Your Question and Brief
Summative Assessment
Most essays are set as a type of summative assessment.
This means that the marker will be assessing your learning at the end of a unit, like a module.
This does not mean that you must write about everything that you have learned during the module.
Rather it means to be aware of the context of your assignment within the learning outcomes of the module.
Interpreting Your Brief
In your module handbook you will find your assessment brief and assessment criteria/rubric.
The assessment brief will outline the nature and format of the assessment. It should also include the word count, referencing style, assessment weight, submission date and anticipated feedback date for the assessment.
The assessment criteria or rubric will detail the grading ranges and a description of the skills that must be demonstrated to achieve the grades.
Interpreting Your Question
An essay typically will not ask you to write everything you know on a subject.
The essay title will help you understand what you are required to do and the structure you need to adopt to answer the question relevantly.
Think about the point of the assignment and its context in your module learning.
Why are you being asked to write it and how does it relate to your module?
What are we being asked to do?
-
Deconstructing the title
Your essay title or question will typically include instructional terms, a topic area to focus on and some remit or qualifiers. for consideration, perhaps a time span or a number of sources.
The instructional terms are the task words and direct what it is we have to do, the topic area/s are the main focus of the essay and the scope is the remit of the essay, the setting, time or circumstances to be considered.
Ensure that you read your title carefully. It is easy to overlook significant and subtle issues hiding in the title, and make sure that you answer all parts of the question.
In the example below we can see the instructional terms in red, the topic areas for consideration in green, and the scope of the question in blue.
Example of a deconstructed essay title:
"Describe the development of Student Success Centres in Higher Education and critically evaluate their contribution to student progression, and attainment. Illustrate your answer with examples from module material and wider reading."
Essay questions usually ask us to consider the extent to which something is true, or the significance of a claim. Look at a sample of past exam papers and see what types of essay questions are adopted in your discipline.
-
Instructional terms
Instructional terms in the title explain what we must do, but they also expose the range of abilities that our marker wants us to demonstrate. It is rare to find an assignment title that asks for you to demonstrate all your knowledge. They usually they require something more. To achieve higher marks an element of analysis is often required.
Sometimes there will be no obvious instructional terms, and we must rely on our interpretation of the rest of the question to decipher what is required.
In the table below you can find some instructional terms focusing on exploring complexity and evaluation. The table illustrates the instructional term and the approach required:
Examples of approaches to use for Instructional terms Instructional Term Approach Required Analyse Break down information into its component parts and then, compare, contrast or evaluate. To trace the causes of a particular event or reveal principles. Examine in detail. Compare Generally, it means pointing out similarities between two or more views, although it is good practice to point out differences too. This might also involve concluding as to the preferred view. Contrast Set two viewpoints in opposition to highlight the difference between them and their individual characteristics Compare and contrast Point out difference and similarities and an evaluation Show, demonstrate, account or prove Sometimes a question will introduce an established relation between 2 theories etc. and you are tasked to demonstrate how/why this relationship exists. Discuss, explore or examine Investigation by argument. Presents different arguments supported by evidence, giving reasons for and against and examining implications. Evaluate, assess, critique or criticise These words are closely related. They are asking you to assess the value of something and make a judgement. All judgements should use reasoning and evidence. Interpret Make clear the meaning of something and give a judgement Justify Give reasons for conclusions or decisions reached. This might include responding to possible objections Critically discuss, critically evaluate, critically examine or critically compare Emphasise is on evaluation not description. -
Assessment Criteria & brief
In your module handbook you will find your assessment brief and assessment criteria/rubric. The assessment brief will outline the nature and format of the assessment. It should also include the word count, referencing style, assessment weight, submission date and anticipated feedback date for the assessment.
The assessment criteria or rubric will detail the grading ranges and a description of the skills that must be demonstrated to achieve the grades. It is really important to read your rubric, so you can identify what you lecturer wants from your assignment. and where the marks lie. Rubrics can generally outline the marking ranges, as below, or show a more detailed breakdown and weighting of the marking system, content required and skills to be evidenced.
Generic Example of Assessment Rubric Range Description 80-100 There is evidence of exceptional knowledge of the topic demonstrating independent research. The exploration is insightful, demonstrating critical thought. The question is addressed thoroughly and the work is persuasive and well structured. the presentation is of a high standard. Referencing is excellent and spelling, grammar and punctuation is exemplary. 70-79 There is evidence of a well developed knowledge of the topic. The exploration displays good analysis and evaluation. The student has addressed the question thoroughly, and has communicated clearly and effectively. The presentation is of a high order, with consistent and accurate. 60-69 There is evidence of a firm sound knowledge. The exploration demonstrates appropriate critical and analytical skills, showing an appreciation of the complexity of the idea. The question has been answered convincingly. The writing is well structured. There presentation is very good, demonstrating consistent and appropriate use of referencing, grammar, punctuation and spelling. 50-59 There is evidence of sound knowledge. The exploration demonstrates critical and analytical skills. The question is addressed. The structure is orderly. The presentation includes appropriate use of referencing, grammar, punctuation and spelling. 40-49 There is evidence of satisfactory knowledge of the topic. The exploration shows evidence of an ability to describe and analyse main issues. The answer to the question is satisfactory. The structure is adequate. The presentation demonstrates sufficient conventions in referencing, grammar, punctuation and spelling. 35-39 There is evidence of limited knowledge of key principles. The exploration is incomplete. The answer is inadequate. There is some attempt at structure. The presentation is poor. There is inadequate attention to referencing, grammar, punctuation and spelling, 0-34 The depth of knowledge is inadequate. The exploration is superficial. The question has not been addressed. The presentation does not follow the conventions for referencing. There are serious issues with punctuation, grammar and spelling.
Deconstructing Essay Titles
A Short Guide
This short video will provide an overview of what essay titles mean and how to address their core components.
Interpreting the question and understanding your brief guide
Self Paced Guide
Aims of the guide:
- Understand what your assessment criteria and rubric mean.
- Understand what instructional terms are, and how to assess the topic and scope of your essay.
- Know how to start your research and planning.
How to access the guide
Use the back and next buttons at the bottom right of the screen below to navigate through the guide. Alternatively, use the contents button to jump to a specific page.
Accessibility options are available at the bottom left-hand corner of the screen.