Assessment Brief

Module title Independent Project

Module code FP3003
Assessment task title Essay or Report
This assessment has a 7-day submission YES
window:

Submission deadline for assessment Tuesday 29th April, 1pm

Deadline for applying for a deferral to the next 7 calendar days after the closure of the 7-day
assessment point submission window
This assessment is eligible for in-year NO
reassessment:
Summary of assessment task Write an extended essay or report on a key area
of your undergraduate degree subject
Word limit and guidance on submission 1. 1750 words (upper limit 1925)
2. File name: Your Assessment (J) Number
3. File type: Word (.doc / .docx) or PDF (.pdf)

Weighting This assessment task comprises 70% of the

overall mark for this module. Marking criteria are
provided at the end of this document.
Feedback and provisional marks release date Tuesday 20th May
Learning outcomes that will be assessed LO2 Through self-directed study and self-
appraisal, present a critical awareness of the
chosen area for their essay/report.
LO3 Write an essay/report with a coherent
discussion, which combines factual content with
critical commentary and follows academic
conventions.
In-module support opportunities including Students can email one draft to their lecturer no
formative feedback later than 7 days before the deadline (unless
lecturer specifies otherwise), and receive
general feedback comments on the work.
See Assessment Tile in Moodle for more
support resources and materials.

If you require support with your assessment, Contact your timetabled module lecturer:
please contact:
Chris Cavanagh ([email protected])
Veronica Miller ([email protected])
Jacquie Banks ([email protected])
Caroline Magill ([email protected])
Deb Robert ([email protected])
Jonathan Hay ([email protected])
Cath Edmondson ([email protected])
Dave Price-Williams ([email protected])

Assessment Details

Below is a guide of the suggested structure and content of your essay/report.

Introduction: (This will be around 150 words when complete.)

• General introductory statements to set the context / attract interest / provide

background
• Any relevant definitions or facts / statistics that help to introduce the topic (with
citation)
• If you have a specific focus (i.e. you’re writing about X but not Y), tell the reader what it
is (the scope of the essay/report)
• Information about the main structure / sections of the essay/report (an outline)
• Last sentence is usually a ‘thesis statement’ – a sentence which provides the main
objective of the project, e.g. This essay examines… / In this report, …

(continues next page)

Main body – section 1:

• Divided into paragraphs with a clear distinct focus – say what each paragraph is going to
talk about.

• Decide if each paragraph would be clearer with a topic sentence (the first sentence which
gives the reader an idea about the focus of that particular paragraph).

• Use references: facts, statistics, expert opinions, quotations – don’t forget to show the
citation, e.g. (Sondek, & Smith, 2008), otherwise it might be plagiarism.

• Be as detailed as possible, within the word count.

• Tips:
o If you think one paragraph contains too much information and is going to be very
long, consider splitting it into two.
o If one paragraph seems to say very little, consider integrating it into the paragraph
before/after it.
o Consider your word count – you have 1750 words. Deduct roughly 250 words for
your introduction and conclusion, and you have roughly 1500 words for the whole
main body.

Main body – section 2:

• (See section 1 above.)

• Additional note: You should think how your paragraphs are going to be connected, and how
the essay/report will flow logically. A good resource for academic phrases used to achieve
this is here: https://www.phrasebank.manchester.ac.uk/

Main body – section 3 (optional):

• You may not need a third section, depending on the structure/content of sections 1 and 2.
Remember to keep checking your word count as you write and edit.

(continues next page)

Conclusion: (This will be around 100 words when complete.)

Use some or all of the following:

• Remind the reader what the essay/report has discussed overall.

• Restate the main points made in each section / paragraph.
• Any conclusions that can be drawn? Either clarify conclusions made in the main body, or
provide them here.
• If there was a particular scope to your work, explain any limitations of what you have
discussed (e.g. the essay/report has concerned X, but the issue of Y is also worth
consideration)
• A broad final statement providing a sense of completion or a sense of ‘looking to the
future’.

List of References:

• All sources that will need to be listed – every citation written in this plan will need its full
reference here.
• Consistent APA style – don’t just make up your own way!
• Below is an example of a good list of references (though yours will contain more
sources) – note that these are just examples, and you do not need to use or read them!

Cho, J. (2019). A challenge to change. Thorsons.

Grabe, F., & Kaplan, J. (2005). Constrasting textual structures of Finnish and British reports.
Journal of English for academic purposes, 2, 29-34.

Kaplan, J. (1966). Rhetorical expression. http://www.psycom.net/depression.central.html

Ostler, R. (2018). Deductive or inductive? How thesis statements vary across languages.
Oxford University Press.

