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Student handbook

BA in History


The University of London and its staff cannot accept legal responsibility for the information which this document contains or the use to which this information is subsequently put. Although every step is taken to ensure that the information is as accurate as possible, it is understood that this material is supplied on the basis that there is no legal responsibility for these materials or resulting from the use to which these can or may be put. Note: the telephone and fax numbers given in this handbook for addresses outside the United Kingdom are those to be used if you are in that country. If you are telephoning or faxing from another country, we suggest you contact your local telecommunications provider for details of the country code and area code that you should use.

Exit awards
This handbook has been written for students who registered for the Bachelors degree. However, from 2012–2013 the University will also offer two new exit awards: • Certificate of Higher Education • Diploma of Higher Education. The award of Certificate or Diploma of Higher Education may be made at the discretion of the University to students who do not complete the programme, but who have completed a specified number/level of courses. For more information about these new awards please refer to the latest version of the Programme Specification and Regulations: www.londoninternational.ac.uk/regs

Published by: University of London © University of London 2012

PROGRAMME SECTION Welcome to your 2012–2013 study year as an International Programmes ..................................................... 1 student. A message from the Programme Director..................................................... 2 ............................................. 4 Introduction. The University, University of London International Programmes and Royal Holloway........................................ 6 Administrative and technical user support............................. 8 The BA degree in History...................... 10 Formative assessment and dissertations........................................... 22 About online distance learning............ 32 Planning your studies. ........................... 36 The programme tools and ................................................ 45 materials. The Online Library................................. 52 Academic support. ................................. 55 Study skills............................................. 66 What to do if you get into difficulties............................................... 82 GENERAL SECTION Introduction. ......................................... G.1 New developments in 2012. ................ G.2 Contacting the University................... G.3 Your Programme Specification and Regulations................................... G.5 Qualifications Framework................... G.6 Fees, refunds and financial assistance............................................. G.7 Studying at an institution. ................... G.9 Online resources. ............................... G.13 ............................................. G.15 Libraries. ......................................... G.15 Bookshops. Confirmation of registration............. G.16 Change of details............................... G.16 Requesting your study materials and maintaining your registration......................................... G.17 Entering for examinations.................G.19 Accreditation of prior learning......... G.24 Transfers............................................. G.25 Certificates, transcripts and Diploma supplements....................... G.27 The graduation ceremony. ................ G.28 The Careers Group, ........................ G.29 University of London. C2, a service from the ................................... G.29 Careers Group. University of London International .... G.30 Programmes Alumni Association. University of London Union............. G.31 Information for students with ........... G.32 specific access requirements. Complaints procedure. ...................... G.33 Student Charter. ................................. G.34

Programme section General section

• History handbook • 2012–2013


ii • History handbook • 2012–2013 .

........................ 35 ........... 36 Planning your studies. 45 The VLE............................ 22 Plagiarism................................................ 61 • Programme section • 2012–2013 iii .............. 46 How is material presented within a screen?............ 61 Student café............................................................... 6 The University of London: a centre of excellence.................... 55 Online seminars.......... 51 General resources..... 6 A new name........................ 46 The programme structure......... ................... 51 The Online Library... 22 Formative written assignments ........................................ 19 How much time should you allow for study?................................10 Skills development.. 36 How to study the programme............ 55 Obtaining academic support............................... 6 Lead College – Royal Holloway....................... 8 Technical user support....................... 9 The BA degree in History........................................................................................................ 19 Examinations........................................... 8 Administrative support............. University of London International Programmes and Royal Holloway........................................................................................................ 19 How is the programme assessed?.. 10 Educational aims of the programme...... 3 Introduction.................................. 32 The disadvantages of an online distance learning programme... 6 University of London International Programmes.... 33 Differences between the campus and distance learning programme.................................... 4 Why study History with Royal Holloway?..................................10 Scope and structure of the programme.................. . 7 Administrative and technical user support........... 59 Course tutors ........... University of London............................. 2 Academic queries ............ 61 Your responsibility................ 20 How do you know the assessment has been fair?.... 5 Who has written the course?......... 60 Summary of tutor support......... 37 The programme tools and materials..... 26 Guidance for students submitting Level 3 Special Subject Dissertations...................................... Pacing your studies................................ 24 Assessment criteria for FWAs........................................................ Royal Holloway................................................... 1 A message from the Programme Director............................................................................. 52 Academic support.......Part I: Programme section Contents Welcome to your 2012–2013 study year as an International Programmes student............ 5 The University..................... 46 What does a topic contain?................. 20 Formative assessment and dissertations. ........................................................ 9 Support Office.................................... 32 The advantages of an online distance learning programme...................... 48 Using the study materials............................................. ....................................................................... 4 Why study History at university?....................11 How is the course taught?.............. 56 Course discussion areas........................ 28 About online distance learning............. 45 What to expect and when......................................................

.................74 Self-assessment sheet................................ 64 Email............. 66 Taking written notes..................................... 83 iv • History handbook • 2012–2013 .............. 82 You fall behind................ 75 Revising for your examinations.........76 Assessment criteria for written examinations ......................................................................... 66 What do markers look for?................. 65 Study skills........................................ 80 What to do if you get into difficulties.................................................................... 66 Advice on essay writing..................................................................... 62 Discussion area netiquette... 83 You don’t understand the study materials...................................Good practice in online communication....................... 75 How to do well in your examinations......

3 of the General section). • Programme section • 2012–2013 1 . For practical information that applies to all of the programmes offered through the International Programmes. but if you require any additional information or support please do not hesitate to contact us (see page G. such as how to pay your fees. We hope that we have covered everything that you need to know during your studies.Welcome to your 2012–2013 study year as an International Programmes student This Programme section provides academic guidance along with practical information and advice that is specific to your studies as a History student. please refer to the General section in Part II of this handbook.

over centuries – could have a material and substantial effect on the present. but an assumption developed amongst some theorists and politicians that the experience of the 1950s and 1960s was how the ‘world worked. You will also have a fuller appreciation of the modern political ideologies in the West and how they have been distilled from the Ancient World – through the Renaissance and the Age of 2 • History handbook • 2012–2013 . of politics. on their understanding of recent events. In certain spheres – such as economics – there appears to be something of a ‘watershed’ in 1945. in the 1920s. from understanding how Britain exercised their League of Nations mandate in the region.A message from the Programme Director ‘Those who cannot remember the past are condemned to repeat it. It will help you develop your analytical and reasoning skills.’ The period of full employment to 1973 seemed to dull the memory of the tragedy of the interwar years. adjudicate between differing academic arguments and uses of evidence. Many people base their assessments of society. one which informs. As the present is the culmination of various and varied historical trends. For some there is a feeling that the ‘modern world’ is all there is and all there has been. one which is both precious and relevant. with that seen in those traumatic post-1945 decades. the study of History will give you a valuable insight into the modern world. you will have a better perspective on the modern Middle East. The Life of Reason (1905). many others. almost as if the end of the Second World War remade the world afresh. of international relations.’ George Santayana. The study of History can be one of the most rewarding and stimulating of academic pursuits.’ History is an academic discipline in its own right. making the disruption of the 1970s and 1980s a very nasty shock and leading to a spate of academic papers contrasting the plight of unemployment in the West during the 1920s and 1930s. The world economy certainly developed more rapidly after 1945 than in the decades beforehand. Similarly. and write in an effective prose style when ‘putting your case. particularly over Iraq. as well as borrows from. and they discard the possibility that historical evolution – over decades.

Revolutions – by a knowledge of these periods. and from the breadth of subjects we provide. We hope you find this an enjoyable programme of study. or the impact that ideas can have on societies. to name just a few. History is a valuable field of study in its own right. the study of gender history. Alll of the courses open to you here are taken from our campus teaching. this degree can provide you with a wide array of challenging and engrossing university courses to fully engage you. the fortunes of communities. The University of London International Programmes draws heavily on the expertise at Royal Holloway. Whichever period you focus on. Whether your historical interests centre on the use and pursuit of personal power. both broadening and enlightening our views on contemporary events: there can be no more relevant subject as part of a rounded education. Programme Director Royal Holloway Academic queries Please refer to page 55 for information on academic support offered. • Programme section • 2012–2013 3 . it will provide an unrivalled window on to our modern lives. and approaches – what history is. Dr Emmett Sullivan. early-modern and modern worlds. the history of ideas and of international relations. the evolving relationship between the state. How the ideas of great thinkers from those times evolved and developed intellectually over their eras will also be explored. religion and the individual and the experience of migrants and ethnic minorities. covering both defined chronologies on the classical. one which will expand your horizons. the shaping or formation of nations. medieval.

