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:.:,;...., i n Geography andRelated Disciplines

Peter G Knight (t"u:) Tony Parsons

How to Do Your Essays,Exams and Coursework in Geography and Related Disciplines

Di ffer ent subjects, or evcn br anchcs within different conventionsancl journals in geography) cited author's surrame full bibliographic However,

the s am e s ubj c c t, s om eti ntes adopt courses (and rnost books where a systern of referencing,

For example, many geography favour the 'Harvard' and the date of publication

irre given in the text, with the

details given in a reference list at the end of rhe essay.

in geography, use the 'V a ncouver ' or footnote system, wher e cit ati ons ar e r nar k ed by a num ber l i k e thi s (') in the text, and details are given in a note at the foot of the page or at the end of the essay. (We discuss the relarive merits of these systems in Chapter 12.) It is important that you use the system specified by your tutor. Failure to do so will suligest that you can't follow simple instructions, and you may be pe nalized-

some other subjects, and some publications

What will the examiners be looking for when they mark my essay?
Chopter summory

Your ability to follow recognized conventions within your discipline sutr--discipline is one of the things that you will be iudged on. -fhe similarities in essay writing

or

between disciplines are more fundamental

than

the differences. In every case the student must provide clemonstrate their knowledge, understanding

a clear, sound response to In

Your examiners will be trying to iudge whether you have a good knowledge and understanding of the subject, whether you can organize your knowledge provide a reroned whether and well-supported response to a specific question, and the conventions of writing according to a strict set of criteria you can communicate down r effectively following

to

the specific questioll asked or task set by the title- In every case students must and abiliry to communicate. every case students must adhere to the regulations and conventions of their

in your discipline- Most essays are maked that are written

co u rsc and their subject discipline. These s i m i l ar i ti es pr ov i de us w i th the r aw rnaterial to identify what makes a good essay (or a bad essay) in any situation; they can be applied to other types of coursework like posters, talks and web chapters of this book. l)a!ies; and they therefore form the basis of the remaining

a guide for markers. You should study the guide for

markers that your tutors use, as this will tell you exactly what your essay will be iudged on. You will not be penalized iust because you disagree with your tutor in an essay, but you will be penalized if your opinion is not supported by a well-reasoned argument and good evidence. Essays written to learn to interpret in different situations (such as exams and coursework) can be marked in different ways,

( ttrrclusion to Chopter3
e
Writing essays should help you to learn, think about and understand your course material. You should use essays to help you to study. Essays provide your tutors with a way of asessing your progress and xsigning a mark to your achievements.

and you ned

the feedback that you get from your tutore.

The basics
The mark that you get for an essaydepends on wbcthcr thc person who marks it thinks it's any good. To convince the marker that yorrr essaydeservesa good mark you have to show two things: 1. 2. subiect.

Essay writing involves a wide range of skills, and requires a certain amount of factual knowledge, so your ability to write essays gives a broad impression of your overall academic progress. Mmy of the same skills apply to different types of coursework.

the marker judge my essay?

In most courses, essaysare iudged against a standard set of riteria used by all the different markers throughout the course. The marking criteria are usually

How to Do Your Essays,Exams and Coursework in Geogmphy and Related Disciplines pubiished in the cour se har r dbook, or pr ov i ded to s tudents l n a handout or on thc course web page. If you have not had the marking criteria for your asslgnmenfs explained to you, you should ask your tutor about them. The people who nrark your essays will be doing so with these criterra rn mind, so you need to Know wnat thev ar e-

What will the examinerebe looking for when they mark my essay?

t9

w h a t s c h e n re y o u r t u t ()rs w i l l b e f o l l o w i n g In fact, that's quite I good tutori.rl cxcrcisc.

w h c n t h e y n ra rk y o rrr e s s a y s . I f y o u rrp o n c < > fy o rrr o w n

do n ' t l i k e t h e s c h e me t h a t y o rrr i n s t i t rrt i o n u s c s , f ry n rl k i n g

I tt, t l v "

Your tutor will iudge your essayon the basis of whetber t is any good or notIk:fore you stdrt, you need to knou uhat tbe t:utor will think is ,good,.
It's important that you know what you are ainring for when you write your essay. Oheck your course handbooks to see how marking works rn your instltution.

grading system 4.1 A mark sheetfor a numerically-based

Tutor's comments Content Mark (out of | 0)

i,

Structure Evidence Presentation English Total Grade requirements:

What exactly is the examiner looking for?

