Governments' 'economic' policies have a dramatic impact on people's income, wealth & employment prospects & so are of importance to most members of society. Rationally choosing from the enormous range of social & economic policies & reforms on offer involves weighing many arguments, very few of which are purely economic in nature. This course examines the essential moral components of these arguments. It examines different policies affecting the distribution of income, wealth & employment in society.
This course may not run if there are fewer than 20 enrolments.
Governments’ ‘economic’ policies have a dramatic impact on people’s income, wealth and employment prospects. Understanding, evaluating, and developing these policies is a central concern of economic justice. The course begins with a survey of how the idea of economic justice developed and ways of conceptualising that development. The course then examines some central components of two of the most influential theories of economic justice developed over the last 50 years. With this background then in place the focus of the course switches to helping students understand some more complex conceptual and normative frameworks relevant to economic justice. The goal is at the end of the course is for students to have enough understanding and familiarity with these frameworks to begin analysing, critiquing, and developing solutions to contemporary economic justice problems themselves.
You can't enrol in this course if you've already completed the following:
PD275, PHIL7275
Consultation Hours: Mondays 9-10am. Students are welcome to drop into my office at anytime. If you visit my office (E333 Forgan Smith) and I am not there, please do not hesitate to call me on 0402801888�to make an appointment.
It is important to put PHIL2750 in the subject line of any emails in order to get a reply.
The timetable for this course is available on the UQ Public Timetable.
Students are to attend one 2 hour lecture and a 1 hour tutorial each week. There will be 10 tutorials for each tutorial class during the semester (there will only be one 12pm tutorial on 2 and 9 September). The tutorials will provide students with an opportunity to ask questions and discuss issues raised from the lecture that week and also for them to reflect on the readings they have done for that week. The tutorials start in Week 2.
Economic justice is a pivotal concept in political philosophy and forms a major part of debates about a good society. The main aim of the first part of the course is to introduce students to two major theories of economic justice and to develop their ability to conceptualize and ethically evaluate some claims about economic justice. The major aim of the second part of course is to introduce students to some advanced conceptual and normative frameworks which will enable them to critically evaluate policies affecting the distribution of income, wealth and opportunities in a society. ﾠThis will be done via a combination of advanced reading, class work, and through students conducting independent research on a contemporary economic justice issue.
After successfully completing this course you should be able to:
LO1.
identify and ethically evaluate claims about economic justice
LO2.
develop independent views about economic justice
LO3.
be able to differentiate incentives, economic rents, and compensation and to use these concepts in developing solutions to problems of economic justice
LO4.
characterise some of the practical policy problems in achieving more social and economic justice
LO5.
identify some of the causes of income inequality and use that knowledge to analyse some economic justice policies
LO6.
communicate effectively in writing about economic justice
LO7.
speak effectively about economic justice
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution |
Course Participation
|
10% |
22/07/2024 - 21/10/2024 |
| Essay/ Critique | First Philosophical Essay | 27% |
30/08/2024 2:00 pm |
| Essay/ Critique | Draft Core Argument for Research Essay | 3% |
8/10/2024 2:00 pm |
| Essay/ Critique | Final Philosophical Essay (Research) | 60% |
4/11/2024 2:00 pm |
22/07/2024 - 21/10/2024
Participation each week in the lectures and tutorials including polls (which will be administered live via Zoom) for both lectures and tutorials. The 2nd half of the semester participation will be weighted twice as heavily as the first half.
You cannot defer or apply for an extension for this assessment.
30/08/2024 2:00 pm
1,000 word philosophy essay (including discursive footnotes)
In your essay you should consider some objections to your arguments and claims. You should critically engage with arguments rather the just explain them (depending on the degree of complexity of the arguments you focus on). It is important at the beginning of your essay that you clearly set out what you are going to address. As you go along it is also important to flag what arguments you are not going to address in detail. If the focus of the essay you are intending to write has some distance from the material we have covered in class please consult the lecturer to get prior approval.
There is an option to do the essay with one or two other students in the course. This is only an option - adopting this option is done solely via private voluntary arrangements between students. Group work is not a required part of the course and is not taught in this course. This option though gives students the opportunity to work collaboratively on their essays if they wish to.
Students who choose to work together on their first essay are not required to do so on their second essay (and vice versa). Also, students are free to work with different partners on their second essay if they choose to. Students who choose to submit an essay jointly will receive an identical mark for the jointly submitted essay. The essay length will be 1,300 words if two students are submitting, and 1,500 words if three students are submitting.
The assignments are designed so that you can demonstrate your understanding of the subject material and your analytical ability to reflect critically and engage with the substantive arguments contained in the readings and lectures. A detailed guide for philosophy assignment preparation will be made available on the Blackboard site for this course. Students are responsible for familiarizing themselves with School policy regarding academic advice, assessment, plagiarism, etc. Students are encouraged to read the UQ Student Integrity and Misconduct policy (http://ppl.app.uq.edu.au/content/3.60.04-student-integrity-and-misconduct and refer to Section 6.1 of this Electronic Course Profile. PLAGIARISM is an academic offence and will be penalized. Useful information may also be found on the UQ Cybrary web-page under “Advice & Training – UseIts”.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
8/10/2024 2:00 pm
500 word Draft of the Core Argument for Final Research Essay.
Submit a 500 word draft of the core argument for your Final Research Essay. There is no need to properly reference the draft (the final essay will need to be properly reference of course). There is no need to provide any introduction/context etc. There is no need to provide an outline of your overall essay. There is no need to have well-edited prose (for instance, some use of dot points is fine). You are required simply to state your core thesis and to give the draft central argument for it. Students who have decided to submit a final essay jointly: 600 words Three students submitting: 700 words.
3 marks: Exhibits a well-developed core argument for the final research essay.
2 marks: Exhibits a developed core argument for the final research essay.
1 mark: Needs considerably more work in order to have a core argument for the final research essay.
0 marks: No substantial argument submitted.
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
4/11/2024 2:00 pm
2,000 word philosophy essay (including discursive footnotes)
In your essay you should consider some objections to your arguments and claims. You should critically engage with arguments rather the just explain them (depending on the degree of complexity of the arguments you focus on). It is important at the beginning of your essay that you clearly set out what you are going to address. As you go along it is also important to flag what arguments you are not going to address in detail. If the focus of the essay you are intending to write has some distance from the material we have covered in class please consult the tutor or lecturer to get prior approval.
There is an option to do the essay with one or two other students in the course. This is only an option - adopting this option is done solely via private voluntary arrangements between students. Group work is not a required part of the course and is not taught in this course. This option though gives students the opportunity to work collaboratively on their essays if they wish to.
Students who choose to work together on their first essay are not required to do so on their second essay (and vice versa). Also, students are free to work with different partners on their second essay if they choose to. Students who choose to submit an essay jointly will receive an identical mark for the jointly submitted essay. The essay length will be 2,400 words if two students are submitting, and 2,700 words if three students are submitting.
Students are responsible for familiarizing themselves with School policy regarding academic advice, assessment, plagiarism, etc. Students are encouraged to read the UQ Student Integrity and Misconduct policy (http://ppl.app.uq.edu.au/content/3.60.04-student-integrity-and-misconduct and refer to Section 6.1 of this Electronic Course Profile. PLAGIARISM is an academic offence and will be penalized. Useful information may also be found on the UQ Cybrary web-page under “Advice & Training – UseIts”.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Description |
|---|---|
| 1 (Low Fail) |
Absence of evidence of achievement of course learning outcomes. Course grade description: <p>Grade 1, Low Fail (0-24%), is generally awarded in cases where some assessment has been submitted, but it is of wholly unsatisfactory standard or quantity. In work submitted, however, there is no demonstrated evidence of understanding of the concepts of the field of study or basic requirements of the course. Grade 1, Fails to demonstrate most or all of the basic requirements of the course: An essay that does not receive a mark in the passing grades will�typically be characterised by one or more of: *Little consideration of key source materials; *Failure to answer or address the question; *Lack of supporting material; *Poor expression; *Little evidence of ability to read closely or carefully; *Random assembly of points; *Incomplete documentation.</p> |
| 2 (Fail) |
Minimal evidence of achievement of course learning outcomes. Course grade description: <p>Grade 2, Fail (25-44%), is generally awarded to work that exhibits deficiencies in understanding and applying the fundamental concepts of the course and field of study, and as such, does not satisfy the basic requirements of the course. Often, one or more major items of assessment will not have been completed. Grade 2, Fail: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline: An essay that does not receive a mark in the passing grades will�typically be characterised by one or more of: *Little consideration of key source materials; *Failure to answer or address the question; *Lack of supporting material; *Poor expression; *Little evidence of ability to read closely or carefully; *Random assembly of points; *Incomplete documentation.</p> |
| 3 (Marginal Fail) |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: <p>Grade 3, Marginal Fail (45-49%), is generally awarded if a student has submitted work that attempts to meet the knowledge and skill requirements of the course, but is only able to demonstrate a superficial understanding of the fundamental concepts of the course. Students will usually have attempted all major pieces of assessment and show that they have an identifiable, emerging ability to apply basic knowledge and skills. Grade 3, Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideas with lack of clarity and inconsistent adherence to the conventions of the discipline: An essay that does not receive a mark in the passing grades will�typically be characterised by one or more of: *Little consideration of key source materials; *Failure to answer or address the question; *Lack of supporting material; *Poor expression; *Little evidence of ability to read closely or carefully; *Random assembly of points; *Incomplete documentation.</p> |
| 4 (Pass) |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: <p>Grade 4, Pass (50-64%), is generally awarded where all major items of assessment have been submitted. An adequate knowledge of the fundamental concepts of the course and field of study should be demonstrated and a functional skill level achieved. Grade 4, Pass: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline: An essay receiving a mark in the four range will�typically be characterised by: *An argument that covers the main issues; *Use of evidence to support the argument; *Adequate expression; *A reasonably coherent structure; *Evidence of some ability to read carefully; *Reference to basic source materials; *Accurate documentation of sources.</p> |
| 5 (Credit) |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: <p>Grade 5, Credit (65-74%), is generally awarded where all items of assessment have been completed and a substantial understanding of the fundamental concepts of the course and field of study have been demonstrated.� Grade 5, Credit: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline: An essay receiving a mark in the five range will�typically be characterised by: *Some attempt at originality; *Use of evidence to support the argument; *Generally clear expression; *A coherent structure; *Demonstration of ability to read some source material closely; *Use of source materials; *Accurate documentation of sources.</p> |
