05.12.1 Presentation
One PDF file of all assessment items submitted electronically on or before the due date. The submission time for assessment items submitted electronically is determined by the server time displayed digitally on the MOD.
The essay or assignment should be presented in A4 format in black ink and must be double spaced with a 3 cm margin. Page numbering should be inserted and should be consecutive throughout the document.
All submitted assignments must commence with an Assignment Title Page as a separate page. The template is available on the MOD, under the Assessment Resources section. This must be used.
In some units a brief (100 – 200 word) learning exercise, synopsis, reflection or other piece of preliminary writing should preface the essay on a separate page following the title page. Where this may be required it will be stated on the MOD.
The essay must be written in prose and should reveal clear thinking and careful organisation, with an introduction and conclusion. The introduction should identify the issues to be discussed in the essay together with the method of approach, while the conclusion should summarise the argument of the essay and draw any necessary conclusions. While the essay will be marked mainly on content, the format is important and careful attention should be given to spelling, grammar and punctuation.
The maximum number of words for the assignment must be carefully adhered to. See 5.12.2 for more information.
Diagrams, charts, literary structures, etc. are considered as illustrative material and should be included in an appendix. Such illustrative material should not replace argument, or be a substitute for argument, in an assessment item, that is, the marker will mark the written argument of the assignment or essay. These kinds of illustrative material are therefore not included in word count but any commentary or notes accompanying them is counted.
05.12.2 Word Limits
The prescribed length of an assignment is both a guideline for the amount of work to go into the topic and part of the educational objectives for the unit. It is an exercise in self-discipline which involves the selection of the appropriate material to develop the argument of the essay or assignment and support its conclusions. For this reason, word length limits are taken seriously.
Assignments must not exceed the stated word length
2. If an assignment fails as a result of the word count downgrade, then the option of a re-submit will not be offered.
3. All written assignments must be kept to the prescribed word length.
The word length must not be exceeded. If written work exceeds the maximum length, it will not be returned to students but will be downgraded at 5% per 100 words or part thereof.4. The prescribed word length excludes:
Title page,
Synopsis,
Bibliography,
Bibliographic references (e.g. 11 Chavalas, “Did Abraham Ride a Camel?,” 64)
Biblical references:
In text and in brackets (e.g. “(Rom 1:16)”. Note: If you type, “In Romans 1:16 it says…”, it will be counted)
In footnotes (However, 8.2.1of the Style Guide says, “References to biblical texts (e.g., Rom 1:16) should be placed in parentheses within the text of the essay and not relegated to a footnote.”)
Any other text not specifically excluded is included.
5. Footnotes should not exceed 25% of the prescribed assessment length.
6. See Section 5.7 for information on downgrades for late submission.
05.12.3 Format and Style of Academic Writing
Formal academic writing is a discipline that must be learned and practised. It is the language of academic conversation throughout the world, and it is an important skill for sharpening a writer’s powers of reasoning and argument.
All written assessments will be expected to conform to academic standards of writing and referencing. This includes the way sources are quoted, referred to and formatted in bibliographies. The conventions adopted by Moore College for these things are set out in the Style Guide section of this handbook.
05.12.4 Grade Descriptors for Assignments
Grade descriptors and the corresponding % result range, with a description of what is expected for each range, can be found on the MOD under Assessment Resources.
Grade | Level | Grade Descriptor |
|---|---|---|
85-100 | High Distinction | Awarded when an answer reflects a superior grasp of the key issue(s) and an excellent understanding of the topic area in general. A High Distinction answer displays outstanding critical analysis, independent thought, sustained direct engagement with the relevant primary sources and intellectual rigour in argument. The answer will be very well structured, avoid irrelevant issues and, where appropriate, argue for a resolution to key questions. |
75-84 | Distinction | Awarded when an answer reflects a strong grasp of the key issue(s) and an excellent understanding of the topic area in general. A Distinction answer displays critical analysis, a degree of independent thought, sustained direct engagement with the relevant primary sources and intellectual rigour in argument. The answer will be clearly structured, generally avoid irrelevant issues and, where appropriate, argue for a resolution to key questions. |
65-74 | Credit | Awarded when an answer is well organised, logically argued and reflects a good understanding of the key issue(s) and the topic area in general. A Credit answer should display no major deficiencies, although some points may be discussed without being argued through fully and there may be limited evidence of independent thought. It will demonstrate solid engagement with the relevant primary sources. |
60-64 | Pass+ | + Awarded when an answer displays overall competence and an understanding of the basics of the topic. A Pass+ answer should contain relevant information which is logically structured and argument based on evidence rather than bare assertion. There will be basic engagement with the relevant primary sources. |
50-59 | Pass | Awarded when an answer displays satisfactory competence and an understanding of the basics of the topic. A Pass answer contains relevant information which is organised and argued, although there may be significant weaknesses including a tendency towards assertion instead of argument. There will be basic engagement with the relevant primary sources. |
40-49 | F Level 1 | Awarded when an answer displays an adequate comprehension of the basic relevant facts but is significantly flawed in one or more areas. A Fail Level 1 answer may contain significant error in detail, substantial amounts of irrelevant material, poorly constructed argument or a substantial reliance on assertion rather than argument. It may neglect primary sources or demonstrate insufficient reading. |
0-39 | F Level 2 | Applied when an answer displays little or no understanding of the relevant facts and principles (e.g. it does not answer the question), contains serious factual errors, is incoherently structured, or otherwise reflects serious deficiencies in knowledge, expression and argument. |