person who marks your essay is trying to find out a number of things about 'e :rnd your yrLr, essay provides the evidence- Box 3.2 listed some of the qJestions tllrt your marker would get answers to by looking at your essay. For each one of questions r o which the- exam iner .o, .y es , .nr * " . .tl rcsc y ou w i l l s c or e a hi gher rrr r r r k. For ever y' no' you will scor e lowe r . T ak e another r ook at Box 3- 2. With a list of questions like the one in Box 3.2 you can judge your own essay lrr'l'rc it ever goes to the examiner- Ask those questions about yourserf, u.,l thirk .rlrout what answers a reader would reach from reading your essay. As long as f()u Lrnderstand the criteria on which your work is being judged you are in a 1i..tl position to make sure that the work is excellent before you hand it in. As r,(' I)rogress through this book we will explore the issues raised by each of the rrrt( slr()ns in this list and show how you can make sure that yo,r, encourages rl r,. r r r .r r ker to en:wer .yes' . "rrry 'l

fi

A: Total of 40 or more, with no mark lower than 7. B: -Ibtal of 30 or more, with no more than one mrk lower than 3. C: Total of 20 or more, with no more than three marks lower than 4 and no mark lower than 2. D: Total of | 0 or more, with no more than one mark of O. E: Total below lO. Grade lower than 5 and no mark

'

How .tre these criteria used to grade essays?

Ir rs .r siruple task to produce a list of the criteria by which your essays will be 1r'l1i.tl lt is r.ore difficult to say exactly how many marks are given for each of t lrr'"<' t rircri:r' and how the examiners arrive at a finar mark or grade. Allocating 1 i r,r ,lcsto cssays can be a com plicated bus i nes s . use a num er ical ap pr oac h- F or ex am pl e, an es s ay m ay be I ir rrrlrk out of 10 for each of a range of different criteria, and trre grade wirl 'r'r'' l,, l',rscrl on the aggregate mark (Box 4.1). However, this sysrem can get, r,rrr'lir'rrt.cl because essays may have to reach a certain level in each Jn,"go.y, u, u, ll ,rs .rt lricving a specified total. For example, in the scheme in Box +. tlou lr r',1 .r tor:rl of 40 points to achieve a first_class grade, but rt,s no good getting l ,rrr r f ( ) s,r r r .l a zer o. If you scor e azer oin" r y ." r " go.y y ou w i l l be l i m i ted to a rir ,rrlr' | ), cvc' if all your other categories .." p.rf..t. If yo, ,.o." less than 3 out ,rl l{ lr r r .r r r y.f thefivecategor ies,your gr adew i l l bel i m r tedtoac .F i ndout ',,,r r r c r r r sr r tr r tions m ay

Many

institutions

prefer a less numerically-based

approach

than the one we've of essays. guicle might look

just described, and design guidelines based on qualitative l i k e - Y o u w i l l s e e t h a t i t c o v e rs identifies critical qualitative

descriptions

Box 4.2 gives you an example of what this kind of marking

t h e s a me i s s u e s a s t h o s c i n B o x e s 3 . 2 rn d 4 . 1 , b u t

thresholds for kcy critcria- For example, a first-class a lower

an s w e r c a n n o t c o n t a l n a n y s i g n i f i c e n t f rc t u f , l e rro rs o r n ri s c o n c e p t i o n s ; a n u p p e r second-class rnswer may contain sonre factual errors or misconceptions; sccond may reveal shortcornings in knowlcdge or understanding; answer may reveal limited knowleclge and understanding; seriously flawed with crrors, omissions and irrelevant that the criteria are cumulative. a third-class

and a fail may be

material. You will also see

Factual correctness is necessary for a first-class thought. Even if your essay is factually thought

mark, but it is not sufficient- The essay must also be presented to a high standard and show evidence of independent correct, Box 4.2 indicates that if the essay lacks evidence of independent of marking markers. guide can provide very thorough support

it will not score higher than a lower second-class mark. If well designed, this type for both snrdents and

I krw to Do Your Essays, Exams and Coursework

in Geography

and Related Disciplines

What

will the examiners

be looking

for wlren

they nrark nry essay'

Ar r erxampleof a qualitativemarking guide for rl('()qraPhy essays

( l.l\S

60--64

A good answer, but with significant weaknesses in content, organization or presentation. Must demonstrate knowlcdge, understanding and independent thought, and must be presented in the style appropriate to the ssignment. Must use logical argument organization, bced on evidence drawn from high-level

