DELC Marking Scheme

These descriptors are designed to give more information about the Extended Common Marking Scale. They should be understood in relation to the level the student has reached in the degree. Note that certain courses in DELC have course‐specific descriptors; where such exist they will be found in the relevant course handbooks.

A1 (90‐100) Excellent. Outstanding work which demonstrates an exceptional understanding of conceptual ideas and literary texts, showing an unusual degree of original insight and breadth of independent research. It will have an authoritative ability to synthesise material and to conceptualise and sustain a sophisticated argument. It will show excellence in its detailed readings and an ability to both engage with critical debate and intervene independently in it. In language work, the mark reflects an exceptionally high level of linguistic competence. (Marks above 90% are considered outstanding and are only rarely awarded.)

A2 (80‐89) Excellent. Excellent work which demonstrates comprehensive understanding of conceptual ideas and literary texts, showing clear evidence of independent insight and breadth of research. It will have an impressive ability to synthesise a range of material effectively, to think analytically and to sustain a complex argument. Its detailed readings will be sensitive and nuanced and it will show an ability to evaluate alternative critical perspectives. Its style will be articulate, convincing and engaging. In language work, the mark reflects a very high level of linguistic competence.

A3 (70‐79) Excellent Work which demonstrates excellent understanding of conceptual ideas and literary texts, showing evidence of independent insight and reading. It will have an ability to synthesise material effectively, to think analytically and to sustain an independent argument. It will show excellence in its detailed readings and an awareness of alternative critical positions. Its style will be clear, convincing and engaging. In language work, the mark reflects a high level of linguistic competence.

B (60‐69) Very Good Work which demonstrates an ability to understand the issues raised by the course and posed by the specific question, engaging in effective discussion. The work will show a facility in handling concepts, a very good knowledge of primary and some secondary texts, and a clear, fluent and accurate writing style, at ease with the conventions of presentation. It will show critical judgement in selecting, ordering and analysing material and an ability to use detailed analyses of texts to further its arguments. The work will demonstrate a good understanding of the way reading is affected by different critical perspectives. The work will show a thoughtful response to the texts concerned and elements of independent thinking. In language work, the mark reflects a sound level of linguistic competence.

C (50‐59) Good Work which covers the subject matter of the course and is appropriately organised and presented. It will demonstrate good knowledge and understanding of relevant conceptual material and literary texts, derived from a solid basis of reading. It will be accurate and clearly written, grammatically correct, use quotation appropriately and show adequate familiarity with conventions of presentation in terms of reference and bibliography. It should be able to draw on information and ideas from lectures and secondary reading, but may not engage effectively in critical discussion. In language work, the mark reflects a fair level of linguistic competence.

D (40‐49) Satisfactory Work which shows an adequate but limited knowledge of the subject matter of the course. The work shows satisfactory knowledge of the content and some response to the course texts, a basic grasp of critical vocabulary, and some ability to frame an appropriate response to the question. There are likely to be weaknesses in particular areas, such as:

 ability to maintain relevance to the question posed

 appropriate illustration to substantiate argument

 grasp of critical material encountered in lectures or secondary reading

 breadth of reading in the set works on the course

 use of effective style, good punctuation and spelling

 use of the conventions specified for the presentation of essays. In language work, the mark reflects a basic level of linguistic competence.

E (30‐39) Falls short of the standard expected for a pass Work may show some awareness of the issues raised by the course but deals with them inadequately. It may show some knowledge, but clear weakness in the ability to understand and respond to individual texts. It may have stylistic problems of expression, spelling and punctuation. In examinations, this mark may indicate short measure, incomplete answers or rubric violation. In language work, the mark reflects some level of linguistic competence but shows deficiencies in important respects.

F (20‐29) Clear Fail & G (10‐19) Bad Fail Work which shows a lack of understanding of the ideas of the course, a substantially inadequate knowledge of the set texts, and an inability to formulate and communicate a response to the question. In examinations, it will often involve seriously short measure or incomplete answers. In language work, the mark reflects major linguistic deficiencies and a failure to grasp basic structures. H (0‐9) Very Bad Fail These marks reflect a complete lack of understanding of the ideas of the course, virtually no knowledge of the texts, and an inability to respond to the question. In language work, the mark reflects linguistic deficiencies such that the writing or speech is virtually incomprehensible.

All marking criteria, and the means of calculating marks (whether for coursework, exams, or the end‐of year result) will be published in the relevant Course Handout and should not normally be altered during the course of the year. If any changes to these occur in the course of the year, students must be informed before any affected assessments are submitted.