| 6 (Distinction) |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: <p>Grade 6, Distinction (75-84%), is generally awarded where all items of assessment have been completed and substantial knowledge of the deeper and more complex aspects of the course and field of study have been demonstrated. Grade 6, As for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience: An essay receiving a mark in the six range will typically be characterised by: *Some originality; *A well organised argument; *Careful use of evidence to support the argument; *Clear expression; *A coherent structure; *Demonstration of ability to read source material closely; *Consideration of relevant sources; *Accurate documentation of sources. �</p> |
| 7 (High Distinction) |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: <p>Grade 7, High Distinction (85-100%), is generally awarded where all items of assessment have been completed and there is evidence that the deeper and more complex aspects of the course and field of study have been mastered. Grade 7, High Distinction: As for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications: An essay receiving a mark in the seven range will typically be characterised by: *A high level of originality; *A well organised argument; *Critical use of evidence to support the argument; *Clear an concise expression, the quality of writing matching the quality of the ideas; *Demonstration of ability to read source material closely and carefully; *A balanced and critical consideration of relevant sources; *Accurate documentation of sources.</p> |
ﾠUNDERGRADUATE
ﾠ
PERCENTAGE RANGE
Grade X
No Assessable Work
Grade 1
0-24%
Grade 2
25-44%
Grade 3
45 – 49%
Grade 4
50 – 64%
Grade 5
65 – 74%
Grade 6
75 – 84%
Grade 7
85 – 100%
A word count that is within ±10% of the set length (word limit) is acceptable. Word count does not include footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
2024 HAPI Assessment Criteria
Contents
1. Essay Assessment Criteria (History, Ancient History and Classics, Studies in Religion)
2. Essay Assessment Criteria (Philosophy)
3. Tutorial Participation Assessment Criteria
4. Project/Essay Proposal Assessment Criteria
5. Annotated Bibliography Assessment Criteria
6. Book Review Assessment Criteria
7. Document Analysis Assessment Criteria
8. Critical Review and Reflection Assessment Criteria
9. Discussion Board Assessment Criteria
10. Quizzes (in-class or online)
11. Diaries Assessment Criteria
12. Oral Presentation Assessment Criteria
13. Exam Assessment Criteria
14. Grammatical Exercise Assessment Criteria
15. Translation Exercise Assessment Criteria
16. Short Answer (Disputations) Assessment Criteria
17. On-Site Presentation Handout Assessment Criteria
18. Topic Posters Assessment Criteria
19. Scansion Exercise Assessment Criteria
20. Formal Logic Exercise Assessment Criteria
21. Honours Essay and Thesis Assessment Criteria (History, Ancient History and Classics, Studies in Religion)
22. Honours Essay and Thesis Assessment Criteria (Philosophy)
23. Honours Language Lectures / Oral Presentations
24. Op-ed piece
25. Greek Tragedy Performance Task
26. Podcasts and video documentaries
27. Critical Summary
28. Scaffolded Writing Assignment
29. Research Proposal for Site Visit Essay
1. Essay Assessment Criteria (History, Ancient History and Classics, Studies in Religion)
Your essay will be assessed according to the following criteria:
1. Ability to construct a well-reasoned argument.
2. Depth and breadth of knowledge and understanding of central issues.
3. Ability to form a well-structured essay.
4. Engagement with academic sources and evidence.
5. Insight and/or creativity in interpreting texts or constructing a point of view or argument.
6. Capacity to produce a coherent and well-written essay using correct grammar and syntax.
7. Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85-100%), your essay should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay should be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75 – 84%), your essay should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay should be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%) your essay should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial level of knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer some insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate
2. Essay Assessment Criteria (Philosophy)
Your essay will be assessed according to the following criteria:
1. Ability to define the topic or philosophical issue under debate. (Topic definition.)
2. Ability to construct a well-reasoned argument for a certain point of view. (Argument and Structure.)
3. Depth and breadth of understanding of the various positions in a philosophical debate. (Scope and Depth of Treatment)
4. Insight and/or originality in interpreting texts or constructing a point of view or argument. (Originality)
5. Capacity to produce a polished, well-written and appropriately referenced essay. (Presentation)
To achieve a grade of 7 (High Distinction, 85-100%), your essay should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay will be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation: This grade is assigned for a total (sum of all the assessment components) in the range 85-100%. See assessment components for specific grading criteria.
To achieve a grade of 6 (Distinction, 75-84%), your essay should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay will be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation: This grade is assigned for a total (sum of all the assessment components) in the range 75-84%. See assessment components for specific grading criteria.
To achieve a grade of 5 (Credit, 65 – 74%) your essay should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a good understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively: This grade is assigned for a total (sum of all the assessment components) in the range 65-74%. See assessment components for specific grading criteria.
To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect functional achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately: This grade is assigned for a total (sum of all the assessment components) in the range 50-64%. See assessment components for specific grading criteria.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent: This grade is assigned for a total (sum of all the assessment components) in the range 45-49%. See assessment components for specific grading criteria.
To achieve a grade of 2 (Fail, 25-44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent: This grade is assigned for a total (sum of all the assessment components) in the range 25-44%. See assessment components for specific grading criteria
To achieve a grade of 1 (Low Fail, 0-24%), your essay will reflect minimal evidence of achievement, and exhibit deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, and/or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent: This grade is assigned for a total (sum of all the assessment components) in the range 1-24%. See assessment components for specific grading criteria.
Grade X: No assessable work received.
3. Tutorial Participation Assessment Criteria
Your tutorial participation will be assessed according to the following criteria:
1. Evidence of participation in discussions.
2. Evidence of preparation for the tutorial, most notably through completing the set readings.
3. Quality of contributions to discussions.
4. Fostering of group discussions, through courteous and respectful interactions with staff and students.
5. Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
4. Project/Essay Proposals and Plans Assessment Criteria
Your project/essay proposal or plan will be assessed according to the following criteria:
1. Topic definition and rationale for project.
2. Concise statement of your research question or problem.
3. Outline of research approach, strategy and time plan.
4. Identification of key issues and/or challenges.
5. Evaluation of academic sources and evidence.
6. Presentation and written expression.
To achieve a grade of 7 (High Distinction, 85-100%), your proposal should demonstrate exceptional consideration of issues related to topic definition and rationale, and provide a nuanced and sophisticated statement of your research question and strategic approach. Project tasks should be identified very clearly, and the evaluation of relevant sources will be very insightful. Your proposal will be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75-84%), your proposal should demonstrate an advanced level of consideration of issues related to topic definition and rationale, and provide a very effective statement of your research question and strategic approach. Project tasks will be clearly identified, and the evaluation of relevant sources will be insightful. Your proposal will be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%), your proposal should demonstrate proficient consideration of issues related to topic definition and rationale, and provide an effective statement of your research question and strategic approach. Project tasks will be well identified, with good evaluation of relevant sources. The presentation and referencing of your essay will follow/largely follow discipline conventions, have few/some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%), your proposal should adequately consider some issues related to topic definition and rationale, and provide a functional or workable statement of your research question and strategic approach. There will be adequate identification of some project tasks, and a basic evaluation of some relevant sources. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your proposal will consider issues related to topic definition and rationale only superficially, and will provide an attempt that demonstrates developing proficiency but ultimately does not result in a workable statement of your research question and/or strategic approach. Identification of project tasks will be superficial, and relevant sources will be evaluated inadequately. Your organisation, writing, spelling and grammar will be adequate/poor and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%), your proposal will demonstrate minimal consideration of issues related to topic definition and rationale, will fail to provide a workable statement of your research question and strategic approach. There will be poor or insufficient identification of project tasks, and inadequate evaluation of relevant sources. Your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your proposal will fail to consider issues related to topic definition and rationale, and will not present a workable statement of your research question and strategic approach. There will be no or insufficient identification of project tasks, and no or insufficient evaluation of relevant sources. There will be an unsatisfactory standard of presentation and/or written expression. Use of discipline conventions will be absent, poor or inappropriate.
5. Annotated Bibliography Assessment Criteria
Your annotated bibliography will be assessed according to the following criteria:
1. Identification of relevant scholarly literature and secondary sources.
2. Identification of suitable primary sources or original materials (if applicable).
3. Relevant and insightful annotations identifying key themes and uses of the sources.
4. Written expression and correct referencing style.
To achieve a grade of 7 (High Distinction, 85-100%), your annotated bibliography should demonstrate that you have an exceptional range of original research materials, have incorporated relevant scholarly literature comprehensively, and have critically identified suitable primary sources or original materials (if applicable). Your annotations will be sophisticated and very insightful, and demonstrate an exceptional level of understanding of relevant scholarly issues. Your writing will be very clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75-84%), your annotated bibliography should demonstrate that you have an advanced range of research materials, have substantially incorporated relevant scholarly literature and have critically identified suitable primary sources or original materials (if applicable). Your annotations will be very insightful, demonstrating a very high degree of understanding of relevant scholarly issues. Your writing will be clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%), your annotated bibliography should demonstrate that you have a proficient range of research materials, have incorporated relevant scholarly literature well and have identified suitable primary sources or original materials (if applicable) proficiently. Your annotations will be capable, demonstrating good understanding of relevant scholarly issues. The presentation and referencing of your bibliography will follow/largely follow discipline conventions, have few/some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%), your annotated bibliography should demonstrate that you have a functional range of research materials, that you have incorporated relevant scholarly literature adequately, and that you have identified some suitable primary sources or original materials (if applicable). Your annotations will demonstrate that you have achieved a basic understanding of some relevant scholarly issues. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your annotated bibliography should reflect developing levels of achievement. It falls short of a pass as you will have presented an inadequate range of research materials, incorporated relevant scholarly literature superficially, and poorly identified suitable primary sources or original materials (if applicable). Your annotations attempt to demonstrate a basic understanding of some relevant scholarly issues only. Your organisation, writing, spelling and grammar will be adequate/poor and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%), your annotated bibliography will offer only a minimal range of research materials, will demonstrate poor or no incorporation of relevant scholarly literature and/or suitable primary sources or original materials (if applicable). Your annotations do not show a basic understanding of some relevant scholarly issues. Your bibliography will be inadequately presented with poor regard for scholarly conventions.
