PHILOSOPHY AND RELIGION MAJOR

– Referencing, etc (quote format, quote page nos., footnotes, bibliography, TURNITIN): How good is the formatting of the quotes (short quotes in text, long quotes in blocks)? Do ALL quote references include page numbers? How relevant are any footnotes? Is there a bibliography, and how well formatted is it? How high is the TURNITIN originality score, and how indicative is this of poor referencing practices?
– Presentation (length, grammar, spelling, punctuation, expression): What is the paper’s word count, and is within 5% of the word limit? On average, how many errors of grammar, spelling and punctuation are there per page?
How good is the essay’s overall expression?
– Structure, etc (introduction; fluency, sectioning, flagging devices; paragraphs): Does the introduction to the essay address the set question, and indicate what the essay will do? How fluent are the transitions between paragraphs? How well does the essay fall into neatly divisible sections? How often does the essay flag to the reader what is happening? How often do paragraphs have topic sentences, and how often does its content focus solely on that topic?

EXPOSITION (of Primary Readings)—NOTE: Exposition of a Primary Reading includes the presentation of a point of view, possibly with examples and justification for that view, and any objections and responses, which that reading itself contains.

– Quantity: How much space is devoted to the Exposition of the Primary Readings, ie the one’s marked “•” in the reading list (roughly, at least one-third of the essay)?
– Accuracy: How accurately has the student described the contents of those readings?

School of Humanities and Social Science
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– Active Understanding: How intellectually active has the student been in re-presenting material from those readings? (NB. Avoid passive description of the readings, by, eg, trying to explain the ideas in your own terms).

DISCUSSION (with Other Readings, or of an Original Nature)—NOTE: Other Discussion of an issue includes critical discussion of any readings which is sourced from some Non-Primary Reading; Original Discussion of an issue includes critical discussion of any readings which the student comes up with for themselves.

– Quantity: How much space is devoted to critically discussing the issue, based on other Readings, or based on the student’s own ideas?
– Relevance: How relevant is the discussion, and how often is a justification for any new claims introduced? Such justifications may include the presentation of new evidence, examples, or arguments.
– Effectiveness: Objectively, how good (effective) are the relevant justifications?