as individuals and as members of groups. or general context for. you will find it useful to read it through as a whole. In this way. We hope that the information in this handbook and the study material will enable you to embark on your degree programme with confidence. the Why study History at university? What it is like to be a historian? For most people. In combination with the Programme Specification and Regulations (PSR). that it is the PSR which state the rules by which your work will be examined.Introduction handbook provides an overview of what studying History towards a degree means. The handbook has been written with the intention that it might be used for two main purposes. Historians have to enter imaginatively into the lives of people very different from themselves. History thus includes all forms of human interest. an education worthy of a free woman or man. If we are to do this fairly. Remember. we must learn to 4 • History handbook • 2012–2013 . and historians pursue a vast range of different kinds of investigation. These publications also direct you towards other sources of information that you may need as you progress. Congratulations on becoming a distance learning student on this BA History degree. First. and so it is the PSR that you should consult if you are in doubt about specific matters regarding what is possible. the satisfaction of understanding and the pleasures of sharing knowledge and enquiry. what is not. the study material you access online. are likely to be especially useful in this respect. however. for specific points of reference. perhaps in cultures alien and remote ‘in the dark backward and abysm of time’. this handbook should provide you with all the information you will need to get started and find a route through the academic options presented to you. You will almost certainly. History means the study of women and men. the handbook gives a form of supplementary background to. and on essay-writing and examination technique. The study of History at university provides a liberal education – that is. also want to consult this handbook periodically during your studies. or other similar questions. and their changing experiences. however. Its sections on the structure of the programme. It also provides useful information about studying online. Our rewards are the excitement of discovery.

as a student. Who has written the course? The courses offered are all taught to BA History undergraduate students at Royal Holloway. Hence. Why study History with Royal Holloway? The History Department is rated in the top categories for both teaching and research. The Funding Council’s Teaching Quality Assessment (TQA) has given it a rating of excellent. with the top score of 4* indicating quality that is world-leading and of the highest standards in terms of originality. too. You learn to work independently on these. These personal qualities. as part of their degree programme. once learnt. analysing the strengths and weaknesses of the various arguments you encounter. categories. They can be transferred to many different careers. you can feel yourself a fellow-worker in the discipline – you are a researcher. as historians. outperforming the national average of 50 per cent. All this helps us. will stay with you for the rest of your life. out of an increased awareness of the complexity of human affairs and the variety of ways in which we can explain the events and processes of the past. and find that new lines of enquiry are suggested as they do so. sifting the evidence for what is relevant to your problem. and writing essays and dissertations that present your views in as well-informed. History as a training in intellectual skills As a History student you are set specific historical problems to solve and are directed to a range of sources. to have respect for other people and to be guided in our thinking by reason and sound evidence. as much as a student. significance and rigour. See the virtual learning environment (VLE) for details. Sixty per cent of the College’s research profile is rated as world-leading or internationally excellent. to control our own prejudices. The most recent Research Assessment Exercise (RAE 2008) measures research quality in four • Programme section • 2012–2013 5 . but have been developed in an online format for students learning at a distance. and are highly valued by employers. They believe that research and teaching enhance each other: they pass on their work and ideas to their students. Respect for plurality of opinion grows naturally. The College is ranked 16th in the United Kingdom for research of 4* standard and 18th for 3* and 4* research. skills and pleasures. The tutors are members of the staff of the History department and actively involved in teaching and research. Many members of staff are the leading international experts in their fields and all are active researchers. The Department of History at Royal Holloway is ranked 12th out of 92 History and History of Art departments in the United Kingdom. logical and lucid a way as you can manage. according to the Guardian newspaper’s review of British universities.respect the immense diversity of human experience.

In many countries graduates of the International Programmes occupy senior positions in government. The value of a University of London degree is well recognised throughout the world. University of London). Queen Victoria signed the University’s fourth charter which permitted the University’s degrees to be accessible to students who did not want or could not come to London to study. Some join the International Programmes immediately after leaving school. The University of London: a centre of excellence The University of London. while others may have been working for a number of years and need a qualification in order to improve their prospects. • History handbook • 2012–2013 . International Programmes students register for a range of undergraduate and postgraduate degrees and our students. have an age range from 18 to over 70 years old. and we believe it has helped us to connect to more students. 6 A new name In August 2010. while others are multi-faculty (such as University College London and Queen Mary. we changed our name from the External System to the University of London International Programmes to better describe ourselves in the twentyfirst century. which was established in 1836. This change allowed greater clarity and inclusiveness. Others purely seek the challenge of studying a new subject at degree level.The University. Specialist institutes include the Institute of Commonwealth Studies. This chapter provides some background information about the University of London and the relationship between the University of London International Programmes and Royal Holloway. who come from over 190 different countries. University of London International Programmes and Royal Holloway University of London International Programmes In 1858. This groundbreaking initiative is one of the earliest examples of a university making its degrees accessible to students and established what has now become known as the University of London International Programmes. Some colleges are specialised (such as the School of Oriental and African Studies and the London School of Hygiene & Tropical Medicine). It is a federation of 18 colleges and 10 institutes. commerce and industry. is one of the oldest and largest universities in the United Kingdom.

was our commitment to offer worldwide access to a university education of a consistently high standard. Jane. cultural and gender history. and in 1965 they both admitted male undergraduates for the first time. breadth and innovation. and the Royal Holloway in Surrey. who suggested a college for women as the means by which Holloway’s • Programme section • 2012–2013 7 . University of London Royal Holloway. however. our people. We are very proud of our (and your) reputation and will continue to build on everything that the External System stood for and achieved. Bedford College was the very first institution to have played a leading role in the advancement of women. University of London. It was his wife. money might effect ‘the greatest public good’. In 1900. from Britain and Europe to America and the non-European world. national and international contacts. but also dialogue between historians and with the wider community. Their foresight and philanthropy have ensured opportunities for many generations of students. not only in higher education. Elizabeth Jesser Reid and Thomas Holloway.One critical thing that did not change. Royal Holloway’s History Department is an international leader in research. Such variety of expertise is sustained by interdepartmental. Both played a crucial role in the development of equality in education through the creation of two colleges for women. Noted for depth. University of London. both Bedford and Royal Holloway were admitted as Colleges of the University of London. its research ranges from ancient to contemporary times. Lead College – Royal Holloway. social. Elizabeth Jesser Reid. values. a pioneering social reformer. Thomas Holloway was a self-made multimillionaire who made his fortune in patent medicines. while retaining their commitment to women’s education. stands as a monument to two Victorian visionaries. The colleges merged in 1986 and have since adopted the name Royal Holloway. The Department sees History as an interactive discipline involving not only investigation and analysis. and from political history to economic. Although our name has changed. but also in public life in general. Bedford College in London. founded Bedford College in 1849 as a women’s college. He founded Royal Holloway in 1879 after initiating a public debate inviting suggestions as to ‘How best to spend a quarter of a million or more’. reputation and history remain exactly the same.

course registration or fees should be directed to the University of London International Programmes. and give your contact details when contacting the International Programmes (see page G. despatch of materials and other administrative procedures. Please note that some administrative queries are dealt with by Royal Holloway and others are dealt with by the International Programmes. Such queries might concern dates for online seminars or examinations. don’t forget to mention the programme that you are studying. We include under these broad headings any matters that do not directly concern History or related content. Your messages will be confidential. examination entry. and so on. financial or social problems. scheduling of online seminars. and so on.3 of the General section. The separation is as follows: • Programme-specific administrative queries relating to your studies on the BA History programme. such as the selection of courses. Administrative support There will be times when you have a question or a problem relating to administrative matters. In this chapter we clarify how to obtain assistance with any matters relating to administrative or technical matters. For further information about this service. please see page G.Administrative and technical user support • General administrative queries concerning issues such as examination entry. Support at Royal Holloway The VLE has a message facility by which you can submit general administrative queries relating to your studies on the BA History programme. changes of address. allocation of tutors.3 of the General section). A new online enquiry management system is now available. We will aim to answer your query within 10 working days. These are each now explained further. registration. advice on further courses of study. Support at the International Programmes The staff at the International Programmes will answer any questions you have about fees. 8 • History handbook • 2012–2013 . personal problems affecting your studies (such as language difficulties). problems with study materials. and therefore include here information on assisting with personal problems that are affecting your progress through the programme. Do not forget to mention the programme that you are studying and your contact details when posting a query on the VLE. Again. should be addressed to Royal Holloway.

such as accessing any of the study materials or discussion areas then you can use the message facility in the VLE to get user support. Support Office. or to troubleshoot any faults with your computer or Internet Service Provider! Before you contact user support. except during UK holidays. Please check first to see if other students have had the same problem. and give your contact details when posting a technical query in the VLE or contacting user support directly. how to use any necessary software. Don’t forget to mention the programme that you are studying. We will aim to answer your query within two working days. • Programme section • 2012–2013 9 .ac. The office is open during term time. Please note that the user support service is not there to teach you how to use and set up your computer. please make sure that you have met the recommended PC hardware and software requirements (see the General section).Technical user support If you are having trouble with technical issues. Royal Holloway Moore Building Royal Holloway Egham. Surrey TW20 OEX Tel: +44 (0)1784 443392 Fax: +44(0)1784 471517 Email: DLHistory-Admin@rhul.uk If you are having trouble logging in or accessing the VLE then you can contact the Support Office. Monday–Friday 0900– 1700 GMT.