To achieve a grade of 1 (Low Fail, 0-24%), your annotated bibliography will fail to supply an adequate range of research materials, to incorporate relevant scholarly literature and/or primary sources (if applicable), and will not demonstrate sufficient understanding of relevant scholarly issues. Use of discipline conventions will be absent, poor or inappropriate.
6. Book Review Assessment Criteria
Your book review will be assessed according to the following criteria:
1. Understanding and comprehension of the book under review.
2. Contextualization of the book, locating it in the relevant field of literature.
3. Clarity and persuasiveness of the critique of the book.
4. Insight and originality of the review.
5. Written expression and presentation.
To achieve a grade of 7 (High Distinction, 85-100%), your book review should demonstrate exceptional levels of understanding and comprehension of the work under review, should locate it precisely and comprehensively in the relevant field or fields of literature, should be highly persuasive and clear in its critique, and should demonstrate outstanding levels of insight and originality. Your book review will be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75-84%), your book review should demonstrate advanced levels of understanding and comprehension of the work under review, should perceptively locate it in the relevant field or fields of literature, should be persuasive and clear in its critique, and should demonstrate very high levels of insight and originality. Your book review will be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%), your book review should demonstrate a proficient understanding and comprehension of the work under review, should locate it broadly in the relevant field or fields of literature, should offer a clear critique, and should demonstrate an adequate level of insight and originality. The presentation and referencing of your review will follow/largely follow discipline conventions, have perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%), your book review should demonstrate a functional understanding and comprehension of the work under review, should be able to identify the relevant field or fields of literature to which it belongs adequately, should offer a coherent critique, and should demonstrate a basic level of insight and originality. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your book review should reflect developing levels of achievement. It should demonstrate that you have a superficial understanding and comprehension of the work under review, that you have attempted to identify the relevant field or fields of literature to which it belongs, and have attempted to offer a coherent critique. Your organisation, writing, spelling and grammar will be adequate/poor and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%), your book review will demonstrate a minimal understanding and comprehension of the work under review, be unable to identify the relevant field or fields of literature to which it belongs, and will not provide a coherent critique, insight and originality. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your book review will fail show evidence of understanding and comprehension of the work under review. It will not demonstrate an understanding of the work’s relation to surrounding literature, or provide a coherent critique, insight and originality. It will also be poorly written and presented, and use of discipline conventions will be absent, poor or inappropriate.
7. Document/Textual/Object/ Gobbet Analysis Assessment Criteria
Your analysis will be assessed according to the following criteria:
1. Ability to identify author or creator of the item.
2. Ability to explain the context of the item.
3. Ability to identify the key components, themes or features that allow critical appreciation.
4. Ability to explain the significance of the item.
5. Ability to critique various interpretations of an item and to employ interpretive perspectives, when applicable.
6. Clear and concise written expression, well presented.
To achieve a grade of 7 (High Distinction, 85-100%), you should demonstrate that you have an exceptional and highly nuanced understanding of the text, document, inscription or object. Your analysis should be critical and sophisticated, and provide a thorough assessment of the item’s wider context/uses. Your writing will be very clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75-84%), you should demonstrate that you have an advanced level of understanding of the text, document, inscription or object. Your analysis should be critical and provide a thorough assessment of the item’s wider context/uses. Your writing will clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve grade of 5 (Credit, 65 – 74%), you should demonstrate that you have a proficient understanding of the text, document, inscription or object. Your analysis should be well considered and provide a fundamental assessment of the item’s wider context/uses. The presentation and referencing of your essay will follow/largely follow discipline conventions, have few/some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%), you should demonstrate that you have a functional understanding of the text, document, inscription or object. Your analysis should provide a basic level of information and offer an adequate assessment of the item’s wider context/uses. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), you will need to show that you have a superficial understanding of the text, document, inscription or object. Your analysis should demonstrate that you have a developing understanding of the assessment item and its wider context/uses. Your organisation, writing, spelling and grammar will be adequate/poor and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%), your work will show that you have only a minimal understanding of the text, document, inscription or object. Your analysis will demonstrate that you have not understood fundamental concepts or the wider context/uses of the item. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your analysis will fail to demonstrate that you understand the text, document, inscription or object. Your analysis will not provide evidence that you have grasped fundamental concepts or the wider context/uses of the item. Your standard of presentation and expression and use of discipline conventions will be poor or inadequate.
8. Critical Review and Reflection Assessment Criteria
Your critical review and reflection will be assessed according to the following criteria:
1. Evidence of comprehension of the reading or readings under review.
2. Contextualization of the readings, locating them in the relevant field(s) of literature.
3. Critique of the reading or readings.
4. Insight and creativity.
5. Clear and concise written expression, well presented.
To achieve a grade of 7 (High Distinction, 85-100%), your critical review of and reflection on readings should demonstrate exceptional comprehension of the works under review; it should locate them precisely and comprehensively in the relevant field or fields of literature; it should be highly persuasive and clear in its critique, and should demonstrate exceptional levels of insight and creativity. Your writing will be very clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75-84%), your critical review of and reflection on readings should demonstrate an advanced comprehension of the works under review; it should locate them perceptively and comprehensively in the relevant field or fields of literature; it should be very persuasive and clear in its critique, and should demonstrate advanced levels of insight and creativity. Your writing will be clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%), your critical review of and reflection on readings should demonstrate a proficient comprehension of the works under review; it should locate them broadly in the relevant field or fields of literature; it should be effective and clear in its critique, and should demonstrate proficient levels of insight and creativity. The presentation and referencing of your review will follow/largely follow discipline conventions, have few/some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%), your critical review of and reflection on readings should demonstrate a functional comprehension of the works under review; it should at least be able to identify them broadly in the relevant field or fields of literature; it should offer a coherent critique, and should demonstrate basic levels of insight and creativity. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your critical review of and reflection on readings should demonstrate developing levels of achievement and a very basic level of research, but it falls short of meeting all the requirements for a passing grade. It should attempt to demonstrate a basic comprehension of the works under review; attempt to identify them broadly in the relevant field or fields of literature and attempt to offer a coherent critique. Your organisation, writing, spelling and grammar will be adequate/poor and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%), your critical review of and reflection on readings will reflect inadequate comprehension of the works under review; a minimal if any attempt to identify them broadly in the relevant field or fields of literature; an inability to offer a coherent critique or identify insights. Your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your critical review of and reflection on readings will not show evidence of understanding and comprehension of the works under review. It will fail to demonstrate a satisfactory understanding of the work’s relation to surrounding literature and will not provide a coherent critique or insight and creativity. Your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
9. Discussion Board Assessment Criteria
Your discussion board assessment will be assessed according to the following criteria:
1. Degree to which stated questions and topics have been addressed.
2. Demonstration of engagement with set readings.
3. Demonstration of a clear understanding of the sources used.
4. Clear and concise expression.
5. Completion of discussion board postings, as per the course requirements.
To achieve a grade of 7 (High Distinction, 85-100%), your discussion board postings will reflect exceptional levels of engagement with and understanding of the prescribed readings, and will be very well written, clear and concise with minimal, if any errors.
To achieve a grade of 6 (Distinction, 75-84%), your discussion board postings will reflect advanced levels of engagement with and understanding of the prescribed readings, and will be well written, clear and concise with minimal errors.
To achieve a grade of 5 (Credit, 65 – 74%), your discussion board postings will reflect proficient levels of engagement with and understanding of the prescribed readings, and will be proficiently written with few errors.
To achieve a grade of 4 (Pass, 50 – 64%), your discussion board postings will reflect functional levels of engagement with and understanding of the prescribed readings, and use an appropriate standard of written expression, perhaps with some errors.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your discussion board postings will reflect superficial levels of engagement with and understanding of the prescribed readings. They will use an adequate standard of written expression with some errors.
To achieve a grade of 2 (Fail, 25-44%), your discussion board postings will reflect minimal levels of engagement with and poor understanding of the prescribed readings, and use a poor or inappropriate standard of written expression. They may also have several errors.
To achieve a grade of 1 (Low Fail, 0-24%), your discussion board postings will be irregular and/or fail to engage with or demonstrate that you understand the prescribed readings. They will be poorly written and may also have several errors.
10. Quizzes (in-class or online) Assessment Criteria
Your quiz assessment task will be assessed according to the following criteria:
1. Ability to produce a succinct response to a directed question.
2. Knowledge of key themes, ideas or content.
3. Ability to employ relevant terminology.
4. Ability to write in clear English (where applicable).
Unlike formative assessment undertaken during your course (such as book reviews and essays), quiz answers are typically marked on right or wrong basis for multiple choice, single word and short answer questions. The overall grade achieved for a quiz is arrived at by totalling the marks for its constituent elements.