Sondek, R. (2008). Contrasting the use of five rhetorical categories of academic writers.
Journal of Contrastive Rhetoric, 1(2), 34-67.

Ventola, R., & Mauranen, T.R. (2018). Discourse markers across English and Spanish
academic writing. Routledge.

White, R. (2024). Considerations for the assessor of international academic student writers.
Smithington.
Specifications

As stated in the Module Handbook, the assignment format should comprise the following:

• Title page provided by your lecturer. On this page you should include: the title of your work,
your assessment (J) number, the module title and code, your final word count and the
submission deadline for the work.
• Footer or header with your student assessment number, the module title and code.
• Word-processed work must use:
o 1.5-line spacing
o Arial font style
o Font size 12
o Justified alignment
• All references should be constructed using the APA referencing system. The departmental
Quick Guide is available at IP Moodle here. Further information and guidelines on referencing
is available from CiteThemRight (click here). You will need to click ‘Login’ and choose Chester
as your institution.
• It is expected that your writing will conform to standard Academic English in terms of spelling,
grammar, punctuation and style.

Use of Artificial Intelligence (AI) Tools

• For this assessment task, you are not permitted to use artificial intelligence tools in accordance
with the following guidance:
• While preparing this assessment, you may not use any AI tools except for those tools
linked to spelling, punctuation, and grammar (e.g., Grammarly, Draft Coach).
• The University Academic Conduct Policy explains how students are expected to take
responsibility for the fair presentation of the contents of any work they present for assessment.
This includes acknowledging the use of Artificial Intelligence tools. Breaching the academic
conduct policy can have serious penalties.
Issues regarding submission

Submission procedure

• Submitting ‘on time’: The assignment must be submitted electronically to the assigned
Turnitin submission inbox on the Moodle module page via the University of Chester Portal
before 1pm on the due date.
• Submission window: After the due date, a 7-day submission window will appear as a
separate Turnitin inbox, where students can submit without late penalty. Feedback and marks
for students who use this window will be released up to one week later than on-time
submissions.
• IMPORTANT: Work submitted after the 7-day window has closed will not be marked and
receive a zero. If something outside of your control has caused you to miss the window, see
Exceptional Circumstances guidance below.

Submissions must consist of .pdf or Word (.doc or .docx) files. If you have problems uploading,
it is advised that you save the final piece as a .pdf and submit the .pdf to Turnitin.

Submissions in the wrong file type will not be processed or marked. If Turnitin does not accept
your submission because it is the wrong file type, this will not be an acceptable reason for
mitigation (Section 7.3 of the Assessment Regulations).

Exceptional Circumstances

• If you think you have acceptable grounds for missing the 7-day window, you may be entitled to
a deferral. You will need to provide valid evidence in support of your request.
• A deferral means that you submit your work at the next assessment opportunity at a later date.
Your Module Leader will be able to confirm when this date is.
• Deferrals must be applied for here (https://v3apps.chester.ac.uk/oed) within 7 calendar days
of the closure of the submission window. Evidence can be added to your request up to 7
days after that.
• Information about The University of Chester’s exceptional circumstances procedure can be
found here: https://portal1.chester.ac.uk/registryservices/Pages/student-
mitigatingcircumstances.aspx
Knowledge and 90–100 80–89 70–79 60–69 50–59 40–49 30—39 20–29 10–19 0–9
Understanding

Use of Exemplary use of Outstanding use Excellent use of Strong use of Good use of Satisfactory use Insufficient use of Little evidence of Negligible No or virtually no
information information of information information; information; a information so; of information, information. use of evidence of use use of
from variety of sources and from a wide Excellent range of core and relevant Background Evidence of some information. of information.; information
sources to be reading; wide variety of sources selection of background references but reading mostly background Minimal subject reading evident; no or
applied to coverage of topic and reading, variety of sources reading without wide relevant, but few reading; background limited; content virtually no
subject integrating a integrating and reading; effectively used; variety of sources of insufficient reading; almost entirely source use or
knowledge wide range of relevant extensive strong knowledge sources. Good information used; identification of insufficient irrelevant or evidence of
academic academic coverage of the shown. knowledge satisfactory issues; contains identification of erroneous. subject
sources. sources. topic. Excellent shown. knowledge very slight detail. issues; contains Negligible knowledge.
Exemplary Outstanding knowledge shown. Insufficient very slight detail. evidence of
knowledge knowledge shown. knowledge Little knowledge knowledge
shown. shown. shown. base evident.
Cognitive Skills 90–100 80–89 70–79 60–69 50–59 40–49 30—39 20–29 10–19 0–9