Criteria A virtually faultless answer that could not be bettered under the circumstances- Must show detailed knowledge of the subiect, deep understilding of all the issues raised by the 6srgnment, original insights bced on independent thought, and rigorous and logical argument baed on evidence drawn from a wide rmge of high,level source material. Must be style appropriate organized and presented to an impeccable standard in the to the Nsignment, without errors of style. language or presentation. or mtsconceptionsMust not contain any factual errors

source material. May have shortcomings in insight, detail or or may contain some factual errors or misconceDtionsA rexonable content, answer, but with significant weaknesses in or presentation. Must recognize the key in knowledge or

organization

issues raised by the assignment, and provide a relevant answer, but may reveal some shortcomings understanding thought. understanding. Must demonstrate knowledge and of course material, and must use evidence to support arguments, but may lack evidence of independent

lto u 9

An exceptional

answer with very few weaknesses. Must shqw very detailed knowledge of the subject, deep understanding of the issues raised by the dsignment, original insights bmed on independent thought, and rigorous and logical argument bded on evidence drawn from a wide range of high-level source material. Must be organized and presented to a high standard in the st'/le appropriate to the ssignment, with no significant errors of style, language or presentation. Must not contain any L-g!.| er.o.: !f rts:9 lons. An excellent answer with no ffi detailed knowledge of the subject, deep understanding of the issties raised by the usignment, original insights based on irrdependent thought, and rigorous and logical argument basec orr evidence drawn from a wide range of high-level source nrltcrial. Must be organized and presented to a high standard rr thc sr/le appropriate to the trsignment, with few errors of .,1/lc, language or presentation, and no significant factual r ' r r ot s or m tsconcePttons. A vt.ry good answer, but with some weaknesses. llust rl('nronsrrate knowledge, understanding and independent tlr(xrl'ht, and must be organized and presented to a good .,t.rrrcl;rrd in the style appropriate to the rsignment. Must use L1'rc;rl argument based on evidence drawn from high_level '.or rr <-c rnaterial- May lack the insight, detail or organization of .r lrr rt .class answer, or may contain some minor factual erors
r)r nltl(onceptions-

50-54

A reronable

answer, but with significant weaknesses in

content, organization or presentation. Must recognise the key issues raised by the assignment, and provide a relevant answer, but may reveal shortcomings irrelevmt material. Must demonstrate in knowledge or and understmding, and may include errors, omissions and some basic knowledge underetanding of course material, and must use evidence to support arguments, but may lack evidence of independent thought.

/0

/<)

45 49
t.: r,

A poor answer that reveals limited knowledge and understanding of the subject but nevertheless recognizes most of the main issues raised by the rsignment. Must provide a rclcvant arrswer. but may include a few serious errors, onrissions or irrelevarrt rnaterial. l4ay lack any evidence of independent tlrouglrt. Argunrents may lack evidence, and there rna), bc no indication of independent reading- l'lay not be presented to a high starrdard in the style appropriate to the
sgSnnlerlt.

ii:i.

4044

A poor answer that reveals limited knowledge and understanding of the subject but nevertheless r{ognizes some of the main issues raised by the rsignment. omissions or irrelevmt Must provide a relevant answer, but may include serious errors, material. May lack any evidence of reading. May not to the independent thought. Arguments may lack evidence, and there may be no indication of independent be presented assrgnment. Contd to a high standard in the style aPproPriate

Contd

--_-

r*ffi4qF13eY"=r'*s

How

to Do Your Essays, Exams and Coursework

in Geography

and Related

Disciplines

Prs

35 40

An unsatisfactorv answer, but one which shows some understanding ol the relevant issues, and is presented to a standard that indicates a bdic appreciation of the style apProPriate to the
!
i.l YOX \qJ ,!lld !

Fail

30-34

An unsatisfactory answer, but one which indicates an understanding of the dsignment. and irrelevant material. Must include some relevant material, but may be seriously flawed with errors, omissions

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An unsatisfactory answer that indicates little understanding of the assignment, and may contain little relevant, accurate or materialAn unsatisfactory answer that shows only the most limited evidence of having benefited from the course. No answer given; or an answer which is completely irrelevant or fundamentally wrong. This range of marks can also be applied to work that is plagiarized.