The study of history cannot be conceived in terms of a linear or mechanistic progression. gained an appreciation of the changing frameworks of historical interpretation and contributed themselves to the deeper understanding of a complex historical problem. of the successive stages of learning might be presented in summary form as follows: • By the end of Level 1. ethnicity and nationality to foster a critical appreciation of the strengths and weaknesses of the original sources upon which historical knowledge is based to provide students with an opportunity to develop a range of transferable skills suitable. students will have gained a deeper understanding of past events in the context of their time. to identify a standardised course-bycourse sequence of student attainments. or achievable objectives. To aid analysis and illustration. or further developed. skills may be divided into those which are ‘generic’ and those which are ‘subjectspecific’. • • • • • • Skills development During the course of your undergraduate work you will develop a range of skills which can later be transferred into your life and career. Nonetheless. students will have defined many of the key terms and analytical concepts deployed in historical analysis. it confers practical experience in problem solving. at an advanced level. The study of History. students will have developed an understanding of new and unfamiliar areas of historical experience and will have acquired. gender. By the end of Level 3. Skills and qualities are acquired cumulatively and through repetition. critical and conceptual skills. It demands lucidity and fluency in the presentation of your views. the programme of study required for a History degree leads to the steady build-up of expertise.The BA degree in History We will now consider in more detail your chosen programme of study: the University of London BA degree in History for International Programmes students. both for further academic study and for a range of future careers. By the end of Level 2. partly through the study of broad periods across several countries and partly through the more detailed study of a particular period or theme. through their own independent study of original sources. Educational aims of the programme The aims of the degree programme are: • to offer access to an ever-expanding stock of knowledge and understanding about the past to afford critical insight into the range of interpretations. The outcomes. At the same time. teaches a range of key analytical. embracing perceptions of class. Therefore it is impossible 10 • History handbook • 2012–2013 . theories and approaches that historians have adopted and tested over time to encourage reflection on the diversity of past human experience. skills of rapid reading and essay writing.

empathy and imaginative insight. You should consult the Programme Specification and Regulations (PSR) for more details of how this structure works in practice. Levels. Courses taken during Level 3 are more heavily weighted. but you must pass a minimum of nine courses in order to graduate. Examples of such skills are: selfdiscipline. these skills might be mapped out as in the table on page 12. Subject-specific skills Skills which are specific to History centre on the learning outcomes identified above. The BA History is a ‘course-unit’ degree. courses and assessment The idea of level corresponds to one year of full-time study for students at one of the Colleges of the University on the equivalent University of London programme. intellectual integrity and maturity. perspective and purpose an ability to decide between conflicting views and evidence a willingness to show intellectual independence a capacity to conduct an argument by drawing on. but may be learned through high-level study of a variety of subjects. those aims are embodied in an organisational structure which we should now explain. The main course types in the BA History are as follows (continued on page 13): • Programme section • 2012–2013 11 . These include the ability to gather and analyse evidence and to be fluent in both oral and written expression. independence of mind and initiative. in order to reflect and reward your progress. and at each level of study you take between one and four courses of different types and complexity. These are considered at greater length below. Scope and structure of the programme The courses you are offered within the BA History reflect the statements of aim we have made so far. Only marks for courses taken for Levels 2 and 3 of study count towards your final honours class. ability to work with others and having respect for their reasoned views. and presenting. • • • In the course of an undergraduate career you will also develop a range of study skills which will be of both practical and theoretical importance to you in your later career.Generic skills Generic skills are those which are not particular to History. In order to progress from one level to the next in the programme. Over your time of study you must take (and enter the examination for) 12 courses. This means that it is constructed on a modular basis. If a model of linear development were appropriate (which is not entirely so). self-direction. you must pass three courses. Principally. the above skills. The maximum of four courses includes any courses failed in a previous year for which you wish to resit the examination. Each course that you take is given a value. the overall syllabus being divided into constituent courses. There are some generic skills which are more particular to History. they embrace: • an ability to use sources critically in the light of their content.

with appropriate referencing of a high standard. If you fall behind you should be able to ask the tutor for an extension and explain your delay. You should have learned to work in a group. The ideas should be arranged logically. Your notes should be well organised and purposeful. Your notes should be well organised. You should have developed a clear and accurate scholarly style. interpret and evaluate primary material. assessing its value in terms of argument and evidence. and from Group collaboration time to time work in a pair or a group. spelling and punctuation must be correct. You should Communication skills – written make attempts at definitions of concepts. You should be able to Reading skills distinguish between different types of texts and to understand how they relate to the subject. discussing. title Note taking and page. Revision and examination technique You should have learned to manage your time and material. issues and events. You should know how to choose what you need from a text. In this way you can assess your progress. but most people cannot. free of colloquialisms. You should be willing to exchange ideas with other students electronically. Your style should be lucid. and show depth of analysis. Level 3 You should have learned what questions to ask and be able to evaluate a text in terms of argument and evidence. You should be confident of how much evidence is needed and what is appropriate to the subject. You should anticipate tasks and deal with them in good time. meeting deadlines and planning ahead. You should be able to identify your strengths and weaknesses. You should also be able to lead or chair an e-group discussion. Each essay should have a plan with an introduction. You should have learned to select what is relevant and be able to cross-question a text. Your grammar. You should be working regularly and meeting deadlines. To the ability to write a clear. wellstructured essay is added the further ability to write a dissertation based on primary sources and involving the capacity to sift. organising and presenting a topic together with others. You should know how to approach a text. You should have the ability to develop an idea of what is relevant to a topic. 12 • History handbook • 2012–2013 . You should be working regularly. Your essays should be properly structured and have a clear line of argument. In this way you can assess your progress. You should be learning to develop your own view and finding the appropriate evidence to support it. relevant and purposeful. middle and conclusion. developing Self-assessment your strong points and finding ways to improve any weaker aspects. should be noted. You should know how to define your concepts and work within a definition. with all the necessary references. You should be keeping pace with the work Time management assigned. jargon and short forms.Level 1 You should have the ability to read a text at an appropriate speed looking for trends. opening it. Your notes should be organised and relevant. References. You should be able to define your tasks clearly and know what questions to ask. You should eliminate inconsistencies. Level 2 You should be familiar with different types of texts and how to approach them. You must have all your essays handed in by the final deadline. Your revision should be planned with a timetable of tasks. develop your strong points and find ways to improve any weaker aspects. You will be aware of what is relevant to an essay topic. managing it and bringing it to a successful conclusion. such as author. You should be able to revise in terms of issues and themes You should continue to identify your strengths and weaknesses. You should be able to plan your revision and develop a clear examination strategy. and focus on what further development is required. You may be able to write an excellent essay without a plan.

Assessment: unseen written examination paper. Level 2 Group A courses to the value of two courses plus Group B courses to the value of two courses. three questions to be answered in three hours. and studied through primary sources. plus b. Normally a broad theme is studied relatively intensively from a variety of angles. Group B These courses are more limited in chronological/geographical range. Please refer to the PSR for the definitive list of courses that are available. final examination paper: three questions to be answered in three hours (one question requires analysis of short gobbets of primary source material) Gateway These courses are taken at Level 1 and cover broad sweeps of history. three questions to be answered in three hours. Assessment: unseen written examination paper. or both. including those which may be chosen from Classical Studies degree. • Programme section • 2012–2013 13 . Course structure You will take courses as follows: Level 1 Two Foundation courses (value: half course each) plus a choice of Gateway courses to the value of three courses. They are designed to open vistas into great areas which are defined chronologically. normally an investigation of a short period of time from a particular angle. Group C The most intensive kind of undergraduate course. They are taught in reference to big themes. They cover a range of periods from ancient to modern. Assessment: unseen written examination of three hours’ duration: four questions to answer. Assessment: a. Group A These courses are taken at Level 2 and cover a relatively long chronological span and/or broad geographical spread. Assessment: unseen written examination of two hours’ duration. or thematically. Some of the History courses available are listed overleaf. illustrated through selected examples. one dissertation of up to 10. and different types of history and related studies.Foundation These courses are taken at Level 1 and are designed to introduce you to methods of approach and skills used in the study of History at university level.000 words based on primary sources. Level 3 Two Group B courses (value: one course each) plus one Group C course (value: two courses). a variety of geographical areas.

14 • History handbook • 2012–2013 . and the development of individualism. the role of Christianity in the transmission of culture. the re-ordering of society. the empire of Charlemagne. and so on. The focus will be on the basics necessary to help students understand the nature and workings of economies at the national level. and how the interpretation and writing of history has evolved over the centuries. consent and liberty. The main themes are: the formation of the Christian Roman Empire. Locke and the Enlightenment in the transition from the early modern to the modern world. It focuses particularly on five main areas: the modernisation of the state. A number of key writings are studied. labour supply. Gateway courses Full courses: The birth of western Christendom. overseas trade and national accounting. Republics. This will be done through consideration of some of the recurring themes in modern economic and social history: growth. the nature of kingly authority. revolution and democracy. Analysis of the development of fundamental ideas about politics and society through these examples.Level 1 Foundation courses Half courses: British Social and Economic History 1945–1997 This half-course will consider aspects of British Social and Economic History 1945–1997 . AD 300–1215 This course looks at the inter-relation of Church. the place of the Church in the new era of the earlymedieval successor states. and the revival of learning and literacy in the twelfthcentury Renaissance.  A range of different authors and approaches within the field of economic and social history will be used to achieve this and to broaden students’ understanding of the interaction between economic and social policy and the well-being of the nation. the challenge to Christian Europe from the Vikings. More. society and government in a key period of the evolution of Europe. which are particularly relevant to twentieth-century history. society and the individual in the non-western world This course looks at changes and continuities in the social framework and fundamental concepts of the non-western world during the nineteenth and twentieth centuries. History and meanings This course looks at how the understanding of historical time has developed in different societies. Hobbes. sharpens the mind and throws light upon the present in the perspective of the past. ranging from Plato and Aristotle in the ancient world to Machiavelli. The course will also introduce students to aspects of social science and quantitative methods that they may not have come across before. State. and the formation of economic and social policy by governments. kings and people: the foundations of modern political culture This course investigates the origins of our ideas about human rights and duties. the nature of the family and the role of women. the role of religion.

