Marking Scheme for Research Essays
Fail Pass
Limited understanding of the
question
Introduction (20 Little or no indication of
marks) how the argument will
proceed in stages in the
body of the essay
Illogical or rambling
Body of Essay (30 development of argument,
with little to no
marks)
relationship between
points.
Quality of
Less than 2 non-internet
references (both texts used per 1,000
primary and
words. No evidence of
secondary) (20 having interacted with the
marks) supplied bibliography
Inadequate use of sources
to support the argument
with some of the content
Use of evidence & not relevant. Poorly
resources inc summarizes information
critical evaluation, and unclear comment on
analysis (20 marks) the significance of
different forms of
evidence.
Credit
Some understanding of the
question.
An adequate statement of how
the argument will progress in
the body of the essay, but tends
to be simple for this level of
study
Fair development of
argument, in which the
various sections of the
essay fit together in some
way to make an answer
At least 2 non-internet
texts used per 1,000 words
with some evidence of
having interacted with the
supplied bibliography.
Sources and evidence
could be better used to
support the argument –
most are relevant, but
sometimes not.
Demonstrates an ability to
synthesise relevant key
arguments, weigh up
evidence and explain the
relationship between
different forms of
evidence. Little to no
interaction with alternative
positions on the issue.
Distinction
Accurate understanding of the
question
A clear statement that
outlines the argument made,
although greater complexity
and depth of thought could
be demonstrated,
Adequate development of
argument, in which the
various sections of the body
fit together to answer the
question
At least 4 non-internet texts
used per 1,000 words with
evidence that they have used
bibliography, and also done
further research in library.
Solid use of sources and
evidence to support the
argument – nearly all are
relevant in some way.
Demonstrates an ability to
synthesise relevant key
arguments, to weigh up
evidence to justify their
argument, and explain the
relationship between
different forms of evidence.
Limited interaction with any
alternative positions on the
issue.
High Distinction
Clear and detailed
understanding of the
question,
A clear statement that
outlines the argument made,
and demonstrates that the
writer has an awareness of
the complexity of the topic.
Good development of
argument, in which the
various sections of the
body clearly and
persuasively fit together
to answer the question.
5 + non-internet texts per
1000 words with clear
evidence that
bibliography has been
consulted, plus library
research (incl. journals)
Sources and evidence
soundly used to support
the argument – high
levels of relevance for
nearly all material.
Demonstrates a thorough
and accurate knowledge
of the subject, to
critically analyse,
assess,and reflect upon
the evidence. Good
knowledge of any
alternative positions to
the one they endorse.
Clear, detailed and thorough
understanding of the
question.
A clear statement that outlines
the argument made, and
demonstrates that the writer has
mastered the complexity of the
topic
Pronounced ability in
development and depth of
argument, in which the
various sections of the body
clearly and persuasively fit
together to answer the
question
7+ non-internet texts per
1,000 words, with clear
evidence of comprehensive
research on the topic using
bibliography, library books,
and journals
Sources are cleverly used to
support the thesis and
argument in ways that are
relevant to the thesis and
argument. Demonstrates a
thorough and accurate
knowledge of the subject, an
ability to identify key issues
in a debate and critically
analyse, assess, reflect upon
the evidence. Excellent
knowledge of any
alternative positions to the
one they endorse.
 Marking Scheme for Research Essays

Fail Pass Credit Distinction High Distinction

One of the following is
One of the following is
missing: Bibliography
missing:
No bibliography, bibliography Bibliography
Bibliography Page numbers
No page numbers page numbers Page numbers
Page numbers
No name/number on each name/number on each page Name/number on each
Name/number on each page Name/number on each page
page
page In addition
Inadequate & inconsistent Correct & consistent Correct & consistent
Format (10 marks) In addition Some inconsistency in
referencing (i.e not referencing (with referencing
referencing (i.e not
following the referencing Inconsistent referencing occasional errors)
completely following the
conventions of Wesley) (i.e not following the Double-spaced
referencing conventions of
referencing conventions of Double-spaced
Single line spacing Wesley)
Wesley) Correct word count (+/–
Word count (+/- 20%) Double spaced Correct word count (+/– 10%)
1.5 line spacing
Less than 12-point font Correct Word count (+/– 10%)
Word count (+/– 15%) 12-point readable font
10%)
Less than 12 point font 12-point readable font
12 point font

FAQ:

What is a non-internet text? A non-internet text is one which has been published in hard copy, either in book or journal form. If you happen to find an
article on the web, through a database like ATLA, this is still a non-internet text, because it has been published in hard copy. Similarly, if you view the
pages of a book in something like Google Books, this is still a non-internet text, because the work has been published in hard copy.

What are the referencing conventions of Wesley? These have been supplied to all Theology students in the Resources for Budding Theologians
booklet. As a basic rule, Theology students are meant to follow the SBL referencing system. An alternative system is outlined in the general Wesley
Institute Style Manual, which favours an author-date approach. Whichever method you choose, you should follow the method consistently and correctly.
If you have any problems with referencing, it is your responsibility to seek out the lecturer, before you submit your paper.