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The Feedback in Advance File
An advantage of belonging to a culture and a community is that you can learn from other people's achievements and failures. To help new students do this, we make previous students' achievements available, list the kind of mistakes they made, and summarise the feedback that was given on their work. This file lists nice and naughty things. Nice things being ones that mean you learn more, or get better results for your efforts. Naughty things mean you learn less, or get unsatisfactory results. Points are added to it as students actually do something wrong, and you will be directed to points on it in feedback on your essay. In this way you will learn from our own mistakes, but by reading the file now you will learn (far less painfully) from other people's mistakes.
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Be nice to yourself
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SHE students have specific guidance called
THE KIND OF ESSAY WE WANT. If you are
doing
SHE, you should know everything on that list.
Re-read it
now. Here are some of the questions it raises that you should check in your
essay: Is your essay focused on the question? Does it have an
introduction with an outline, summary and argument? Is it tightly
referenced using the Harvard method? Have you referenced more than quotes?
Is the essay in your own words? Is it about theory and does it explain
that theory? Have you understood what a well-argued essay is and does the
content of the essay demonstrate the argument in the introduction?
Many other courses will also give some guidance - although it will not usually be that detailed. SHE1 and SHE2 students must read the advice found by following the red link from their essay title on the Student List. [You can find the same advice by going to SHE Essays] The redlink advice is your main route to help on SHE - If you do not study it and follow its links, you are missing out badly The advice explains what you are required to do for the essay, what sources must be used and where to find the guidance on referencing for your essay. Redlink advice is altered and added to as the course proceeds. It provides feedback to all students doing a question and you will miss important feedback if you do not check it regularly.
If a course requires you to base your essay on primary sources, for example, you should expect to fail if you present an essay based on secondary sources.
On SHE2 students work is to be based on primary sources, which are usually specified in the instructions. The module is partly about interpreting the original work of authors. If a student uses primary sources, but relies heavily on secondary sources to interpret the primary source, he or she avoids doing what was asked and does not learn the skill of interpreting original sources. This is why we have the rule that 12 is the maximum mark that can be awarded for a SHE2 essay based mainly on secondary sources. One that is not referenced at all to primary sources may be given no marks, if the question requires the source.
Click here
for the SHE Rules
Click here for guidance on quotations and related issues
An essay without an outline in the introduction suggests that the essay is unstructured and unfocused. It suggests that the writer did not analyse the title and plan the essay. This is not the impression you want to give. An essay without a good outline in the introduction will give a poor first impression of even an excellent essay. On the other hand, an outline that matches the structure can enable the reader to work out what the writer means even in a poorly expressed essay.
Click here
for guidance on introductions
Some students have an argument and/or a summary of their essay at the end.
Consider the advantage
of moving this into the introduction
Most essays have an argument - but it is often hidden in the body of the essay and not stated in an argument statement in the introduction. See if you can find the argument of your essay. Read what an academic argument is - You are looking for the case you have made - not an attack on someone - and construct a statement of it for the introduction.
Click here for guidance on structuring essays
Clear ideas expressed in plain English will give you control over what you are writing. If there are parts of your essay that a staff marker cannot understand, the presumption will be that you did not fully understand what you wrote. This may not be true. Sometimes a student essay is difficult to understand because he or she is working hard to express difficult ideas. Such an essay needs revising to make the English clearer (which often means simpler) and to explain technical terms that are used.
The following links should help you:
Read: the importance of a full understanding of one's own writing clear English tortured English improving clarity by condensing or expanding what to do (and what not to do) if your essay is too long or too short
Andrew Roberts likes to hear from users:
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Introduction essential outline + argument + summary = introduction
Use the right sources and reference well
Understand everything you
write
It is a cold world out there
A naked draft may not freeze to death, but it is embarrassed
Do not present
Give them a good
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