Appendix
Essay feedback sheet
| MARKS ACCUMULATED FOR | Tick as appropriate | OPPORTUNITIES FOR MORE | Tick as appropriate |
|---|---|---|---|
| Question/task addressed | Address/focus on task | ||
| Clearly stated thesis | Develop/refine thesis statement | ||
| The main points support the thesis well | Develop the main points more so they support the thesis more (make regular links to the thesis) | ||
| Provision of argument | Avoid mere description and work toward conclusions | ||
| Convincing argument | Strengthen grounds/reasons | ||
| Balanced argument | More balanced argument | ||
| Understand content | Develop an understanding of the content | ||
| Effective examples | More and better use of demonstrative examples | ||
| Depth of analysis and interpretation | Deepen level of analysis and interpretation | ||
| Well supported/researched points | Greater use of sourced information | ||
| Clearly expressed | Refine expressions | ||
| Formal tone | Formalise use of language | ||
| Integrated theory with the information | Incorporate relevant theory | ||
| Syntax/spelling | Review and proofread | ||
| Well-presented format | Work on presentation |
General feedback
Remember always – your central aim in an essay task is to argue your stated thesis in relation to the given question. Hence essays were assessed on how well the thesis was argued.
Note that producing an assignment at university level is a demanding task which involves coming to terms with the literacy skills of a new “academic” culture which has many pitfalls. The feedback comments are aimed at providing you with further direction in terms of developing your understanding of the requirements of an academic paper/assignment. So please do not be discouraged by the feedback comments as they are intended to provide you with constructive criticism – as opposed to a form of punishment.
It is also important to note that the university requires markers to award a percentage mark – from which the grade is then extracted. This means that the marks given may appear to be unduly harsh. To illustrate: 65% = 26/40 = “B” credit level grade. While a “B” level grade represents commendable performance, the numeric representation can inadvertently give the impression of a low level performance.
The grading system is designed to rate and show level of performance, distinction (A) grades and higher indicate very high level and outstanding level performance.
GOOD ESSAYS:
- Started ‘on task’ with a thesis statement that addresses the set question accurately (that is, appropriate focus) as the first sentence – and then stayed ‘on task’ by linking back to the thesis regularly
- Consistently provided arguments (ie., reached conclusions) that support the stated thesis as opposed to descriptive work
ARGUE CASE (FOR, AGAINST or TO AN EXTENT)
For example, “Why and how public relations has moved away from a manipulation toward credible ethical practices”
AS OPPOSED TO DESCRIBING – The history of public relations and surrounding events
- Provided arguments that were convincing, that is, logical, plausible, and good grounds provided for accepting the conclusions made
- Provided informed arguments with credible sources including course resources e.g. set readings
- Show good depth of understanding of the set topic and related concepts
- Provided examples which effectively demonstrate the plausibility of the conclusions being made (thereby demonstrating applied knowledge and depth of understanding of concept information)
- Adhered to the correct structure (intro, body, conclusion) intro = thesis + overview main points
- Expressed ideas and points clearly, concisely – in a formal tone e.g., avoid cliches and informal language