11. Diary Assessment Criteria
Your diary assessment task will be assessed according to the following criteria:
1. Degree to which set questions and topic have been addressed.
2. Understanding and engagement with set reading or other materials as required.
3. Clear and concise written expression, well presented.
4. Completion of diary entries, as per course requirements.
To achieve a grade of 7 (High Distinction, 85-100%), your diary will provide an exceptional response to the set topic, demonstrate exceptional levels of engagement with and understanding of the prescribed readings, and use very clear and concise expression with minimal, if any errors.
To achieve a grade of 6 (Distinction, 75-84%), your diary will provide an advanced level of response to the set topic, demonstrate very high levels of engagement with and understanding of the prescribed readings, and use clear and concise, largely error free expression.
To achieve a grade of 5 (Credit, 65 – 74%), your diary will provide a proficient response to the set topic, demonstrate high levels of engagement with and understanding of the prescribed readings, and use an effective standard of written expression.
To achieve a grade of 4 (Pass, 50 – 64%), your diary will provide a basic response to the set topic, demonstrate functional levels of engagement with and understanding of the prescribed readings, and use an appropriate standard of written expression sufficient to convey your ideas.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your diary will show that your entry has failed to meet the requirements for a passing grade, but that there is evidence of developing levels of achievement. You will have attempted to respond to the set topic, attempted to engage with and understand the prescribed readings. You will have used an appropriate a standard of written expression sufficient to convey your ideas.
To achieve a grade of 2 (Fail, 25-44%), your diary will show that you have provided an unsatisfactory response to the set topic, that your levels of engagement with and understanding of the prescribed readings are minimal, and that your expression is poor and/or inappropriate.
To achieve a grade of 1 (Low Fail, 0-24%), your diary will show that you have provided an unsatisfactory response to the set topic, that you have failed to engage with and understand the prescribed readings, and that your expression is poor and/or unsatisfactory.
12. Oral Presentation Assessment Criteria
Your oral presentation will be assessed according to the following criteria:
1. Content and argument of the topic of the presentation.
2. Engagement with academic sources and evidence.
3. Compliance with the stated time limit.
4. Evidence of preparation including powerpoint if required.
5. Fluency, ease and persuasiveness of the presentation.
6. Fostering of discussion and engagement of audience, as per course requirements.
To achieve a grade of 7 (High Distinction, 85-100%), you will have presented a very fluent and exceptionally well-prepared talk that clarifies and explains your topic with a very clear and effective structure. You will have utilised both supplied and original materials to achieve a highly affective discussion that complies precisely with the stated time limit.
To achieve a grade of 6 (Distinction, 75-84%) you will have presented a fluent and very well-prepared talk that clarifies and explains your topic with a clear and effective structure. You will have utilised supplied and original materials to achieve a very effective discussion that complies with the stated time limit.
To achieve a grade of 5 (Credit, 65 – 74%), you will have presented a well-prepared, proficient talk that clarifies and explains your topic with an adequate and functional structure. You will have utilised supplied and original materials to achieve an effective discussion within the stated time limit.
To achieve a grade of 4 (Pass, 50 – 64%), you will have presented a basic talk that addresses aspects of your topic but with some flaws in approach, structure and/or delivery. There may have been limitations in your use of supporting materials, and/or difficulties in meeting set time constraints.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), you will have presented a talk that has clear potential, but has only superficially addressed aspects of your topic. There will have been several flaws in your approach, structure and/or delivery. There will have been limitations in your use of supporting materials, and/or difficulties in meeting set time constraints.
To achieve a grade of 2 (Fail, 25-44%), you will have presented a talk that was not adequately prepared or presented. Minimal effort will have been put into clarifying your topic, and your approach, structure and/or delivery will have been deficient or flawed. Major deficiencies will also have been present in utilising supporting materials and/or meeting time requirements.
To achieve a grade of 1 (Low Fail, 0-24%), you will have presented a talk that was not well prepared or presented. You will have not clarified your topic and your talk will have lacked an effective structure. You will not have utilised supporting materials and/or met time requirements.
13. Exam Assessment Criteria (Including take-home exams)
Your exam responses will be assessed according to the following criteria:
Multiple–Choice/One-Word Answer Questions
Students will be assessed on:
1. Ability to recall terminology and factual knowledge.
2. Ability to recognise the correct contexts for the application of factual knowledge.
Short Answer Questions
Students will be assessed on:
1. Ability to produce a succinct response to a directed question.
2. Knowledge of key themes or ideas.
3. Ability to employ relevant terminology, as required.
4. Clear and concise written expression, well presented.
Gobbets/Textual/Object Analyses
Students will be assessed on:
1. Ability to identify author and/or creator of the item.
2. Ability to explain the context of the item.
3. Ability to identify the key components, themes or features that allow critical appreciation.
4. Ability to explain the significance of the item.
5. Clear and concise written expression, well presented.
Essay Questions
Students will be assessed on:
1. Ability to recognize key issues in the question.
2. Ability to structure an argument.
3. Use of evidence.
4. Engagement with academic scholarship and/or debates.
5. Clear and concise written expression, well presented.
Unlike formative assessments undertaken during your course (such as book reviews and essays), exam answers are typically marked on right or wrong basis for multiple choice, single word and short answer questions. Individual exam essays and other exam questions are not awarded grades, but are assessed numerically (such as a mark out of five, or a mark out of ten). The overall grade achieved for an exam is arrived at by totalling the marks for the constituent elements of the exam.
Take-Home Exams (essay form)
Students will be assessed according to the following criteria:
1. Ability to construct a well-reasoned argument.
2. Evidence of understanding of central issues.
3. Ability to form a well-structured essay.
4. Engagement with academic sources and evidence, as required.
5. Insight and/or creativity in interpreting texts or constructing a point of view or argument.
6. Capacity to produce a coherent and well-written essay using correct grammar and syntax; appropriately referenced if required.
To achieve a grade of 7 (High Distinction, 85-100%), your take-home exam essay should demonstrate an exceptional level of rigour in argumentation and understanding of issues, exceptional organization of material, extensive research, and insightful and creative discussion. The written expression and presentation should be excellent and follow discipline conventions.
To achieve a grade of 6 (Distinction, 75-84%), your take-home exam essay should demonstrate an advanced level of rigour in argumentation and understanding of issues, very good organisation of material, wide research, and a capable synthesis of research materials. The written expression and presentation should be very good and follow discipline conventions.
To achieve a grade of 5 (Credit, 65 – 74%), your take-home exam essay should demonstrate a proficient level of rigour in argumentation and understanding of issues, good organization of material, a good level of research, and synthesis of research materials. The written expression and presentation should be good and largely follow discipline conventions.
To achieve a grade of 4 (Pass, 50 – 64%), your take-home exam essay should demonstrate a basic level argumentation, a fundamental understanding of issues, adequate organisation of material, a basic level of research, and an adequate synthesis of research materials. Your written expression and presentation should be satisfactory and follow discipline conventions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your take-home exam essay will demonstrate that your attempt, while underdeveloped and falling short of a pass, shows your emerging ability to apply basic knowledge and skills. Your argumentation and understanding of issues will be superficial, your material poorly organised and synthesis of research materials limited. Your written expression and presentation should be adequate and should attempt to follow discipline conventions.
To achieve a grade of 2 (Fail, 25-44%), your take-home exam essay will demonstrate that your argumentation and understanding of issues was deficient, that your research was limited and/or poorly organised and explained, and that you did not understand fundamental aspects of the course. Your writing will be poor and/or inappropriate, and will not follow discipline conventions.
To achieve a grade of 1 (Low Fail, 0-24%), your take-home exam essay will demonstrate that you have failed to meet the minimum learning requirements and skill acquisition for this assessment task. You will not have mounted sound arguments and/or understood relevant issues. Your research will be limited and inadequately explained. Your essay will be poorly organised and/or poorly written, and will not follow discipline conventions.
14. Grammatical Exercise Assessment Criteria
Your grammatical exercises will be assessed according to the following criteria:
1. Knowledge of vocabulary.
2. Ability to recognize parts of speech and their properties.
3. Ability to formulate grammatical constructions according to specified paradigms.
4. Ability to apply knowledge of grammatical constructions in varying linguistic scenarios.
To achieve a grade of 7 (High Distinction, 85-100%), your exercise should demonstrate that you have an exceptional knowledge of vocabulary, excellent familiarity with grammatical constructions, and that you are able to apply these constructions.
To achieve a grade of 6 (Distinction, 75-84%) your exercise should demonstrate that you have an excellent knowledge of vocabulary, very good familiarity with grammatical constructions, and the ability to apply most of these constructions.
To achieve a grade of 5 (Credit, 65 – 74%), your exercise should demonstrate that you have a proficient level of vocabulary, good familiarity with grammatical constructions, and are able to apply a large number of these constructions.
To achieve a grade of 4 (Pass, 50 – 64%), your exercise should demonstrate that you have a functional level of vocabulary, basic familiarity with grammatical constructions, and are able to apply most of these constructions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your exercise should demonstrate that you have a superficial knowledge of vocabulary, basic familiarity with grammatical constructions, and have attempted to apply these constructions.
To achieve a grade of 2 (Fail, 25-44%), your exercise will demonstrate that you have a partial, faulty or clearly deficient level of vocabulary, that you are unfamiliar with grammatical constructions, and that you are unable to apply these constructions.
To achieve a grade of 1 (Low Fail, 0-24%) your exercise will demonstrate that you have not mastered your vocabulary, that you are unfamiliar with grammatical constructions, and that you are unable to apply these constructions.
15. Translation Exercise Assessment Criteria
Your translation exercises will be assessed according to the following criteria:
1. Knowledge of the semantic range of the vocabulary of the original text.
2. Ability to recognize grammatical and syntactical constructions in the original language.
3. Awareness of the genre and generic features of the original text.
4. Translated into good English.
To achieve a grade of 7 (High Distinction, 85-100%), your translation should display an excellent knowledge of classical vocabulary, that you have the ability to recognize grammatical constructions, that you are very familiar with the genre of the author you are translating, and that you have excellent presentation and written expression.
