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50 59% Ï% Reasonable powers of analysis, but of a less developed and enquiring level than work of Upper-Second Class standard. Ï% A sound treatment of the topic, but probably omitting some key points. Ï% Partial answer to the question. Ï% The argument is not fully developed. The work often depends rather heavily on secondary reading or lecture notes. Ï% A satisfactory, but sometimes imprecise, use of English. Ï% An inconsistent use of supporting evidence. Ï% A satisfactory command of relevant theory and context. Ï% Sporadic, over-generalising or unfocused analysis of specific texts. Essays 85 Third Class work Although weak, work in this class is of passing Honours standard and should not be confused with failed work. It demonstrates some, or all, of the following characteristics: 40 49% Ï% Limited power of intellectual analysis. Ï% An inconsistent focus on the topic. Ï% An evasive, or poorly directed, address to the question. Ï% The argument is undeveloped and often shows heavy reliance on plot summary and/or paraphrase. Assertions are insufficiently substantiated with evidence. Ï% A pedestrian, and frequently repetitious or inaccurate, use of English. Ï% A limited knowledge of the text and little detailed reference to it. Ï% A marginal command of relevant theory and context. Failed work There is a wide range of 39 marks for work that is not of passing Honours standard, from 0 per cent for failure to submit work to 39 per cent for a narrow fail. The full range is used as carefully as possible to indicate the extent of the failure and the work s closeness to being of passing quality. Failing work will show some, or all, of the following weaknesses: 0 39% Ï% Negligible or feeble power of critical analysis. Ï% A lack of focus on the question asked. Ï% A failure to answer the question. Ï% No developed argument. The work contains logical errors or fallacies and bad or confused organisation. Ï% An ineffective use of English. Failing work will probably demonstrate incoherent syntax, bad spelling and word choice, and wrong punctuation. Ï% A poor knowledge, or extensive misunderstanding, of the text. Ï% No awareness of relevant theory and context. Reproduced by kind permission of Anglia Ruskin University Response What are the main differences between First Class and failing work? 86 Studying English Literature You may find that you can broadly summarise these features under three head- ings: argument, knowledge of text and context, and use of English. Alex s essay clearly demonstrates ability in these areas. Her argument is supported by the detail given throughout the essay but is also articulated in the opening and closing paragraphs. She argues against the quotation in the title, claiming that even if social reform is not explicitly stated in the slave narratives, this is still both their intention and their result. Her familiarity with text and contexts is revealed in her confident tone as well as her examples and she has a good command of written English. 4.2.3 Spot the difference: a failing essay and a First Class essay It is often easiest to perceive strengths and weaknesses through comparison. Here are two authentic extracts from first-year essays; the question asked for a consideration of gender in Robert Louis Stevenson s 1886 novella The Strange Case of Dr Jekyll and Mr Hyde. (They are reproduced verbatim; I have not made any corrections.) Introduction from essay 1 Jekyll and Hyde was a book based on Robert Louis Stevenson s own experiences, especially with middle-age men in Edinburgh and London. What he knew best about that milieu becomes the driving force for of the novella. This world was where façade counted. The cut of one s suit, the social status of one s friends. Above all this was a world of appearance not substance. The whole basis for this novella could be construed as strangeness in itself. There are few women characters. In the story of the door there is the character Mr Enfield. Instead of being an interesting story of a strange door, a mystery has evolved and both Mr Utterson and Mr Enfield have more questions, rather than less, about Jekyll, Hyde and their relationship. Introduction from essay 2 Robert Louis Stevenson s Dr Jekyll and Mr Hyde is a text that shows little sign of the female emancipation that was occurring at the time in which it was written. Instead it maintains gothic misogynistic themes wherein women were either demonized or marginalized (in Stevenson s case, both), as a response to their increasing sociocultural threat to the male hegemony. In the first scene we are treated to a recollection by Mr Enfield of seeing a young girl of maybe [ Pobierz caÅ‚ość w formacie PDF ] |
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