and to familiarise students with primary source material. ethnicity and gender. The principal themes considered are the political changes wrought by the successive dynasties of Tudors and Stuarts. Wales and Ireland are also . from the reign of King George III through to the fall of Mrs Thatcher in 1990. the impact of two world wars on twentieth-century Britain. poverty. Victoria and the re-invention of the British monarchy. In doing so it seeks to guide students through the formative events of modern British history. 1485–1649 This course aims to provide a survey. and the origins. It offers a broad survey of modern British history. life and death. social and cultural makeup of modern Britain. Focusing mostly on England in the fifteenth and sixteenth centuries. the rise (and fall?) of the Labour party. Topics covered will include masculinity. imperialism. and it draws on material from both Continental Europe and England. and introduce them to the main historical controversies and debates. sexuality. and puts its emphasis on new approaches and new interpretations. the chronology and pattern of religious developments with the coming of the Reformation. largely political and religious. It takes a thematic path through such topics as revolution. identity. It covers both Europe and the non-European world. Conflict and identity in the modern world from 1789 to the present This course aims to introduce students to a variety of approaches to modern history. The course does not purport to provide a complete coverage of social history in the period.). British history. nor indeed of European history between 1500 and 1800. outbreak and course of the ‘British civil wars’. Take this • Programme section • 2012–2013 15 Level 2 Group A courses From nation state to multiple monarchy: British history. status. gender. agrarian and commercial developments.The rich tapestry of life: a social and cultural history of Europe. through the prism of five underlying themes: politics. and the opposition they aroused. war and social change. etc. 1770–1990 Is Britain a class-ridden society? Why does Britain still have its royal family? Is Britain culturally closer to Europe or to America? Could Britain’s decline after 1945 have been averted? This course is essential for anyone wishing to understand the political. discussed where relevant to the main narrative. body and mind. culture. concluding with the execution of the king and the abolition of the House of Lords. week by week. the accession of James VI of Scotland to the English throne and its consequences. femininity. to analytic concepts (space. nationalism. violence. c. of the history of England from the accession of Henry VII to the execution of Charles I. it broadens to include Scotland after the Union of the Crowns in 1603. society. gender and national identities. the Irish question. to introduce students. the impact of demographic.1500–1780 This course aims to direct students to some of the most exciting writing in the recent social history of early modern Europe. and the legacy of the ‘Swinging Sixties’. Appeasement in the 1930s. Among topics covered are: British reactions to the French Revolution.

the changing scope of female experience and the different languages available to articulate that experience. feminism. Or simply take this course to be better able to understand the complexities of the society in which we live today. modes of explanation and chronology of recent women’s history. This course is primarily concerned with examining how the settlers maintained their hold on a region which was spiritually. economically and politically important to the Byzantine Empire and the Muslim world as well. The first term is devoted to the United Kingdom: topics covered include the Edwardian period and the First World War. It exploits the wealth of secondary literature which has appeared on the subject in recent years 16 • History handbook • 2012–2013 and evaluates the dominant interpretations of continuity and change in women’s history. 1901–1991 This course covers the economic developments affecting the United Kingdom and the wider world in the twentieth century. material culture. consumerism. The preaching and . 1688–1850 This course examines the mental and material world of English women in a period of rapid social. politics and religion. economic and cultural transformation. The second term covers the same period. culminating in recent performance and problems affecting the world economy since the 1980s. The Frankish way of life will be studied: its institutions. 1095–1291 The triumph of the First Crusade (1099) resulted in the establishment of a Latin Christian community in the Levant for almost 200 years. work. Modern times: international economic history. Students will be encouraged to engage critically with the categories. The response and the consequences of this reaction for settlers’ tenure of the Holy Land will be analysed. masculinity. polite culture. the long post-1945 boom and the problems of the 1970s and 1980s. the economic position of the Christian settlements. the role of women and whether the Latin states represent an early form of western colonialism. Topics covered include: love and marriage. Group B courses Experience. will all be discussed. divorce. Attention focuses on the diversity of roles women played. and the development of their relationship with the settlers is an integral part of the subject. motherhood. to understand who or what a ‘flapper’ was.course to learn why the future Napoleon III served as a British police constable in 1848. The ‘jihad’ became the channel for Muslim opposition. The reaction of these groups to the Crusades. sexuality. but extends the discussion to cover the wider developments in the world economy. and to find out why feminist activists lobbed flour-bombs at Bob Hope in 1970. print. The Crusades and the eastern Mediterranean. culture and identity: women’s lives in England. and the Latins discovered that their own resources were insufficient to meet this threat and they appealed for help to Western Europe. and the factors making for the reconstruction and revival of the world economy since 1945. to discover which Victorian premier roamed the streets at night to carry out ‘rescue-work’ with prostitutes. with particular reference to the ending of free trade and the rise of economic protection in the 1930s.

Byzantine. commercial society and its enemies (Hume. The course will utilise a variety of primary material from European. crusading warfare and criticism of crusading will also be studied. Course texts include clandestine manuscripts like the subversive ‘Treatise of Three Imposters’. irreligion and the English Enlightenment. and green political theory. heterodox and openly irreligious components of the Republican attack upon Christianity. What was the impact of the politics of the West upon society in Palestine in the late Ottoman period? How did different social and religious groups react? What were the different interpretations of Zionism? • Programme section • 2012–2013 17 . Tocqueville and the American model. The ways in which racism and ethnicity have affected Britain and the effectiveness of public policy are covered. the twentieth century – anti-imperialist theorists (Fanon. Thomas Hobbes and Charles Blount. Attention focuses upon arguments that set out to destroy the authority of the priesthood and to reject the authenticity of the Bible. and printed works by critics like James Harrington. Mill and liberalism. The primary objective will be to study the anticlerical. Muslim and Syriac sources in translation. the evolution of the crusading idea. Wollstonecraft). It covers the history of immigration and settlement of minorities and explores contemporary issues which concern Black and Asian groups. Smith.1900 to 1948 This course looks at the interaction of politics and society in Palestine from the late Ottoman period. the nineteenth century. Rousseau). Ethnic groups’ reaction to British society is considered.preparation of crusading expeditions. Nietzsche and modernity. Fourier. The second line of enquiry will explore how the attack on Christianity of the 1650s developed into a systematic rejection of all revealed religion in the later seventeenth century. until the establishment of the state of Israel. Politics and society in Palestine from c. Marx and communism. Mahomet and Christ were all religious frauds. Orwell and dystopia. Saint Simon). for example: the eighteenth century and the French Revolution. Gandhi). Ethnicity. as well as their accounts of ‘other religions’ like Islam and Judaism which were used to criticise Christianity. Modern political ideas This course examines the main currents of political thought in modern European and world history. which argued that Moses. the French Revolution (Paine. Level 3 Group C courses Blasphemy. identity and citizenship in modern British life This course provides a comprehensive introduction to the history and functioning of multi-ethnic Britain. 1650–1720 This course examines the intellectual and political consequences of the radical ferment (both popular and philosophical) of ideas spawned in the English Revolution of the 1650s. reactions to the revolution (Hegel). Bakunin and anarchism. early socialism (Owen. from Rousseau to the present. Students will re-examine their own identity to understand immigrant experience and ethnic conflict.

such as diplomatic documents. into tacit allies by the late 1970s. personalities. newspapers and political cartoons. By placing Sino-American relations in these wider domestic and international contexts. Taiwan and Vietnam. between the 1940s and the 1970s. the course will consider how ideology. as well as the effect of the growing involvement of America. The clash of powers and cultures: Sino-American Relations during the Cold War This course examines the ups and downs in Sino-American relations during the Cold War. nuclear weapons and international trade. domestic consideration. At a thematic level. Tennessee. the movement made Martin’. by using a wide range of written. On the other hand. particularly from the 1955 Montgomery Bus Boycott to King’s assassination at Memphis. Baker’s perceptive comment goes to the very heart of contemporary historiographical debates. as a grassroots phenomenon that was rooted in local communities and based upon local leadership and local needs. On the one hand. and include the debate on the impact of terrorism. and their divergent policies towards such issues as Third World revolutions. spoken and visual sources. but also from the 18 • History handbook • 2012–2013 Chinese one. Texts written by both Arab and Jewish women are examined to compare their role in political and social developments. this course will enhance our understanding of how the two great powers – and two different cultures – shaped. the role of the Soviet Union in their changing relationship. This course looks at both strands of this scholarship and seeks to assess the dynamics of the movement at both local and national levels and to examine the tensions that often existed between them. Students are expected to approach the subject not only from the American perspective. at both the local and regional level. public speeches. It looks at how and why Communist China and the USA were transformed from hostile enemies in the 1950s and early 1960s. scholars have increasingly viewed the mass black movement for civil rights in the USA. scholars still emphasise the vital national leadership role played by Martin Luther King Jr in the black struggle. Events to be covered include: their direct and indirect confrontations over Korea. The changes generated by the world wars are a further theme. How did the Arabs respond? We look at the forms of modern organisation and ideology they used and the problems of Arab identity and nationalism. and were shaped by. by exploring both Western and Chinese (translated into English) primary sources. cultural stereotypes and alliance politics influenced their respective policies and the dynamics of their interactions. the global Cold War. in 1968. memoirs.What can we learn from the documents about them? Another theme we examine from study of the texts is the struggle of the British to control the situation and build a state in Palestine. . noted veteran civil rights activist Ella Baker. Martin Luther King and the civil rights movement in the USA ‘Martin didn’t make the movement.