Structure and Exemplary Outstanding Excellent Strong Good Satisfactory Insufficient Little clear Negligible No or virtually no
reasoning organisation of organisation of organisation of organisation of organisation of organisation of organisation of organisation of presentation of organisation of
ideas and ideas; ideas; excellent ideas; logical ideas; ideas; basic ideas; limitations ideas; unclear or ideas; very ideas; no or
structure. outstanding structure; structure; well- comprehensible principles of to structure; lack incomplete unclear structure; virtually no
Consistently structure; excellent and reasoned structure; good structure evident; of reasoning. structure; limited negligible recognisable
exemplary thoughtful and coherent discussion; strong reasoning. satisfactory reasoning. evidence of structure. No or
reasoning. coherent reasoning. and coherent reasoning. reasoning. virtually no
reasoning. reasoning. evidence of
reasoning.
Selection and Exemplary use of Outstanding use Excellent use of Strong use of Good use of Satisfactory use Insufficient use of Little use of Negligible use of No or virtually no
use of information with of information; information; information and information; of information; or information; relevant information and use of
information exemplary use of use of relevant excellent breadth breadth of limited superficial few relevant information or negligible information. No
relevant references and of materials material; strong consideration of information with references used. materials; very relevant or virtually no
references and wider sources of selected. integration of alternative views some integrated few relevant references used. relevant
wider sources of information Excellent use of references. or perspectives references. references used. references used.
information; integrated relevant with good use of
closely linked and throughout. references relevant
integrated. consistently references.
throughout.
Communication 90–100 80–89 70–79 60–69 50–59 40–49 30—39 20–29 10–19 0–9
Skills
Use of Consistently Outstanding level Excellent level of Strong level of Good Displays Displays some Displays basic Negligible No or virtually no
academic exemplary level of academic academic English academic English communication satisfactory communication communication communication display of general
English. of academic English / use of / use of / use of skills; variable use communication skills; insufficient skills; little use of skills; no use of communication
English / use of terminology; terminology; terminology; of academic skills; some use use of academic academic English academic English skills or use of
terminology. highly coherent coherent with mostly coherent English / of academic style English / / terminology; / terminology; academic English
Highly coherent with rare and occasional lapses with some lapses terminology; / terminology; terminology; limited very limited / terminology;
and exemplary trivial errors; in accuracy or in accuracy or generally generally variable coherence. Poor coherence; incoherent and
standard of oral outstanding style. Excellent style. Strong coherent. Good coherent. coherence. In standard of oral extremely incomplete work.
and/or written standard of oral standard of oral standard of oral standard of oral Satisfactory sufficient and/or written unclear oral Incoherent oral
communication. and/or written and/or written and/or written and/or written standard of oral standard of oral communication. and/or written and/or written
communication. communication. communication. communication. and/or written and/or written communication. communication.
communication. communication.
Academic All sources All sources All sources Sources Sources Sources generally Insufficient Significant Negligible No or virtually no
integrity acknowledged; acknowledged; acknowledged; acknowledged; acknowledged; acknowledged to acknowledgemen omission of acknowledgemen acknowledgemen
referencing and referencing and referencing and referencing and referencing and a satisfactory t of sources; reference list and t of sources in t of sources in
citation could not citation to an citation to an citation to a citation present level; errors / omission of little accurate in- any form; any form; no or
be further outstanding excellent strong standard; to a good omissions in reference list or text citation; paraphrasing/quo virtually no
improved; standard; standard; with occasional/ standard with reference list or in-text citation; paraphrasing/quo ting consistently accurate use of
consistent and outstanding excellent minor some in-text citation; paraphrasing/quo ting often unacceptable. paraphrasing/quo
exemplary paraphrasing/quo paraphrasing/quo inaccuracies. inaccuracies; satisfactory ting insufficient in unacceptable. ting.
paraphrasing/quo ting; errors are ting with Strong good paraphrasing/quo parts.
ting. rare and trivial. occasional lapses paraphrasing/quo paraphrasing/quo ting.
in accuracy. ting with minor ting with some
errors. errors.
Spelling, Exemplary Outstanding Excellent spelling, Strong standard Good standard of Satisfactory Frequent errors Frequent errors Frequent and Frequent
punctuation spelling, accuracy with punctuation and of spelling, spelling, spelling, in spelling, in spelling, significant errors significant errors
and grammar. punctuation and spelling, grammar for the punctuation and punctuation and punctuation and punctuation or punctuation or in spelling, in spelling,
grammar punctuation and majority of the grammar for the grammar for the grammar; Some grammar, grammar, little punctuation or punctuation or
throughout. grammar work. majority of the majority of the persistent errors. Insufficient clarity clarity in many grammar; grammar,
throughout. Any work. work. in some places. places. generally significantly
errors rare and negligible clarity damaging clarity
trivial. throughout. throughout.