What Does a Marker Look for in a High Quality Undergraduate Essay?
In an academic essay '[one is] required to think clearly and critically, use valid evidence and produce well-structured and coherent pieces of writing.' (Gaspar & Shepard, 2011, pg7) But what does a marker look for in a high quality assignment? Burdess (2007) answers this question giving three main areas to consider; 'the content of the essay, the evidence of research and use of written English.' (pg98)
First of all, there are many different criteria for different assignments and to understand how one is being assessed; the best place to start is to read the assignment matrix. This will detail what requirements the marker is looking for in a high quality assignment for the given topic. Also for more detail on an assignment and the expectations of the markers, one only has to look as far as their unit guide. While matrices display how markers evaluate, the unit guide gives you the information on the topic. This will have the assumptions that the marker believes one should know about the topic and demonstrate and in the essay. Furthermore markers, lecturers, and tutors will give advice and methods for certain assignments. (The Royal Literacy Fund, n.d. What Tutors Want – 2) For example, for this essay my lecturer told us that it is to be written in 12pt serif font with 1½ spacing. These too may be considered assumptions of the marker.
Just like any piece of written work; it is important to note the audience and purpose. (Marshall & Frances, 2006, pg209) For undergraduate essays, one's marker is the audience with the purpose to demonstrate competency. (Deakin University, n.d. Assignment Writing) Therefore, markers will assess on how effectively one can write to them whilst display knowledge on the topic. Yet again, another suggested assumption of the marker.
Moreover, it is most crucial in the minds of a marker that the topic or set question is answered. Burdess (2007) explains that the set question must be answered 'explicitly' rather than a vague
First of all, there are many different criteria for different assignments and to understand how one is being assessed; the best place to start is to read the assignment matrix. This will detail what requirements the marker is looking for in a high quality assignment for the given topic. Also for more detail on an assignment and the expectations of the markers, one only has to look as far as their unit guide. While matrices display how markers evaluate, the unit guide gives you the information on the topic. This will have the assumptions that the marker believes one should know about the topic and demonstrate and in the essay. Furthermore markers, lecturers, and tutors will give advice and methods for certain assignments. (The Royal Literacy Fund, n.d. What Tutors Want – 2) For example, for this essay my lecturer told us that it is to be written in 12pt serif font with 1½ spacing. These too may be considered assumptions of the marker.
Just like any piece of written work; it is important to note the audience and purpose. (Marshall & Frances, 2006, pg209) For undergraduate essays, one's marker is the audience with the purpose to demonstrate competency. (Deakin University, n.d. Assignment Writing) Therefore, markers will assess on how effectively one can write to them whilst display knowledge on the topic. Yet again, another suggested assumption of the marker.
Moreover, it is most crucial in the minds of a marker that the topic or set question is answered. Burdess (2007) explains that the set question must be answered 'explicitly' rather than a vague