To achieve a grade of 6 (Distinction, 75-84%), your translation should display a very good knowledge of classical vocabulary, that you have the ability to recognize grammatical constructions, that you are familiar with the genre of the author you are translating, and that you have very good presentation and written expression.
To achieve a grade of 5 (Credit, 65 – 74%), your translation should display a proficient knowledge of classical vocabulary, that you have the ability to recognize grammatical constructions, that you are familiar with the genre of the author you are translating, and that you have good presentation and effective written expression.
To achieve a grade of 4 (Pass, 50 – 64%), your translation should display a functional knowledge of classical vocabulary, that you have the ability to recognize grammatical constructions, that you are familiar with the genre of the author you are translating, and that you have satisfactory presentation skills and appropriate written expression.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your translation will show that you have only a superficial knowledge of classical vocabulary, a basic but flawed ability to recognize grammatical construction and that you are only superficially familiar with the genre of the author you are translating. Your presentation skills and written expression will be adequate.
To achieve a grade of 2 (Fail, 25-44%), your translation will show that you have a deficient level of knowledge of classical vocabulary, that you are unable to recognize the majority of grammatical constructions, that you are unfamiliar with genre of the author you are translating, and that you have poor presentation and/or written expression.
To achieve a grade of 1 (Low Fail, 0-24%), your translation will show that you have a clearly deficient level of knowledge of classical vocabulary, that you are unable to recognize grammatical constructions, that you are unfamiliar with genre of the author you are translating, and that you have very poor presentation and/or written expression.
16. Short Answer Questions (Disputations) Assessment Criteria
Your short answer questions will be assessed according to the following criteria:
1. Ability to produce a succinct response to a directed question.
2. Knowledge of key themes or ideas.
3. Ability to employ relevant terminology, as required.
4. Clear and concise written expression, well presented.
To achieve a grade of 7 (High Distinction, 85-100%), your disputation should demonstrate exceptional levels of understanding and comprehension of the stated question, should locate it precisely and comprehensively in the relevant historical context, should be highly persuasive and clear in its critique. It should also demonstrate exceptional levels of insight and originality. Your answers will be very well written, clear and concise,
To achieve a grade of 6 (Distinction, 75-84%), your disputation should demonstrate very high levels of understanding and comprehension of the stated question, should perceptively and capably locate it in the relevant historical context, should be persuasive and clear in its critique. It should also demonstrate advanced levels of insight and originality. Your answers will be well written, clear and concise.
To achieve a grade of 5 (Credit, 65 – 74%), your disputation should demonstrate a fundamental understanding and comprehension of the stated question, should locate it proficiently in the relevant historical context and should offer a clear critique. It should also demonstrate good insight and originality. Your written expression will be clear and effective.
To achieve a grade of 4 (Pass, 50 – 64%), your disputation should demonstrate a basic level of understanding and comprehension of the stated question, should be able to identify at least the relevant historical context to which it belongs, and should offer a functional and coherent critique. It should also demonstrate a basic level of insight and originality. Your written expression will be appropriate.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your disputation will demonstrate that you have a superficial level of understanding and comprehension of the stated question. Your answer, while underdeveloped, will show your emerging ability to apply basic knowledge and skills. Your work will demonstrate only a superficial understanding of the relevant historical context to which it belongs; offer a basic but flawed critique, marred by poor insight and lack of originality. Your written expression will be adequate or poor.
To achieve a grade of 2 (Fail, 25-44%), your disputation will demonstrate that you have a fundamentally flawed understanding and comprehension of the stated question and its historical context. You will have provided minimal critique with poor insight and originality. Your written expression will be poor or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your disputation will demonstrate that you have failed to meet the minimum learning requirements and skill acquisition for this assessment task. There will be no evidence of understanding and comprehension of the stated question, or of the historical context. You will not have provided a coherent critique, used insight or originality. Your written expression will be poor or inappropriate.
17. On-Site Presentation Handout Assessment Criteria
Your on-site presentation handout will be assessed according to the following criteria:
1. Ability to identify author and/or creator of the object of art, architecture or landscape, if known.
2. Ability to explain the historical context of the creation and use of the object of art, architecture or landscape.
3. Ability to identify the key ancient texts, components or features that allow critical appreciation.
4. Ability to explain the historical significance of the object of art, architecture or landscape.
To achieve a grade of 7 (High Distinction, 85-100%), your analysis should display an exceptional ability to recognize and critique objects of art, architecture or landscape and to explain their significance.
To achieve a grade of 6 (Distinction, 75-84%), your analysis should display a very perceptive and high level of ability to recognize and critique objects of art, architecture or landscape and to explain their significance.
To achieve a grade of 5 (Credit, 65 – 74%), your analysis should display a proficient level of ability to recognize and critique objects of art, architecture or landscape and to explain their significance.
To achieve a grade of 4 (Pass, 50 – 64%), your analysis should display a basic level of ability to recognize and critique objects of art, architecture or landscape and to explain their significance.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your analysis should display a superficial level of ability to recognize and critique objects of art, architecture or landscape and to explain their significance. Your answer, while underdeveloped, will show your emerging ability to apply basic knowledge and skills.
To achieve a grade of 2 (Fail, 25-44%), your analysis will display a flawed or deficient level of ability to recognize and critique objects of art, architecture or landscape and an inability to explain their significance.
To achieve a grade of 1 (Low Fail, 0-24%), your analysis will demonstrate that you are unable to recognize and critique objects of art, architecture or landscape and are unable to explain their significance.
18. Topic Posters Assessment Criteria
Your topic poster will be assessed according to the following criteria:
1. Clarity and coherence of the information supplied as a response to the topic question.
2. The insight and creativity of your approach to the topic and poster design.
3. The visual appeal of the finished poster.
4. Care and clarity in the presentation of your poster content.
To achieve a grade of 7 (High Distinction, 85-100%), you will have presented an exceptional poster. It will show information in an extremely effective manner. It will demonstrate an exceptional level of creativity and visual interest.
To achieve a grade of 6 (Distinction, 75-84%), you will have presented an excellent poster. It will show information in a very advanced and effective manner. It will demonstrate a very high level of creativity and visual interest.
To achieve a grade of 5 (Credit, 65 – 74%), you will have presented a very good poster. It will show information in a proficient manner. It will demonstrate a high level of creativity and visual interest.
To achieve a grade of 4 (Pass, 50 – 64%), you will have presented a basic poster. It will show information in a functional manner. It will demonstrate an adequate level of creativity and visual interest, but may have flaws in approach, structure and/or presentation.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), you will have presented a poster that while flawed, shows your emerging ability to apply basic knowledge and skills. It will show information in a superficial manner and demonstrate a basic level of creativity and visual interest, but will have flaws in approach, structure and/or presentation.
To achieve a grade of 2 (Fail, 25-44%), you will have presented a poster that has not been adequately prepared or presented. It will demonstrate that your research is inadequate, and it may fail to address and/or clarify aspects of your topic, and/or lack an effective structure.
To achieve a grade of 1 (Low Fail, 0-24%), you will have presented a poster that has not been adequately researched, prepared or presented, and thus fails to meet the minimum learning requirements and skill acquisition for this assessment task. It will demonstrate that your research is inadequate, flawed or absent, and will fail to address and/or clarify your topic. Your poster will also lack an effective structure.
19. Scansion Exercise Assessment Criteria
Your scansion exercise will be assessed according to the following criteria:
1. Ability to identify relevant metre.
2. Familiarity with rules of relevant metre.
3. Ability to apply rules in scansion of lines of poetry.
To achieve a grade of 7 (High Distinction, 85-100%), your performance should demonstrate an excellent ability to identify metrical constructions and to apply metrical rules to the scansion of poetry.
To achieve a grade of 6 (Distinction, 75-84%), your performance should demonstrate a very good ability to identify metrical constructions and to apply metrical rules to the scansion of poetry.
To achieve a grade of 5 (Credit, 65-74%), your performance should demonstrate a proficient ability to identify metrical constructions and to apply metrical rules to the scansion of poetry.
To achieve a grade of 4 (Pass, 50-64%), your performance should demonstrate a functional ability to identify metrical constructions and to apply metrical rules to the scansion of poetry.
To achieve a grade of 3 (Marginal Fail, or 45-49%), your performance will have demonstrated that you have only a superficial and faulty ability to identify metrical constructions and to apply metrical rules to the scansion of poetry.
To achieve a grade of 2 (Fail, 25-44%), your performance will have demonstrated that you have a deficient ability to identify metrical constructions and to apply metrical rules to the scansion of poetry.
To achieve a grade of 1 (Low Fail, 0-24%), your performance will have demonstrated that you have a clearly deficient ability to identify or are unable to identify metrical constructions or to apply metrical rules to the scansion of poetry.
20. Formal Logic Exercises Assessment Criteria
Your formal logic exercises will be marked in accordance with a set of model answers. Solutions are available on request.
Marks will be awarded for correct answers in accordance with the percentage weighting shown for each question.
To achieve a grade of 7 (High Distinction, 85-100%), your exercises should demonstrate a exceptional ability to solve problems of logic, and explain your reasoning.
To achieve a grade of 6 (Distinction, 75-84%) your exercises should demonstrate an advanced ability to solve problems of logic, and explain your reasoning.
To achieve a grade of 5 (Credit, 65 – 74%) your exercises should demonstrate a proficient ability to solve problems of logic, and explain your reasoning.
To achieve a grade of 4 (Pass, 50 – 64%) your exercises should demonstrate a basic ability to solve problems of logic, and explain your reasoning.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your exercises will have demonstrated that you are only able to solve problems of logic, and explain your reasoning, at a superficial level. However, they do demonstrate your emerging ability to apply basic knowledge and skills.
To achieve a grade of 2 (Fail, 25-44%) your exercises will have demonstrated that you have a deficient or flawed ability to solve problems of logic, and struggle to explain your reasoning.