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How to Do Your Essays,Exams and Coursework in Geography and Related Disciplines For a coursework essay that counts towards yorlr fin.rl assessment, the nrarkcr rvill adopt a similar procedure, but will also nrake wri tt*t {or you to read. These cornme.ts are intended . n",rt;tl:::;t::'u]}i:: w or k, and wr iting com m ents that ar e bo th hones t and c ons tr uc ti v e i s ,r n irrrportant skill for a futor. The cotrlments shourd enatrle you to recognize how tlre mark you:rchieved rerates to the assessnrent criterra, to see both the srrengtrrs rrrr<lthe weaknesses of your essay, and to understand exactly rvlrat you could clo .lifferently to improve your rnark nexr time. essay that docs not co unt tow ar ds a fi nal as s es s nr ent, rorrrr.tirnes referred to as a practice essa5 tlre situation is more cornplex. The rrr.r r kcr can use the cssay fo show you how the m ar k i ng s y s tem w or k s , how ',r'vt rt. the standards are, and how your work rneasurcs up. 1-hat way, the n r.r rI.ir r g of your ' pr actice' essay r eally is us eful pr ac ti c e fb. the .r eal thi ng,. I l ( ,\\,( .v( ' r ' , unless the m ar king is anonym ous , the m ar k er m ay al s o us e the p.c ti c c , .r \ r ( ) givc you a' lesson' mar k. A lesso n m ar k i s one that r s 'ot nec es s ar i l y e trrr r r r .ll.er i.r ofwhatthecssaydeser ves,butis des i gnedtos endy ou" nr " * r g" '1 " ' r r \' ( ) r f pe r for m ance. It can be used t o e nc or r r age s tr r dents w r r . nec d tr r e i r - ,,',lr ,l.r r tt.boostcd, or to scar e students w l r o s houl .l be tr y r ng har der . F or , , ,r r lr r or .lay give good stutlents l ow m ar k s as ' r r r 1' 11 a k i c k up thc bac k s i dc to ' " ' ' ' r r r ) "( r lr cr r r ta achievt- ' the higher standar ds of w hi c h the tur or k now s tl r enr t . l' , , .r 1,.r lr lt., r nd give a poor student a hi gl i m ar k as an c nc our agr ng pat on thc l ' | | lr r .ss.r yr nar k is som etim.s ' us.d u , o teac hi nq tool . tt . , ..tl rrr,trl: is xtmetimes used as a psychological ueapon. l 'o r r r cour sewor k

What will the examiners

be looking for when they trtark rrry essay7

EliC SAyS:

You can thtuk what you like as lctng as you're right!

to Chapter 4 Conclusion
O Essays are marked according to clearly defined criteria. You should find out what specific criteria your tutors mark to, and you should bear these in mind when you write your essay. 3 You need to convince the marker that you know your stufl that you have worked hrd, that you can organize your material to provide an effective response to the question and that you can communicate Q clearly-

Now we iust need to work out how we can achieve all that!

f = tt t tK r o write answers that differ from your

tttlnr'n ollrtion?
t. ! , ,l r , , r r lr .r r r lr .r l wir lr r r r atter s of fact, and w her e t'e tr r tor ,s opi ni on is i' .the ,r L r 1,, r , { ( l,t( .( l v( .r sion of facts ,, then i t w oul d be ex pec ted tl r at !r "' ! r r r r ' w.r r r d agr ee with t hei r tutor 's opi 'i on. ' r ' r r ' 11 H r w ev eq m os t 'rs ,,, ,,,,1 1 11' l1ir r n,,r l1,1.yil1y littlc in th e w ay ofi nc ontr ov er ti bl e fac t, and ' ' t,r , .r r ( ,1,..r r r .slr t.cilically design ed to fi nc .l out about the s tudc nt,s r , ! !! | | I ( ) ! ( .r,,r .r lr ssr r e.[n m ost geogr aphy es s ay s , ther efor e, i t i s not ' lr what ' \ "u ,1,r ( .r wir lour tu tor thi nk s . W .hat i s i m por tant i s fhat r , ' r '1 , ,^ 1.,' .,-.,,.1.:-r. t I think. How ', ', 1 Ir r .r r tr r r ' lr .r t y,r ev er , that does not m ean that r t,s OK r ' r ' ,' ,' r r ,' r r 1' .r r r 1' r ,r .) ' or r r r ecd tobeabl etodefendw haty outhur k w i th I . l . r ', , , , { tr , ,,ur .,( , y,r r r nccd to defend w hat y ou thi nk w i th s ound ,ir i,,rrrr r l,' t,,,,I t.,...,,,....,._ rrL r tlr r .sr ur r e ir s the - r _- tutor . T he tutor w i l l not be i r npr es s ed | .,. i,,,,.i,ur r ,,.r t,,( .( .. l.lr t,tr r tor wi l l bei nter c s tedtos ee y ouex pl ai n ,,r , | | r r , r ,,r r r ,r w.r r opir r i< tn, lr utm ak e s ur e i t,s a goodoneu.d _r k . | ! ' r ' l r r . tt, , r r r .11,.\ir r r will not b e m ar k ed dow n j us t bec aus e y ou I' r r r yor r will h. r nr r k ed dow n ' l' ,' r r ,,r , i f y ou ar e w r ong r r upi d. " nd