• The work demonstrates a deep and intelligent understanding of, and individual engagement with material;
• presents a very close analysis of focal texts or issues;
• addresses a specific issue and develops an independent critical or theoretical argument successfully;
• indicates awareness of complexities and qualifications in argumentation;
• demonstrates careful thought about the critical, historical and/or theoretical context of the texts or issues;
• provides evidence of wide-ranging reading;
• is properly referenced and well-presented.

• The work demonstrates an intelligent understanding of, and individual engagement with material;
• analyzes focal texts or issues appositely;
• addresses an issue and presents a well-argued, coherent case;
• demonstrates careful thought about the critical, historical and/or theoretical context of the texts or issues;
• provides evidence of reading beyond what is strictly required for the task;
• is properly referenced and well presented.

 70-74% (High Credit)

• The work provides evidence of independent reading and thinking about focal texts or issues and their contexts;
• shows some clear understanding of relevant critical and theoretical considerations and of the conceptual issues raised by a unit of study;
• uses close critical analysis;
• avoids summary;
• indicates an intelligent attempt at a critical or theoretical argument;
• is clearly and effectively written;
• is well-referenced.

A High Credit is distinguished from a Low Credit chiefly by the extent of independent discussion of focal texts or issues, and by some obvious attempt to interpret the outcome of close analysis

65-69% (Low Credit)

• The work shows some understanding of relevant critical and theoretical considerations and of the conceptual issues raised by a unit of study;
• demonstrates some independent reading and thinking about focal texts or issues and their contexts;
• uses close critical analysis;
• avoids summary;
• attempts a critical or theoretical argument;
• is clearly and effectively written;
• is adequately referenced.

A Low Credit is distinguished from a High Pass by the extent of independent discussion of focal texts or issues, the clarity of the writing and the extent to which it attempts a more general critical and/or theoretical argument.

58-64% (High Pass)

• The work gives some evidence of ability to attempt an independent argument and to structure material coherently;
• demonstrates a genuine attempt at independent reading and thinking about focal texts or issues though the essay may contain some oversimplification or superficiality;
• generally avoids summary, paraphrase or unsubstantiated assertion;
• may sometimes present quotation for illustrative purposes merely, but does also present the outcome of some critical analysis;
• is adequately expressed;
• is adequately referenced.

50-57% (Pass)

• The work provides clear evidence of having read and thought about focal texts or issues;
• attempts a coherent argument though there may be ellipses in argumentation;
• uses some close critical analysis;
• may paraphrase fairly extensively;
• tends to use quotation for illustrative purposes only;
• may tend towards generality in answering a question;
• may present simplistic comment or unsubstantiated assertions;
• is adequately expressed though there may be some weaknesses in this area;
• may contain some referencing errors.

Work may fail for any of the following reasons:

• no evidence of having read the prescribed material closely;
• sloppy, inconsistent presentation;
• preponderance of paraphrase, mere plot summary or listing of superficial characteristics;
• excessive use of quotation for illustrative purposes only, without any attempt at analysis;
• excessive level of generality in answering a question;
• inappropriate or obscure expression;
• incoherent general structure;
• inadequate referencing;
• late submission of work without extension.