To achieve a grade of 1 (Low Fail, 0-24%) your exercises will have demonstrated that you have a clearly deficient ability or are unable to solve problems of logic, or to explain your reasoning.
21. Honours Essay and Thesis (History, Ancient History and Classics, Studies in Religion)
Your Honours coursework essays and thesis will be assessed according to the following criteria:
1. Research Question: Is there a clear and coherent research question? Is this research question important, interesting and/or innovative?
2. Knowledge of Relevant Literature: Is there a review and critical assessment of the academic literature relevant to this research question?
3. Method: Does the essay identify an appropriate method for answering the research question and given reasons for the adoption of this method? Has the method been consistently and correctly utilised in the essay/ thesis?
4. Use of Primary Source Materials: Where relevant, does the student demonstrate a proficiency in selecting and locating relevant primary source materials/data?
5. Quality of Analysis: Has the student presented an argument or thesis that answers the research question? Has the argument been clearly explained and adequately substantiated? Has the hypothesis been adequately explored and tested? Does the author demonstrate an ability to make scholarly judgments through critical analysis and argument?
6. Written Expression: Is the essay/thesis written in a lucid, engaging manner, free from grammatical and other errors?
7. Referencing: Is it adequately referenced as per discipline conventions?
8. Overall presentation of the essay/thesis including word length.
To achieve a grade of 7 (High Distinction, 80-100%), your essay/thesis should demonstrate an exceptional level of competency in choice of thesis topic and structure of the thesis, a very high level of competency in application of research methodology, use of evidence, quality of analysis, and written expression. The presentation of your essay/thesis should achieve a very high standard. Your writing will be very clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 70 – 79%), your essay/thesis should demonstrate an advanced level of competency in choice of thesis topic and structure of the thesis, a high level of competency in application of research methodology, use of evidence, quality of analysis, and written expression. The presentation of your thesis should achieve a very high standard. Your writing will be clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve grade of 5 (60-69%) your essay/ thesis should demonstrate proficient but above average level of competency in choice of thesis topic and structure of the thesis, a proficient but above average level of competency in application of research methodology, use of evidence, quality of analysis, and written expression. The presentation of your thesis should achieve a high standard. Your writing will follow discipline conventions, have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (50-59%) your essay/ thesis should demonstrate a basic level of competency in choice of thesis topic and structure of the thesis, as well as a basic level of competency in application of research methodology, use of evidence, quality of analysis, and written expression. The presentation of your thesis should achieve an appropriate standard. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45-49%), your essay/ thesis will demonstrate that you have only achieved a superficial level competency in choice of thesis topic and structure of the thesis, as well as a superficial level of competency in application of research methodology, use of evidence, quality of analysis, and written expression. It will demonstrate that you have an emerging ability to apply basic knowledge and skills, but that this falls short of the Honours pass level. The presentation of your thesis should achieve an acceptable standard. Your organisation, writing, spelling and grammar will be adequate or poor and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%), your essay/thesis will be faulty in its choice of thesis topic and structure. It demonstrates a low level of competency in application of research methodology, use of evidence, quality of analysis, and/or written expression. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your essay/thesis will demonstrate that you have failed to meet the minimum learning requirements and skill acquisition for this assessment task. Your essay/thesis will be deficient in its choice of thesis topic and structure. It will fail to reach the basic level of competency in application of research methodology, use of evidence, quality of analysis, and/or written expression. Arguments will be unsupported and/or inappropriate. The presentation of your essay/thesis will have failed to achieve an acceptable standard, and its organisation, writing, spelling grammar and referencing will be poor. Use of discipline conventions will be poor, absent or inappropriate.
22. Honours Essays and Essay/thesis (Philosophy) Criteria
1. Topic Definition: Ability to define the topic or philosophical issue under debate.
2. Argument and Structure: Ability to construct a well-reasoned argument for a certain point of view.
3. Content: Ability to demonstrate a depth and breadth of understanding of the various positions in a philosophical debate.
4. Originality: Insight and/or originality in interpreting texts or constructing a point of view or argument.
5. Presentation: Capacity to produce a polished, well-written and appropriately referenced essay.
Please also see the “Grade Criteria Rubric”.
To achieve a grade of 7 (High Distinction, 80-100%), your topic should be clear and well defined. You should produce a rigorously argued and clear essay/thesis, with a very high standard of coherent, critical and logically structured analysis. Your essay/thesis should be exceptionally well structured, demonstrating a high level of proficiency in constructing complex argumentative essays. Your essay/thesis should demonstrate an exceptionally high level of understanding of texts, problems, and core concepts. Your essay/thesis should also demonstrate proficiency at using highly relevant and widely sourced references. Your essay/thesis should present penetrating and novel insights about texts, concepts, problems and arguments. There should be clear evidence of creative and independent thought, and an engaging and creative use of examples. Your writing will be lucidly expressed, interesting and engaging. Throughout the essay/thesis, grammar and spelling will be of an exceptionally high standard. Referencing and bibliography will be of a scholarly standard.
To achieve a grade of 6 (Distinction, 70-79%), your essay/thesis topic should be well defined. You should produce a well-argued essay, with careful and coherent critical analysis, and well-ordered logical analysis. Your essay/thesis should be generally well structured, demonstrating proficiency in constructing complex argumentative essays. Your essay/thesis should demonstrate a high level understanding of texts, problems, and core concepts, and demonstrate proficiency at using a wide range of relevant references. Your essay/thesis should present an advanced understanding of basic texts, concepts, problems, and arguments. There should be evidence of independent thought and creative use of examples. Your writing will be clearly expressed and articulate. Grammar and spelling will be of a high standard but may include a few errors. Referencing and bibliography will maintain high standards of citations and bibliography but may have occasional oversights.
To achieve a grade of 5 (Credit, 60-69%), your essay/thesis topic should be generally well defined. You should produce a coherently argued essay, demonstrating proficiency in application of critical thinking concepts. There should be evidence of argumentative structure demonstrating an ability to identify and reconstruct multi-reason arguments. Your essay/thesis should demonstrate a generally secure understanding of texts, problems, and core concepts, and demonstrate and ability to understand and incorporate some relevant references. Your essay/thesis should present a secure grasp of conventional readings of texts, concepts, problems and arguments, and an ability to understand the point of examples. Your writing will be generally clear and well expressed, with occasional grammatical and spelling errors. In general, bibliographic, and in-text conventions will be followed.
To achieve a grade of 4 (Pass, 50-59%). Your essay/thesis topic should be adequately defined. In your essay/thesis, you should identify simple arguments, demonstrating an understanding of simple inferential relationships between reasons and conclusions. There will be minimal argumentative structure. You should demonstrate an ability to identify and reconstruct simple arguments. Your essay/thesis should demonstrate a basic understanding of texts, problems, and core concepts, with some relevant references appropriately cited. Your essay/thesis should present a satisfactory understanding of texts, problems, concepts, and arguments, and an ability to understand the point of examples. Your essay/thesis will be written with satisfactory expression. Grammar and spelling should be of an acceptable standard, though it may exhibit frequent errors. There will be limited adherence to referencing conventions.
To achieve a grade of 3 (Conceded Pass, 45-49%), your essay/thesis topic will only be asserted. Your essay/thesis argument will not go beyond a sequence of assertions and will exhibit a lack of clarity and precision. The essay structure exhibits disorganisation and does not go beyond presenting opposing positions without explaining logical relationships between them. Your essay/thesis should demonstrate basic awareness with some lapses in understanding. References used in the essay/thesis are irrelevant to topic and/or insufficient in number. Your essay/thesis will only present a rudimentary grasp of texts, concepts, problems, and the role of examples in philosophical arguments. Your writing will have notable flaws in expression, and numerous grammatical and spelling errors. There will be some attempt made at referencing.
To achieve a grade of 2 (Fail, 25-44%), your essay/thesis will be defined with significant confusion. Your essay/thesis exhibits confusion, with flawed and disorderly analysis, non sequiturs and incoherent argument. The essay/thesis structure is unclear or convoluted, and/or there is a serious failure to identify, reconstruct or construct an argumentative essay. Your essay/thesis demonstrates a serious misunderstanding of texts and core concepts. References used are irrelevant to topic and/or insufficient in number. Textual interpretation is shallow and repetitive. It consists mostly of significantly flawed paraphrase. There is a lack of proficiency in interpreting and applying central concepts. Your writing has serious flaws in expression, with deeply problematic spelling and grammar. It is barely evident that referencing was attempted.
To achieve a grade of 1 (Fail, 0-24%), your essay/thesis definition will be off topic/non-attempt to define. There is insufficient evidence to measure argumentative abilities. There is only obscure and confused or absent analysis. Your essay/thesis has an indecipherable structure, with paragraphs and sentences that are logically unconnected. The discussion presented is irrelevant to the essay/thesis topic. References are either not included or irrelevant to the topic. There is insufficient evidence to measure whether an independent stance has been attempted. Language used in the essay/thesis is incomprehensible, with unintelligible grammar and spelling.
23. Honours Language Lectures / Oral Presentations
Your lecture / oral presentation will be assessed according to the following criteria:
1. Thorough preparation of the relevant passages set for translation and grammatical comment
2. Accurate, informed translations and grammatical comment
3. Ability to respond in an informed, helpful way to unprepared questions
4. Ability to manage the lecture time in a controlled manner, given the parameters of the passages set for translation and grammatical comment
5. Appropriate use of teaching techniques and of any supporting materials or technology
To achieve a grade of 7 (High Distinction, 80-100%), you will have presented a very thoroughly prepared and highly accurate lecture that employs teaching techniques and uses any supporting materials with flair. You will have managed time with great competence, given the parameters of the passages set for the lecture. Inevitable questions from the class will have been handled with great confidence and your answers will have been both highly accurate and very helpful on the points concerned.
To achieve a grade of 6 (Distinction, 70 – 79%) you will have presented a thoroughly prepared and notably accurate lecture that employs teaching techniques and any supporting materials with very competently, and you will have managed time very well. Questions will have been handled in an informed, confident manner, marked by very good accuracy and helpfulness.
