- Double or 1.5 spacing. Single spacing should be used for indented quotations and footnotes.
- Margins of at least 20mm.
- Clearly distinguishable paragraphs.
- Pages should be numbered consecutively throughout the assignment, including appendices.
- Correct spelling.
- All sources clearly indicated.
- All citations in text listed fully and accurately in alphabetical order in ‘References’ section.
- Appendices (limited number – containing information absolutely necessary for assignment but not required in main text).
- Aims of assignments clearly stated at the outset.
- Structure of assignment clearly indicated by:
- headings and sub-heading (former easily distinguishable from the latter)
- ‘signposts’ at start or end or paragraphs (e.g. ‘Turning to the second reason …’ or ‘In summary …’).
- Sentences constructed to make points as clearly as possible.
- Concise phrasing.
- Quotations longer than 30-40 words in separate indented paragraph in single
- spacing (with NO inverted commas).
- Use of tables and diagrams to make points more effectively.
- Consistency in using key words or phrases.
- Key idea(s) summarised.
- Content.
- Interesting and non trivial.
- Match between title and content.
- Appropriate aims for the assignment and aims met.
- Coherent argument.
- Appropriate links with professional or personal experience.
- Possible objections or criticisms considered and answered.
- Use of relevant programme materials.
- Use of research literature to identify main issues in a field.
- Critical attitude to claims made by others.
- Concern for evidence to substantiate points made.
In the Case of Research Reports
- Clear statement of research questions or issues addressed.
- Links made with previous research.
- Justification for why some methods were used and others were not.
- Description of methods in sufficient detail for others to replicate.
- Ethical issues addressed. Proposal ethically reviewed.
- Statement of findings separate from discussions of their significance.
- Self-critical stance towards own methods and suggestions for future improvements.
Points which make for a Poor Assignment
An absence of the points listed above.
Also the following:
Presentation
- Spelling mistakes or uncorrected ‘typos’.
- Missing references.
Writing
- Structure hard to see.
- Excessive use of ‘I’* (especially where linked to unsubstantiated opinion).
- Extreme circumlocution to avoid use of ‘I’.
- Sexist, racist or otherwise offensive language.
- Taking more words to say something than are needed.
- Writing for the writer rather than the reader.
Content
- Misleading, inadequate or self-indulgent title.
- No clear aims or purpose.
- Unnecessary citations.
- Careless about evidence.
- Excessive or inappropriate reference to own opinions or experience*.
* In certain reflective styles of writing the use of ‘I’ and personal experience (but not unsubstantiated opinion) is encouraged. If you are in any doubt about the style most suited to your assignment/programme, consult your tutor at an early stage in planning your assignment.