Additionally. You should also recognise that a certain amount of recreation is necessary to keep you alert and able to absorb knowledge and concepts critically. those who are from other countries with different educational • Programme section • 2012–2013 19 How much time should you allow for study? Individuals differ in how many hours per week they need to devote to study. or to make suggestions. and to consolidate and supplement information given in online lectures. book chapters or equivalent per topic for each course. It is therefore difficult to be precise. students are recommended to read and make notes on at least two to three articles. Details of how these seminars work and how best to benefit from them are provided later in this handbook. Some students worry more than others. For each course there will be a range of assignments which you will be asked to complete. there will be support from tutors. time should be spent on reading and research in preparation for essays. you from having to ‘restart’ each time you try to work. and by a combination of a research dissertation and unseen examinations for Level 3. but also in developing the transferable skills required by employers. How is the programme assessed? The undergraduate programme is assessed by unseen written papers in the June examinations for Levels 1 and 2. Each course is also supported by a series of online seminars. particularly those who have returned to academic life after many years’ absence. This is extremely important not only in developing the skills needed to achieve a good degree. many students worry about their degree and whether they will pass or fail. Depending on the complexity and length of the material. Some courses also have accompanying textbooks. but they are your opportunity to receive private feedback from a tutor. and to practise the tasks that you will be asked to perform for your final assessment. and discussions which are not moderated by tutors. Create breaks in your study period and vary your work pattern. Apart from using the online study materials. Such changes can reduce the effects of strain or tiredness from long bouts of reading or writing – particularly important if you are working at a computer. an assessment of the quality of your work. in order to maintain continuity and prevent . Not all your leisure time should be given to study – even if that is possible. especially for seminars. Quite reasonably.How is the course taught? The study materials are predominantly computer-based and are supplied either over the internet or in a series of CDROMs. It is important that the hours devoted to study (however many these may be) follow a consistent pattern. in which you can learn in cooperation with your peers. These materials use simple interactive methods to present information and are primarily intended to be viewed on screen. designed to further enhance your appreciation of study materials. None of these assignments is compulsory. and all have suggested links to further reading and internet resources.

For all of these examinations. How do you know the assessment has been fair? To ensure that our assessment of your examination answers is fair. The Examiners are independent and report to the University of London. Written examinations afford you the opportunity to show not only your knowledge and understanding. The dissertation provides you with the opportunity to show your capacity 20 • History handbook • 2012–2013 . but also such life skills as the ability to express yourself in clear. composed. • All your assessed work is graded by two different internal markers – ‘double-marking’ as it is known. how do we assess your work? You will find the specific details of the procedures in the PSR. you should pass. but you must pass three out of four full courses to progress to Level 2. • • Group A and Group B courses These courses are assessed by means of a three-hour examination paper. the exact format of number of questions and style of answers will be described in the appropriate course descriptions. (An outline of the assessment criteria used in formative marking is given on pages 30–31. So. These can be thought of as a progress test to see how your ideas and your ability to express them are developing. we use three different methods. Gateway courses are assessed by a written examination of three hours’ duration.000-word dissertation. They are useful for the development of communication skills. We use the method of ‘blind’ marking: markers do not have information on your personal details. well-informed prose under pressure. A selection of the assessed assignments is sent to the External Examiners – academics in other universities whose job it is to check on the standards at the Lead College. can be terrifying! Do not panic! You will certainly need to work hard. of being marked. in effect. to use primary sources to construct an extended historical argument. Formative assessment There will be the opportunity in all courses to submit written work (called Formative Written Assignments: FWAs) for formative feedback by e-tutors. of writing essays. Examinations Level 1 Foundation and Gateway courses Level 1 Foundation courses are assessed by a written examination of two hours’ duration. Level 1 work does not contribute towards the final degree mark. of doing projects.systems and those for whom English is not their first language. but do not count towards the final course mark. but if you work hard.) Group C courses Group C papers are assessed by a threehour examination and a 10. Just the thought of examinations. of essays written to time.

Your feedback Just as we assess you. It is your responsibility to check the VLE regularly.Receiving feedback Your subject tutors will mark any FWAs you submit and send feedback by email. You will be separately informed on the evaluation methods and asked to send back the questionnaires with your comments. Details of the FWAs for each course. We use a series of quantitative and qualitative methods to find out your opinions. deadlines and how to submit your work will be posted in the VLE. we need you to help us in this. you may expect feedback on work which you have submitted between October and December by the beginning of February. As a rough guide. and work you have submitted between January and March by the beginning of May. methods which are used by the Department both in-house and for the International Programmes. Though we try our best to get the teaching right. we want you to evaluate us. • Programme section • 2012–2013 21 . Staff at the International Programmes will continuously review the course and its administration in the light of feedback we receive from our students.

however.5 or double spaced. failure to observe this requirement will constitute an examination offence. Most courses will require you to learn a range of skills as set out in their course programmes. 1776’). Books published by leading university presses are good models to follow on questions of style and usage. Rules for presentation of formative assignments Note: work submitted by the candidate for assessment must be his or her own and any quotation from the published or unpublished work of other persons must be duly acknowledged. Where there is no general agreement (e. BL for 22 • History handbook • 2012–2013 . e. that certain courses emphasise particular skills.g. for example. and when you are planning your study make sure to allocate enough time for the FWAs. while others will require you to analyse and evaluate primary source material. all of the skills that you are being taught. In your essay work you are expected to demonstrate. You will find. If abbreviations are used. Some. a list of them should appear at the beginning. Presentation Essays should be word-processed using Times Roman. but they are not compulsory. any candidate deemed by the Examiners to be guilty of plagiarism will be held liable to penalties incurred by cheating. Study the instructions carefully. You can find advice on essay writing and rules for presentation of assignments later in this chapter. and the criteria used by tutors in assessing your work. but be consistent in their application. You will find details as to the precise form of the assignments for each course together with assignment forms for submission in the course material. archives and printed works. with standard abbreviations for commonly cited libraries. Formative written assignments During the course you may be invited to undertake e-tutor-marked assignments (FWAs). FWAs are progress checks in the course which students complete and submit for feedback before they take the examinations in those courses. You are strongly advised to complete the suggested course FWAs.Formative assessment and dissertations This chapter tells you more about the tutormarked formative written assignments (FWAs). Insert conventions. in an integrated fashion. how to present your work. candidates should use their own conventions. 11 or 12.g. point size 10. Arial or a similar font. and 1. require you to show profound and accurate understanding of the perspectives of cultures and times very different from your own. You can sit your exams whether or not you’ve completed them. the Level 3 Special Subject Dissertation. ‘4 July 1776’ or ‘July 4. The results will not count towards the final degree: the assignments give you an opportunity to review the progress you have made and to receive tutorial feedback from Royal Holloway. In the light of this requirement. ‘judgment’ or ‘judgement’. FWAs usually take the form of an essay or a series of short-answer questions.

the ‘1’ is repeated (i.) For articles. The exception is the teens.40 can be abbreviated. Note the general principle: published titles are underlined or italicised. 1971). place (if other than London) and date of publication. page reference. • Programme section • 2012–2013 23 . Italics are preferred. p. volume number and year.’ (short for ibidem = the same reference) should only be used if the identical source is cited in consecutive references. volume and page reference. H. unless indicated otherwise’ as a statement at the head of the Bibliography so that it is not necessary to repeat ‘London’ every time.British Library. Wilson. (Cambridge. Cambridge.41–6. Mass. The Election of 1827 in France. or century (i. Election of 1827 . The Election of 1827 in France. 1914–18). if your word-processing package permits.40. A. cit.e.40. without quotes. p. 1921–5). OED for Oxford English Dictionary. full name of the journal. for example: E. use surname plus an abbreviated but recognisable version of the title.) (Avoid unnecessary repetition of numbers – do not duplicate decade. give the author and title. unpublished are not. for example: S. p. Referencing style Footnotes must be clear and internally consistent. Kent. indented from the margin. ‘The Civil List’: Historical Journal XIV (1971). Quotations Quotations require footnotes indicating their source.’ (= work already cited) should not be used. (Cambridge. (3 vols.e. ‘Op. pp. Gladstone. You can also use ‘Place of publication is assumed to be London. for ease of checking. Books and articles For books. So when referring to a text already cited in full. for example: S. Long quotations (50 words or more) may be given in separate blocks in single spacing. etc. title of the book. (Double quotation marks are only for quotes within quotations. Footnotes/endnotes Footnotes/endnotes should be in single line spacing – clearly demarcated from text – and numbered sequentially throughout each essay. where to avoid confusion with single numbers. II pp. Reitan. Repeats ‘Ibid. give the author’s full name. Use single quotation marks for all other quotations. Kent. Footnotes are strongly preferred. Kent. 327–8. 1973). 1973). Mass. – plus names of any local record office(s) that you have consulted.