To achieve a grade of 5 (Credit, 60-69%) you will have presented a well-prepared and accurate lecture that employs teaching techniques and any supporting materials proficiently. You will have managed time well. Questions will have been handled in a manner that is basically accurate and helpful, but that is perhaps not consistently as informed or confident.
To achieve a grade of 4 (Pass, 50-59%) you will have presented an adequate lecture that delivers a reasonably accurate level of translation and grammatical comment. There may be minor flaws in preparation and/or delivery and limitations to your use of supporting materials, and/or difficulties in meeting set time constraints.
To achieve a grade of 3 (Marginal Fail, 45-49%), your lecture will have been inadequately prepared or presented, and have attained only a superficial level of accuracy in translation and grammatical comment. It may also exhibit clear flaws in preparation and/or delivery. Time-management and use of teaching techniques and any supporting materials will also demonstrate clear inadequacies. However, you will be able to demonstrate an emerging ability to apply knowledge and skills.
To achieve a grade of 2 (Fail, 25-44%), your lecture will reflect minimal evidence of achievement, and exhibit deficiencies in skill acquisition and in your understanding of the fundamental concepts of the assessment task. Your lecture will have been inadequately prepared or presented, and will not reflect a reasonable level of accuracy in translation and grammatical comment. There will be clear flaws in preparation and/or delivery. Time-management and the use of teaching techniques and any supporting materials will also demonstrate clear inadequacies.
To achieve a grade of 1 (Low Fail, 0-24%), your lecture will reflect that you have failed to meet the minimum learning requirements and skill acquisitions for this assessment task. Your lecture and presentation will be poorly prepared or presented, and you will have failed to attain a reasonable level of accuracy in translation and grammatical comment. Clear flaws will be evident in preparation and/or delivery. Time-management, and use of teaching techniques and supporting materials will also be inadequate.
24. Op-Ed
Your op-ed will be assessed according to the following criteria:
1. Ability to construct a well-defined, well-reasoned, and persuasive argument.
2. Depth and breadth of knowledge and understanding of central issues.
3. Critical engagement with academic sources and evidence.
4. Clear and concise written expression, ability to communicate an argument effectively and in the form of an opinion piece, well presented.
5. Provision of a bibliography using discipline conventions.
To achieve a grade of 7 (High Distinction, 85–100%), your op-ed should demonstrate that you have an exceptional and nuanced knowledge and understanding of the subject in question. Your argument should be clearly defined, sophisticated, and highly persuasive, demonstrating an exceptional level of critical engagement with primary and secondary source materials. Your writing will be very clear and concise and there will be minimal, if any, errors of referencing, expression, grammar, spelling, and punctuation. Your writing style and tone will be highly appropriate for an opinion piece.
To achieve a grade of 6 (Distinction, 75–84%), your op-ed should demonstrate that you have an advanced knowledge and understanding of the subject in question. Your argument should be clearly defined and persuasive, demonstrating an advanced level of critical engagement with primary and secondary source materials. Your writing will be clear and concise and have few errors of referencing, expression, grammar, spelling, and punctuation. Your writing style and tone will be appropriate for an op-ed piece.
To achieve a grade of 5 (Credit, 65–74%), your op-ed should demonstrate that you have a proficient knowledge and understanding of the subject in question. Your argument should be largely well-defined, demonstrating some critical engagement with primary and secondary source materials. Your writing will be largely clear and concise with few/some errors of referencing, expression, grammar, spelling, and punctuation. Your writing style and tone will be largely appropriate for an op-ed piece.
To achieve a grade of 4 (Pass, 50–64%), your op-ed should demonstrate that you have a functional knowledge and understanding of the subject in question. Your argument will be reasonably well-defined, demonstrating a basic level of engagement with primary and secondary source materials. Your writing will be adequate with some errors of referencing, expression, grammar, spelling, and punctuation. Your writing style and tone will be adequate for an op-ed piece.
To achieve a grade of 3 (Marginal Fail, 45–49%), your op-ed should reflect a developing knowledge and understanding of the subject in question. Your argument, while underdeveloped, will have some definition, and demonstrate a superficial level of engagement with primary and secondary source materials. Your writing will be adequate, perhaps poor, with several errors of referencing, expression, grammar, spelling, and punctuation. Your writing style and tone will be poor and/or inappropriate for an op-ed piece.
To achieve a grade of 2 (Fail, 25-44%), your op-ed will reflect an inadequate knowledge and understanding of concepts fundamental to the subject in question. Your argument will be unsupported and/or inappropriate and lacking in coherency. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate evidence, to identify problems and issues, or to offer insights adequately. You writing will be poor with frequent errors of referencing, expression, grammar, spelling, and punctuation. Your writing style and tone will be inappropriate for an op-ed piece.
To achieve a grade of 1 (Low Fail, 0–24%), your op-ed will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your op-ed will demonstrate an absence of research, evaluation of evidence, and lack of argumentation. Written expression and style will be poor or inappropriate.
25. Greek Tragedy Performance Task criteria.
Task: Choose one strophe-antistrophe pair from a choral ode from the set text or another tragedy of Euripides. Make an audio-visual recording of yourself reciting it and then translating it. Then record yourself discussing how the metre and literary devices in the ode colour the meaning of the passage. The commentary section should last for approximately 5 minutes. You must also submit a copy of the text showing your scansion. Further details will be provided in class closer to the assessment date. You may use any programme to record yourself, but recommended programmes are the UQ Kultura Capture software and PowerPoint's record function. You may use PowerPoint or other visual aids to enhance your performance.
Criteria:
Your Performance Task will be assessed according to the following criteria:
1. Ability to identify relevant metre and literary devices.
2. Familiarity with the rules of relevant metre.
3. Ability to apply rules in the scansion of lines of poetry.
4. Ability to perform the passage with reference to the relevant metre and meaning.
5. Ability to interpret the effect of literary devices and metre on the meaning of the text.
6. Ability to produce an accurate, informed translation that is sensitive to the poetic character of the text.
To achieve a grade of 7 (High Distinction, 85-100%), your performance should demonstrate an excellent ability to identify metrical constructions and literary devices, and to apply metrical rules to the scansion and recitation of poetry. Your performance will also reveal an excellent understanding of how metre and literary devices affect/enhance the meaning of poetry.
To achieve a grade of 6 (Distinction, 75-84%), your performance should demonstrate a very good ability to identify metrical constructions and literary devices, and to apply metrical rules to the scansion and recitation of poetry. Your performance will also reveal a very good understanding of how metre and literary devices affect/enhance the meaning of poetry.
To achieve a grade of 5 (Credit, 65-74%), your performance should demonstrate a proficient ability to identify metrical constructions and literary devices, and to apply metrical rules to the scansion and recitation of poetry. Your performance will also reveal a proficient understanding of how metre and literary devices affect/enhance the meaning of poetry.
To achieve a grade of 4 (Pass, 50-64%), your performance should demonstrate a functional ability to identify metrical constructions and literary devices, and to apply metrical rules to the scansion and recitation of poetry. Your performance will also reveal a functional understanding of how metre and literary devices affect/enhance the meaning of poetry.
To achieve a grade of 3 (Marginal Fail, or 45-49%), your performance will have demonstrated that you have only a superficial and faulty ability to identify metrical constructions and literary devices, and to apply metrical rules to the scansion and recitation of poetry. Your performance will also reveal a superficial and faulty understanding of how metre and literary devices affect/enhance the meaning of poetry.
To achieve a grade of 2 (Fail, 25-44%), your performance will have demonstrated that you have a deficient ability to identify metrical constructions and literary devices, and to apply metrical rules to the scansion and recitation of poetry. Your performance will also reveal a deficient understanding of how metre and literary devices affect/enhance the meaning of poetry.
To achieve a grade of 1 (Low Fail, 0-24%), your performance will have demonstrated that you have a clearly deficient ability to identify or are unable to identify metrical constructions and literary devices, and are unable to apply metrical rules to the scansion and recitation of poetry. Your performance will also reveal an inability to understand or clearly deficient understanding of how metre and literary devices affect/enhance the meaning of poetry.
26. ASSESSMENT CRITERIA FOR PODCASTS AND VIDEO DOCUMENTARIES:
Your podcast or video documentary will be assessed according to the following criteria:
1. Communication of a well-reasoned argument;
2. Demonstration of a depth and breadth of knowledge and understanding of the central issues;
3. Clarity of structure;
4. Engagement with academic sources and evidence;
5. Demonstration of insight and creativity in constructing a point of view or argument;
6. Capacity to produce a coherent and clearly-spoken podcast or documentary.
7. Appropriate referencing, as per discipline conventions, in an accompanying script.
To achieve a grade of 7 (High Distinction, 85-100%), your podcast or video documentary should communicate an exceptionally well-reasoned argument, demonstrate a deep understanding of the central issues, be clearly structured, deeply engage with the academic sources and evidence, display great insight and creativity, be extremely coherent and clearly-spoken, and be flawlessly referenced according to discipline conventions.
To achieve a grade of 6 (Distinction, 75-84%) your podcast or video documentary should communicate a very well-reasoned argument, demonstrate a strong understanding of the central issues, be very well structured, engage with the academic sources and evidence, display good insight and creativity, be highly coherent and clearly-spoken, and be very well referenced according to discipline conventions.
To achieve a grade of 5 (Credit, 65 – 74%), your podcast or video documentary should communicate a well-reasoned argument, demonstrate an adequate understanding of the central issues, be sufficiently well structured, engage with the academic sources and evidence, display some insight and creativity, be coherent and clearly-spoken, and be well referenced according to discipline conventions.
