a case; Generally, goes beyond a list of facts; facts and evidence support the case being made; generally, demonstrates evidence of interpretation and evaluation; generally, argues for a position, rather than merely asserting an opinion; anticipates and responds to possible counterarguments; reaches concluding remarks where applicable and assesses the strength of them

Builds a case; Vaguely, goes beyond a list of facts; facts and evidence vaguely support the case being made; demonstrates evidence of interpretation and evaluation; vaguely, argues for a position, rather than merely asserting an opinion; anticipates and responds to possible counterarguments; reaches concluding remarks where applicable and assesses the strength of them

Does not builds a case; goes beyond a list of facts; facts and evidence does not support the case being made; does not demonstrate evidence of interpretation and evaluation; does not argue for a position – merely asserting an opinion; does not anticipate and respond to possible counterarguments; does not reach concluding remarks where applicable and assesses the strength of them

Demonstrates and applies relevant subject specific knowledge/understanding

Answer demonstrates an excellent understanding and application of disciplinary concepts, ideas, procedures, and excellently illustrates application of concepts and ideas

Answer better demonstrates understanding and application of disciplinary concepts, ideas, procedures, better illustrates application of concepts and ideas

Answer acceptably demonstrates understanding and application of disciplinary concepts, ideas, procedures, acceptably illustrates application of concepts and ideas

Answer reasonably demonstrates understanding and application of disciplinary concepts, ideas, procedures, reasonably illustrates application of concepts and ideas

Answer does not demonstrate understanding and application of disciplinary concepts, ideas, procedures, does not illustrate application of concepts and ideas

Has an appropriate structure

Has an excellent logical sequence, ideas relate to each other and to topic, provides signposts for the reader (e.g. ‘there are three main reasons for this, ‘taking a different perspective…’, a possible counter-argument might be….’), conclusions drawn logically follow from the arguments and evidence presented

Has a very good logical sequence, ideas relate to each other and to topic, provides signposts for the reader (e.g., ‘there are three main reasons for this, ‘taking a different perspective…’, a possible counter-argument might be….’), conclusions drawn logically follow from the arguments and evidence presented

Has a good logical sequence, ideas relate to each other and to topic, provides signposts for the reader (e.g., ‘there are three main reasons for this, ‘taking a different perspective…’, a possible counter-argument might be….’), conclusions drawn somewhat logically follow from the arguments and evidence presented

Has a reasonable logical sequence, ideas relate to each other and to topic, provides signposts for the reader (e.g., ‘there are three main reasons for this, ‘taking a different perspective…’, a possible counter-argument might be….’), conclusions drawn vaguely follow from the arguments and evidence presented

Has not a logical sequence, ideas relate to each other and to topic, does not provide signposts for the reader (e.g., ‘there are three main reasons for this, ‘taking a different perspective…’, a possible counter-argument might be….’), conclusions does not logically follow from any argument or evidence.

Follows the appropriate academic and stylistic conventions (Harvard) with regard to formatting, citations and references

Sources used are correctly cited in the text and included in the reference list/ bibliography; document is formatted according to instructions; where appropriate diagrams, charts and graphs are properly labelled

Sources used are correctly cited in the text and included in the reference list/ bibliography; document is formatted according to instructions; where appropriate diagrams, charts and graphs are properly labelled

Sources used have some errors in the text and there are some errors in the reference list/ bibliography; document is formatted according to instructions; where appropriate diagrams, charts and graphs are properly labelled

Sources used have many errors in the text and there are many errors in the reference list/ bibliography; document is formatted according to instructions; where appropriate diagrams, charts and graphs are properly labelled

Sources used are not correctly cited in the text and included in the reference list/ bibliography; document is formatted according to instructions; where appropriate diagrams, charts and graphs are properly labelled