List both alphabetically. Add. Bibliography A bibliography must follow the essay.g. British Library (subsequently BL) Place Papers. newspapers and printed texts.g.g.g. if not clearly identified as such. Deliberate plagiarism in coursework is as serious as deliberate cheating in an examination. 35. especially for spelling mistakes. This is a full list of material used in the essay. Use the same sequence for other archives: e. a summary of another person’s ideas or judgments must be referred to. wrong quotations and typing errors. The sequence of citation is usually: 1. Equally. Box 350.g. Direct quotations from the published or unpublished work of others must always be clearly identified as such by being placed inside quotation marks. then the documents. f. Ms. Box 351. Checking The Examiners give much weight to the technical accuracy of the essay.e.Documents Name the archive first. Please ensure that they are given proper titles and numbers. Ensure that the footnote numbers correlate with those in the text. 24 • History handbook • 2012–2013 . letter dated 31 January 1781. the presentation of another person’s words or thoughts as though they were your own – must be avoided with particular care in the coursework. and that the source is indicated. Plagiarism All work you are submitting as part of the course requirements must be expressed in your own words and incorporate your own ideas and judgments. 23. Illustrations Illustrations may be included if appropriate. 45. Check very carefully. followed by the numerical reference and pagination. Secondary authorities a) printed – can be sub-divided into books and articles if you prefer b) unpublished – e. [f = folio]. not just ‘extras’. and the work referred to is included in the bibliography. give date or details of document: e. A series of short quotations from several different sources. If folios are unnumbered. f. and reference books and articles in the same way as for footnotes. Plagiarism – that is. Corporation Minutes. 2. and full reference to their source must be provided in a proper form (see ‘Rules for presentation of assignments’). although of course these ideas will be based upon what you have read and discussed. unpublished theses.505. constitutes plagiarism just as much as does a single unacknowledged long quotation from a single source. The illustrations should also be referred to at some point in the text – i. integrated into the argument. e. Primary sources a) manuscript b) printed – e. Local Record Office (subsequently LRO). essays and dissertations that you write.

Or they think that what other people have written is perfect and feel unable to use different words. Avoiding plagiarism needs a systematic effort. it is important to include all the sources you have used and to indicate any quotations so that you can make the necessary references when you come to write the essay. When taking notes for an essay or piece of coursework. which is supplied to you as part of the study materials. Where such copying or close paraphrase has occurred the mere mention of the source in a bibliography will not be deemed sufficient acknowledgement. and students who make use of the services of such agencies render themselves liable for an academic penalty as detailed in the PSR. either in inverted commas or by indenting. and separate clearly other people’s ideas from your own. Sometimes students do not grasp the idea of academic work. both of which must be avoided. Plagiarism is considered a serious offence in the academic world and may lead to sanctions by the Board of Examiners. There are some useful hints on this in The Arts Good Study Guide. Take written notes in your own words. Source: University of Kent As you can see from this definition. in each instance it must be referred specifically to its source. there are different forms of plagiarism: copying and close paraphrasing. phrases or even striking expressions without acknowledgement in a manner which may deceive the reader as to the source is plagiarism.The following definition of plagiarism will be used: Plagiarism is the act of presenting the ideas or discoveries of another as one’s own. Using the services of ‘ghost-writing’ agencies or of outside word-processing agencies which offer correction/ improvement of English is strictly forbidden. and think they must produce an exact compilation of what they have read. To copy sentences. • Programme section • 2012–2013 25 . Plagiarism may occur for various reasons. ‘Unconscious plagiarism’ – including an unattributed quotation in your essay because you did not identify quotations in your notes – is as much an examination offence as deliberate plagiarism. Verbatim quotations must be directly acknowledged.

punctuation or grammar Where appropriate. an upper second-class essay will demonstrate generally effective and appropriate analysis of quantitative or qualitative information. with some coverage of recommended texts • is adequately presented. • demonstrates deep understanding and detailed knowledge of the subject. a first-class essay will demonstrate high levels of ability in the analysis of quantitative or qualitative information. and a properly formatted bibliography • has a fluent style. a high first-class essay will demonstrate high levels of ability in the analysis of quantitative or qualitative information. A high first-class coursework essay will usually be worthy of retention for future reference in research or teaching. The assessment criteria give general models of the characteristics that are expected of work being awarded Mark achieved % Assessment criteria for FWAs particular grades. demonstrating excellent critical synthesis of secondary materials. with some referencing of sources. with few errors of spelling. and may show significant innovation in its organisational form 85% + High First Class • shows overwhelming evidence of in-depth reading. and a short bibliography • has a straightforward style. • demonstrates deep understanding and near-comprehensive knowledge of the subject. with clear indications of substantial independent reading beyond limits of reading lists and exceptionally intensive. with a direct focus on the question • has a coherent structure. punctuation or grammar. with a focus on the question • has an adequate structure. demonstrating excellent critical synthesis of secondary materials. be some significant errors in the process of analysis. however. Where appropriate. usually drawing heavily on lectures or other direct teaching 50–59% Lower Second Class • shows evidence of limited further reading. Where appropriate. and may show some originality in interpretation or analysis of the question • has a coherent structure. with detailed referencing in an acceptable style. with clear indications of either independent reading beyond limits of reading lists or intensive. punctuation or grammar Where appropriate. and may show some innovation in its organisational form 70–84% First Class • shows significant evidence of in-depth reading. and shows significant originality in interpretation or analysis of the question • has a coherent structure. and may include some errors of spelling.Assessment criteria for FWAs The following assessment criteria are intended to allow students to see the general criteria that are used to calculate grades. with substantial coverage of recommended texts • is well presented. with no significant errors of spelling. • demonstrates a basic understanding and knowledge of the subject. demonstrating good critical synthesis of secondary materials 60–69% Upper Second Class • shows clear evidence of in-depth reading. and many pieces of work will have characteristics that fall between two or more classes. Examiners and markers retain the ultimate decision as to the mark given to a particular piece of work. with no or very minor errors of spelling. there may. However. detailed and critical reading of recommended texts • is excellently presented. detailed and critical reading of prescribed readings • is excellently presented. 26 • History handbook • 2012–2013 . a lower second-class essay will demonstrate familiarity with appropriate analysis of quantitative or qualitative information. • demonstrates a clear understanding and wide-ranging knowledge of the subject. punctuation or grammar. with referencing and bibliography of the standard of a publishable journal article in the subject area • has an incisive and fluent style. with referencing and bibliography close to the standard of a publishable journal article in the subject area • has an incisive and fluent style. these criteria can only be indicative.

with no sense of a logical argument 1–30% Clear Failure • shows no evidence of further reading • is poorly presented. with little or no referencing of sources. usually drawing exclusively on lectures or other direct teaching. The coverage of the essay is likely to be sketchy. and an inadequate or absent bibliography • has a sketchy style. with little or no referencing of sources. where some analytical work is attempted. • demonstrates limited general understanding of the subject. with no referencing of sources. and fails to address the question in any meaningful way. a third-class essay will demonstrate some very general familiarity with appropriate analysis of quantitative or qualitative information. and an inadequate or absent bibliography • has an inadequate style. Information supplied is largely erroneous or has little or no relevance to the question • has an inadequate structure. or seems to be answering a distinctly different question. Information supplied is erroneous or has no relevance to the question. a clear failure will show complete inability to analyse quantitative or qualitative information. punctuation or grammar Where appropriate. but will demonstrate significant weaknesses in detailed understanding. be substantial errors in the process of analysis. there will. fragmentary or chaotic structure. and fails to address the question in any meaningful way. be significant errors in the process of analysis. and an inadequate or absent bibliography • has an inadequate style. Where appropriate. however. with substantial errors of spelling. This mark is usually reserved for essays that do not make any serious attempt to answer the question (as defined in the College PSR). a marginal failure will show significant error and confusion over the appropriate analysis of quantitative or qualitative information. punctuation or grammar. There may be evidence of a lack of clear focus on the wording of the question • has a simple structure. a marginal pass will demonstrate a bare familiarity with appropriate analysis of quantitative or qualitative information. Where appropriate. • demonstrates no understanding of the subject. 0% Zero • Programme section • 2012–2013 27 . it is likely to be incomplete and erroneous. with some significant errors in factual details. usually drawing exclusively on lectures or other direct teaching 43–49% Third Class • shows no or very limited evidence of further reading • has significant weaknesses in presentation. and with significant errors of spelling. but with significant weaknesses • shows no evidence of further reading • is poorly presented. with no referencing of sources. An essay which fulfils most criteria for second-class work or better. in line with departmental and College procedures. and an inadequate or absent bibliography • has a simple style. but which totally misunderstands the question. there will. It may also be used for examination offences such as unsanctioned late submission or plagiarism. with no sense of a logical argument • shows no evidence of further reading 31–39% Marginal Failure • is poorly presented. however. punctuation or grammar. with significant errors of spelling. but will also show some weaknesses in detailed understanding or in its range of knowledge. punctuation or grammar Where appropriate.• demonstrates some general understanding and knowledge of the subject. with significant errors of spelling. There may be evidence of a lack of clear focus on the wording of the question 40–42% Lower Third Class • has a sketchy structure. • has an incomplete. • demonstrates no understanding of the subject. should normally be placed in this category.

any candidate deemed by the Examiners to be guilty of plagiarism will be held liable to penalties incurred by cheating.Guidance for students submitting Level 3 Special Subject Dissertations Submission Dissertations. The date of submission of dissertations will be notified to all students taking the course soon after the beginning of each academic year. 28 • History handbook • 2012–2013 . The word limit of 10. the work submitted by the candidate must be his or her own and any quotation from the published or unpublished work of other persons must be duly acknowledged. Each dissertation should have a title page. but not a bibliography. Titles shall be submitted to the Course Tutor before the end of December of the third year. The candidate’s name should not. appear on the title page but on a separate sheet. failure to observe this requirement will constitute an examination offence. which shall refer to primary source texts and be fully documented. Attention is drawn to the requirement in the PSR that for essays written in a candidate’s own time. stating that the subject of the essay has approval.000 words includes footnotes. will be on a topic or topics selected by the student and approved by their Special Subject Tutor. Students are expected to observe the relevant deadline. signed by the student. however. which can easily be detached when the time comes to substitute his or her examination number for his or her name. In the light of this requirement.