To achieve a grade of 4 (Pass, 50 – 64%), your podcast or video documentary should communicate an identifiable argument, demonstrate some understanding of the central issues, have a basic structure, demonstrate a basic level of engagement with the academic sources and evidence, display some insight and creativity, show basic coherency and be clearly-spoken, and be adequately referenced according to discipline conventions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your podcast or video documentary will have communicated a poorly-reasoned argument, have a weak understanding of the central issues, lack structure, demonstrated limited engagement with the academic sources and evidence, shown poor insight and creativity, lacked coherency and clear articulation, and failed to follow the basic discipline conventions on referencing.
To achieve a grade of 2 (Fail, 25-44%), your podcast or video documentary will have communicated a very weak argument, demonstrated little understanding of the central issues, shown a severe lack of structure, shown little engagement with the academic sources and evidence, displayed little insight or creativity, is incoherent and poorly spoken, and will have major flaws in the referencing based on discipline conventions.
To achieve a grade of 1 (Low Fail, 0-24%), your podcast or video documentary will have failed to communicate an argument, demonstrated no understanding of the central issues, lacked any structure, shown no engagement with the academic sources and evidence, displayed no insight or creativity, is incoherent and very poorly spoken, and the referencing will have failed to follow the basic disciplinary conventions.
27. CRITICAL SUMMARY/READING ASSIGNMENT
Students will be assessed on their ability to:
1. Identify the author(s)’ argument or point of view.
2. Identify the contribution the article makes to a philosophical debate.
3. Critically evaluate the argument or point of view.
To achieve a grade of 7 (High Distinction, 85-100%), the summary will typically reflect a high level of proficiency at critically reading and evaluating a philosophical article.
To achieve a grade of 6 (Distinction, 75-84%), the summary will typically reflect a moderately high level of proficiency critically reading and evaluating a philosophical article.
To achieve a grade of 5 (Credit, 65 – 74%), the summary will typically reflect a moderate level of proficiency at critically reading and evaluating a philosophical article.
To achieve a grade of 4 (Pass, 50 – 64%), the summary will typically reflect a sound level of proficiency at critically reading and evaluating a philosophical article.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) the summary will typically reflect a minimal level of proficiency at critically reading and evaluating a philosophical article.
To achieve a grade of 2 (Fail, 25-44%) the summary will typically reflect below minimal level of proficiency at critically reading and evaluating a philosophical article.
To achieve a grade of 1 (Low Fail, 0-24%) the summary will typically reflect either a significant non-attempt or partial attempt at the core elements of the assessment task or an inability to demonstrate proficiency in addressing the basic requirements of the assessment task.
28. Scaffolding Writing Assignment
Task description: This is a 'scaffolding writing assignment,' which requires students to complete written sections of a fillable Word document that will be provided on Blackboard. Each section of the fillable Word document will represent a single component of what would traditionally be included in an essay, such as a thesis statement, an introduction, main paragraphs, and a bibliography. Each section will provide instructions concerning how to complete it, including the word limits for responses.
Your scaffolding writing assignment will be assessed according to the following criteria:
1. Ability to construct a well-reasoned argument.
2. Depth and breadth of knowledge and understanding of central issues.
3. Ability to form well-structured responses.
4. Engagement with academic sources and evidence.
5. Insight and/or creativity in interpreting texts or constructing a point of view or argument.
6. Capacity to produce coherent and well-written responses using correct grammar and syntax.
7. Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85-100%), your scaffolding writing assignment should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your scaffolding writing assignment should be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75 – 84%), your scaffolding writing assignment should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your scaffolding writing assignment should be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%) your scaffolding writing assignment should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your scaffolding writing assignment will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%) your scaffolding writing assignment should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your scaffolding writing assignment should reflect developing levels of achievement. It should demonstrate that you have a superficial level of knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer some insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%) your scaffolding writing assignment will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your scaffolding writing assignment will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your scaffolding writing assignment will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate.
29. Research proposal for site visit essay (Religion)
Criteria:
To achieve a grade of 7 (High Distinction, 85-100%), your proposal should demonstrate exceptional consideration of issues your topic or theme, and providing a nuanced and sophisticated statement of your observations and your theoretical approach. There should be clear links between your observations and your theoretical perspectives, and the sources that you identify. Your proposal will be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75-84%), your proposal should demonstrate an advanced level of reflection of your observations and a very effective summary of the key theoretical perspective that you proposed to utilize. The links between your observations and theoretical perspective should be clearly identified. Your proposal will be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%), your proposal should demonstrate proficient consideration of issues that arose during your observations and you should provide an effective statement relating to the theoretical perspective that you propose to utilize. The links between your observations and your theoretical perspective will be well identified, with good evaluation of relevant sources. The presentation and referencing of your essay will follow/largely follow discipline conventions, have few/some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%), your proposal should adequately consider some issues that arose during the course of your observations and it will provide a functional or workable summary of the theoretical perspective that you proposed to utilize. There will be adequate identification of links between your observations and your theoretical perspective, and a basic evaluation of some relevant sources. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your proposal will consider issues arising from your observations only superficially, and you will demonstrate a developing proficiency and understanding of the theoretical perspective that you propose to utilize but ultimately the summary does not result in a workable statement that reflects your approach and may present a lack of understanding of theoretical materials and perspectives. The links between observations and theory may be superficial or absent, with sources evaluated inadequately. Your organisation, writing, spelling and grammar will be adequate/poor and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%), your proposal will demonstrate minimal consideration of the relationship between your observations and theoretical perspective. You will fail to provide a description of observations that relates to a workable topic, and will reflect a lack of integration with your chosen theoretical perspective. There will be poor or insufficient identification of a theoretical perspective and a lack of understanding of the proposed theoretical approach. There will be inadequate evaluation of relevant sources. Your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your proposal will fail to include personal observations and fail to consider a theoretical perspective. There will be no consideration of how your observations relate to a theoretical perspective. There will be no or insufficient evaluation of relevant sources. There will be an unsatisfactory standard of presentation and/or written expression. Use of discipline conventions will be absent, poor or inappropriate.
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Supplementary assessment is available for this course.
Without evidence, the assessment will receive the standard late penalty, or after 7 calendar days, will receive zero. In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
HINTS for AVOIDING UNINTENTIONAL PLAGIARISM:
Remember that it is essential to acknowledge all your sources. Use quotation marks for any wording which is not your own. If you do paraphrase someone else’s ideas (including lecture material) you need to acknowledge the source. Try to summarize ideas and arguments in your own words – don’t just rearrange words. Check that you have correctly paraphrased the original ideas. Check your summary against the original text. ﾠSupplementary Assessment
Supplementary assessment is an additional opportunity to demonstrate that the learning requirements for an eligible course have been satisfied and that the graduate attributes for the course have been attained.
Supplementary assessment may only be granted where PPL 3.10.09 Supplementary Assessment – procedures allow. A grade of 4 (or P) is the highest grade that can be awarded in a course where supplementary assessment has been granted. For further information on supplementary assessment please see my.UQ https://my.uq.edu.au/
If you receive a grade of 3 for this course, you may be eligible for supplementary assessment depending on the reason that you have failed.
If there is no practical assessment that can be offered to allow you to meet the minimum passing requirements then you will not be offered a supplementary. These circumstances may include failure based on: team-based assessment pieces; your peer assessment factor, or attendance or class participation requirements.
If the course coordinator determines that there is no practical supplementary assessment that can be offered to allow you to improve your grade, then you will not be offered supplementary assessment and your grade will remain unchanged.
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Find the required and recommended resources for this course on the UQ Library website.
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 2 |
Lecture |
Introduction and Development of Economic Justice Introduction; Conceptualization and Development of Economic Justice Learning outcomes: L01 |
Week 1 |
Not Timetabled |
Schedule and Tutorial Information The Learning Activities Schedule will be revised as the semester proceeds - please check the schedule each week for updates. Students are to attend one 2 hour lecture and a 1 hour tutorial each week. The tutorials start in Week 2. There will be 10 tutorials for each tutorial class during the semester (there will only be one 12pm tutorial on 2 and 9 September). The tutorials occur after the lecture and will involve continuation of the discussion of the lecture topic for that week, plus discussion of the readings for that week. |
Multiple weeks From Week 2 To Week 3 |
Lecture |
Moral Arbitrariness and Equality of Opportunity Moral Arbitrariness, Equality of Opportunity and Economic Justice Learning outcomes: L01, L04, L05 |
Multiple weeks From Week 4 To Week 5 |
Lecture |
A Productivity-Based Desert Theory of Justice Equality of Educational Opportunity. An examination of various defences of modified markets as distributors of income. Learning outcomes: L01, L04, L05 |
Multiple weeks From Week 5 To Week 6 |
Lecture |
Economic Rents Introduction to Economic rents Learning outcomes: L02, L03, L05 |
Multiple weeks From Week 6 To Week 7 |
Lecture |
Compensation Theory Theory of Compensating Differentials - positive version Learning outcomes: L01, L02, L03, L05 |
Multiple weeks From Week 7 To Week 8 |
Lecture |
Incentives, Economic Rents, and Compensating Differentials Differentiating Incentives, Economic Rents, and Compensation Learning outcomes: L01, L02, L03, L04, L05 |
Multiple weeks From Week 8 To Week 9 |
Lecture |
Income Tax Progressivity, GDP and Labor Supply Income Tax Progressivity, GDP and Labor Supply in light of theories about incentives, compensation and economic rents. Learning outcomes: L01, L02, L03, L04, L05 |
Multiple weeks From Week 9 To Week 10 |
Lecture |
Case Study: Incomes of medical practitioners Case Study: Incomes of medical practitioners Learning outcomes: L01, L02, L03, L04, L05 |
Multiple weeks From Week 10 To Week 12 |
Lecture |
Case Study: Economic Justice and CEO Pay CEO Pay and other case studies Learning outcomes: L02, L03, L04, L05 |
Multiple weeks From Week 12 To Week 13 |
Lecture |
Further Reflections on Economic Justice Further Reflections on Economic Justice Learning outcomes: L01, L02, L03, L04, L05 |
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.