H. Wilson. • For additional references give the author’s name and a shortened title. and ‘secondary works’ (books and articles).’. page reference.’ (the same reference) should be used only for immediately consecutive references. manuscript and published. place and date of publication. ‘Ibid. 40. for example: E. pp. II pp. for example: Kent. ‘4 July 1776’ or ‘July 4. Kent. the author’s full name. Checking The examiners give much weight to the technical accuracy of the essay. volume and page reference. Reitan. If abbreviations are used. (3 vols. full name of the journal. First references to books and articles in footnotes should include the following details: • For books. Check very carefully for spelling mistakes. Footnotes Footnotes should either be placed at the foot of the page on which they occur or be numbered in one sequence throughout and placed at the end of the essay. title of the book. Mass. 1973).) Bibliography A bibliography must follow the essay. indented from the margin. Books published by leading university presses are good models to follow on questions of style and usage. a list of them should appear at the beginning. Quotations Quotations require footnotes indicating their source. This is a full list of material used in the essay. wrong quotations and typing errors. ‘judgment’ or ‘judgement’. Long quotations (50 words or more) may be given in separate blocks in single spacing. Cambridge. 327–8. • Programme section • 2012–2013 29 . ‘The Civil List’: Historical Journal XIV (1971). for example: S. (Cambridge. Election of 1827. It should normally be set out in two parts: ‘primary sources’. volume number and year. Ensure that the footnote numbers correlate with those in the text. Use single quotation marks for all other quotations. • For articles the author and title. p. 41–6. candidates should use their own conventions. whatever conventions are used. and give books and articles in full as for footnotes. A short title is better than the abbreviation ‘op.Presentation Essays should normally be typed with double spacing. 1776’). p. (Double quotation marks are only for quotes within quotations.g. 40. The Election of 1827 in France. List both alphabetically. cit. Where there is no general agreement (e. without quotes. A. It is important that the essay should be internally consistent. 1971). Gladstone.

and a short bibliography • has a straightforward style. and may include some errors of spelling. • demonstrates clear understanding of its general subject area. punctuation or grammar A high first-class dissertation should be publishable as a journal paper with editing and minor revision. such as the analysis of primary published data. 30 • History handbook • 2012–2013 . with no or very minor errors of spelling. punctuation or grammar. and strong integration between its original research and wider theoretical issues • is professionally presented. archival research. and a properly formatted bibliography • has a fluent style. with some referencing of sources. and it may show significant innovation in its organisational form • shows overwhelming evidence of in-depth reading. with detailed referencing in an acceptable style. original laboratory research. such as the analysis of primary published data. with few errors of spelling. and it shows significant originality in the construction of its main research aims and questions • demonstrates substantial original fieldwork or some other independent research. archival research. or independent computer-based research 60–69% Upper Second Class • demonstrates generally effective levels of ability in the appropriate analytical and/or interpretative techniques and contains a commentary on its research design and methodology • has a coherent structure • shows clear evidence of in-depth reading. punctuation or grammar A first-class dissertation should demonstrate professional standards of research design and management. but may show some significant errors in the process of analysis or interpretation.Criteria for the assessment of Group 3 Dissertations Mark achieved % Assessment criteria for Dissertations • demonstrates deep understanding of its general subject area. • demonstrates a basic understanding of its general subject area. original laboratory research. punctuation or grammar. original laboratory research. demonstrating synthesis of secondary materials and awareness of connections between its original research and wider theoretical issues • is well presented. demonstrating excellent critical synthesis of secondary materials. with no significant errors of spelling. such as the analysis of primary published data. and provides a simple statement of research aims and questions • demonstrates original fieldwork or some other independent research. with referencing and bibliography of the standard of a publishable journal article in the subject area • has an incisive and fluent style. such as the analysis of primary published data. archival research or independent computer-based research • demonstrates high levels of ability in the appropriate analytical and/or interpretative techniques and contains a reflexive or critical commentary on its research design and methodology 85% + High First Class • has a coherent structure. • demonstrates deep understanding of its general subject area and may show some originality in the construction of its main research aims and questions • demonstrates substantial original fieldwork or some other independent research. and provides a clear statement of research aims and questions • demonstrates significant original fieldwork or some other independent research. and give confidence that the student could undertake professional work in a similar research context. or independent computer-based research 50–59% Lower Second Class • demonstrates familiarity with the appropriate analytical and/or interpretative techniques. demonstrating excellent critical synthesis of secondary materials. with referencing and bibliography of the standard of a publishable journal article in the subject area • has an incisive and fluent style. and good integration between its original research and wider theoretical issues • is excellently presented. original laboratory research. archival research or independent computer-based research • demonstrates high levels of ability in the appropriate analytical and/or interpretative techniques and contains a reflexive or critical commentary on its research design and methodology 70–84% First Class • has a coherent structure and may show some innovation in its organisational form • shows significant evidence of in-depth reading. It will also contain a basic account of the methods used • has an adequate structure • shows some evidence of further reading of secondary materials but often in the form of a general literature review rather than a synthesis of material directly relevant to the research aims • is adequately presented.

vague or confused • demonstrates a limited amount of original fieldwork or some other independent research. archival research or independent computer-based research 43–49% Third Class 40–42% Lower Third Class • demonstrates a bare familiarity with the appropriate analytical and/or interpretative techniques. in line with departmental and College procedures. Its formulation of its research aims or question is likely to be simplistic. vague or confused • has a simple structure • shows very limited evidence of further reading of secondary materials • has significant weaknesses in presentation. but will show substantial errors in the process of analysis or interpretation. with little or no referencing of sources and an inadequate or absent bibliography • has a sketchy style.Mark achieved % Assessment criteria for Dissertations • demonstrates a limited understanding of its general subject area. with significant errors of spelling. with significant errors of spelling. with no referencing of sources and an inadequate or absent bibliography • has an inadequate style. such as the analysis of primary published data. with significant errors of spelling. but this is likely to be simplistic. but it will show significant errors in the process of analysis or interpretation. and may be fragmentary. It may also contain a basic account of the methods used. Its formulation of its research aims or question is likely to be simplistic. punctuation or grammar. and an inadequate or absent bibliography • has a simple style. but this is likely to be simplistic. • demonstrates no understanding of its general subject area • has no clear research aims or questions • is unable to demonstrate that original fieldwork or some other independent research has taken place 1–30% Clear Failure • contains no serious analytical work. incoherent or incomplete • shows no evidence of further reading of secondary materials • is poorly presented. with significant errors of spelling. 0% Zero • Programme section • 2012–2013 31 . such as the analysis of primary published data. punctuation or grammar. • demonstrates a very limited understanding of its general subject area. vague or confused • demonstrates a very limited amount of original fieldwork or some other independent research. It may also be used for examination offences such as unsanctioned late submission or plagiarism. This mark is usually reserved for cases where there is no serious attempt to complete the dissertation (as defined in the College PSR). It will contain no serious discussion of methods used • has an inadequate structure. vague or confused • has a sketchy structure • shows no evidence of further reading of secondary materials • is poorly presented. archival research or independent computer-based research • demonstrates very general familiarity with the appropriate analytical and/or interpretative techniques. punctuation or grammar. where some analytical work is attempted. original laboratory research. with little or no referencing of sources. with no referencing of sources and an inadequate or absent bibliography • has an inadequate style. original laboratory research. punctuation or grammar. it is likely to be incomplete and erroneous. • demonstrates no understanding of its general subject area • has no clear research aims or questions • is unable to demonstrate that original fieldwork or some other independent research has taken place 31–39% Marginal Failure • shows significant error and confusion over the appropriate analysis of quantitative or qualitative information. It will contain no serious discussion of methods used • has an inadequate structure • shows no evidence of further reading of secondary materials and is poorly presented. It may also contain a basic account of the methods used.

significantly lower than the cost of coming to Royal Holloway. or perhaps they are employed full time and do not wish to. living expenses and release from employment are taken into account. the thought of being away from home and family is just too much. the cost of completing the BA History degree by distance learning is. or cannot. Distance learning allows you to plan your studies around your other life commitments.About online distance learning There are many ways in which online distance learning is different from traditional classroom-based teaching and it is important that you understand how it will work. Access to materials Course materials are always available – if you attend a programme at Royal Holloway and you miss a lecture. the following advantages of participating in an online distance learning programme will apply to everyone. You do not need to leave your home. just to make sure that you are aware of them. Presumably you have already anticipated some of the advantages of distance learning. Pace You can learn at your own pace – although there will be some timetables and deadlines in place (for example. transportation. For others. It is usually possible for employed students on distance learning programmes to keep their jobs. which makes financing their study much easier. but with an online programme you can access the materials over and over again. we will identify a number of the more commonly mentioned ones. and you can plan how quickly you read the online course materials and further reading. There are also some disadvantages to distance learning. you may struggle to catch up or obtain a copy of the lecture notes. Convenience The primary advantage of distance learning is that it allows you to study from the location of your choice. Having an awareness of these may help you to study more effectively. for tutormoderated seminars and assessments). otherwise you would not have joined this programme! However. 32 • History handbook • 2012–2013 . and we will identify some of these. they may have trouble finding the financial support to do a programme away from home. leave their jobs. in comparison to attending a taught programme. Most importantly. for most people. Whatever your reasons. or possibly your country in order to complete the programme. we will indicate where in this handbook you can get more information about how this programme has been designed to help you overcome these potential difficulties. Cost When the total cost of fees. The advantages of an online distance learning programme Students choose to do online distance learning programmes for a variety of reasons – for example. your family.

We have implemented various strategies in order to avoid or overcome these challenges: • We strongly advise you to take the European or International Computer Driving Licence (ECDL/ICDL). Monitor your progress easily The study materials have been designed in order to provide you with frequent opportunities to gauge what you have learned and what you haven’t. We hope that the use of different techniques means that people with different learning styles can all learn about history in the way that most suits them.Confidence The way online distance learning is organised helps to develop confidence – no one else has to see initial mistakes you make if you don’t want them to. These discussions can take place in open environments where they can remain for www. the duration of each programme so that you can always refer back to them for ideas and inspiration. By making them clear to you now. and it would be unwise to underestimate their potential impact. Online seminars and discussions provide you with the chance to discuss the content of the programme with fellow students and tutors. This will help ensure that you are a confident PC user. we hope that you will be able to recognise them. The disadvantages of an online distance learning programme There are also some difficulties associated with distance learning. Studies have also shown that students who may be shy about offering opinions in a traditional classroom often feel less reticent about expressing themselves in an online discussion. Study materials use a combination of text. or equivalent.ecdl.org/publisher/index. before embarking on one of our programmes. and consider which ones may affect you. Technology One of the most obvious challenges for online learners is technology.jsp • Programme section • 2012–2013 33 . Many courses include elements of self-assessment that help you to monitor your understanding of the issues under discussion. One of the purposes of this handbook is to provide you with advice on how to overcome some of these potential difficulties. You can find out more about the ECDL/ICDL at: Learning from your peers One particular advantage of online learning is that it encourages you to take the opportunity to learn from your fellow students all around the world by taking part in online discussions. Suits different types of learner The programme has been designed to give you the opportunity to learn about History in a variety of different ways. audio and interactive exercises. Technology can cause problems for any of the reasons listed below: • • • lack of experience or confidence in user technology doesn’t work properly slow or expensive internet connection limits access to materials.

We have specified a minimum set of computer. Unlike traditionally taught programmes.• We have provided a VLE user guide so that you can familiarise yourself with the VLE before you start studying. It takes a lot of effort to study in an external system. We provide technical support so that you can get help if you experience technical problems when accessing our website. and apply self-discipline to create a habit of regular study. you will need to plan your own study timetable and decide how much study you will do each week. • • • Organising your study Online distance learning is probably different from any other learning experience you have had before. and ‘What am I looking forward to after completing the course?’ You may jot down some sentences in your notes and review these as you progress through the course. It is your responsibility to use the tools and activities provided to reduce any sense of isolation you might begin to feel. We encourage you to take advantage of all opportunities to meet and work with both the tutors and your peers online. the distance learning BA History degree only gives you fixed dates for online seminars and examinations. Isolation The greatest challenge with distance learning is probably the potential for isolation and the lack of face-to-face interaction with staff and other students. Seek answers to the questions ‘What is in it for me?’. We have therefore designed the BA History degree programme to offer plenty of potential for interaction with other people involved in the programme. It may help you if you identify some shortand long-term goals to aim for during your study. Although the study materials are structured carefully to give you an indication of how much time you should spend on them. It is best if you develop a steady commitment. We will provide the bulk of study materials on CD-ROM so that you do not have to download large files over your internet connection. application and internet connection specifications that you should have accepted before enrolment on the programme (see the General section). 34 • History handbook • 2012–2013 . and keeping your motivation high may be difficult over such a long period of time. which provide a rigid structure of lectures and seminars. Keeping motivated Any type of open learning requires a high degree of self-motivation.

Is the BA History degree qualification the same? It is the same syllabus and the same degree. and in fact that in some respects you gain significant advantages by studying in this format (see ‘Advantages of an online distance learning programme’ earlier in this chapter).Differences between the campus and distance learning programme We are continuing to offer the BA History degree as a taught programme on campus at Royal Holloway. Royal Holloway and the University of London subject all programmes to rigorous quality assessment to ensure that the same academic and teaching standards are met and maintained for both students studying at Royal Holloway and those studying at a distance. taught by the History Department at Royal Holloway. Is the quality of teaching the same? Some of you may be concerned about whether you will receive the same quality of teaching as students studying on the Royal Holloway campus. and keep their syllabuses as closely matched as possible. No concession in quality or academic rigour is made for the more difficult study circumstances of International Programmes students. • Programme section • 2012–2013 35 . Your work is assessed to exactly the same standard as that of a student who attends Royal Holloway. We regard the distance learning BA degree programme that you have enrolled for simply as a different way of teaching the same degree. We believe very strongly that you do. We develop the campus and distance learning BA degree programmes together.

There are no concessions made for International Programmes students. As an International Programmes student you can complete the degree in three years like your Royal Holloway student counterparts. it will seldom be feasible or desirable to attempt the degree in three years (unless you are studying full time. accordingly. on the whole a longer period of preparation means a better class of degree. have on average 8–10 hours of classes per week. They also have long periods for intensive vacation reading. but also in terms of general intellectual development and attainment. However. and you should make at least a provisional decision before you start to plan out your detailed programme. as the demands are likely to be impossible to meet satisfactorily. Students studying at Colleges of the University. First. over 30 weeks of term time. in making your initial assessment. of course. But since a university degree is among other things a mark of 36 • History handbook • 2012–2013 . The PSR explain this in greater detail. you are limited in the number of times you can enter the examinations (currently three times – see the Regulations for details of this). you should be able to organise your time and stay motivated. but may be shortened. your chances of success in both examinations are likely to be reduced. if your progress is faster than you originally estimated. rather than optimistic. plus dedicated study and essay-writing time. It is worth saying. Then monitor your progress carefully against your projected plan as you go along. you may be interested to know. In particular. too. There are two good reasons for this warning. students who do not already hold a degree or comparable professional qualification obtained by examination are advised to spread their studies over a longer period. not only in terms of the formal classification achieved. Second. If you do. As at many other points. the greater experience. premature attempts may prejudice your ultimate success. relevant employment or previous periods of study of International Programmes students can compensate for lack of study time. Frequently. Your choice should follow from a careful assessment of your own aptitudes and speed of learning. Pacing your studies A decision on your period of study is one of the most important that you will have to make.Planning your studies This chapter provides some useful advice about how to study this online programme effectively. A number of studies on distance learning have shown that students who are well motivated and organised are normally the most successful. or allowances for the circumstances in which your work takes place. even though at a distance). If you follow the advice below. So be pessimistic. A reasonable guide to use when deciding your period of study is that it should not have to be extended. you may find it helpful to remember that the standard of the BA History degree examinations for International Programmes students is the same as for undergraduate students studying at Colleges of the University. that it is probably unwise to study for another qualification at the same time as you are studying for the University of London BA in History.

topics and requirements for online seminars after registration for a particular course. Reporting breaks of study If you are going to discontinue studying for a time. you should inform the Support Office at Royal Holloway of the intended period of discontinuation and of any particular problems (e. Permission to submit work late will only be given in exceptional circumstances. both to read and to think about your work. As a distance learning student you need to be particularly responsible for taking this initiative – nobody is going to stand up in front of the class and remind you of an important regulation or announcement. in cases of illness you need to produce a doctor’s certificate. you will hopefully avoid a number of unnecessary administrative or technical problems. but you must also make sure that you organise your studies within the constraints of the overall schedule of online seminars and examinations. short cuts achieved by cramming are likely to be counter productive. You should be able to fit your studies around work and family commitments. Sufficient time should be found.g. Do not wait until the deadline to let us know if there has been a problem. which can take time and effort to resolve and may distract you from your study. and try to complete as many of the exercises and tasks as you can. for example. How to study the programme During your earlier phases of education and in your working life you will have acquired your own specific styles and methods of studying. Make sure you know the requirements Please take great care to ensure that you are aware of what is expected of you throughout your studies. Make sure that you read the instructions for each course very carefully. Note that with any longer discontinuation you run the risk of losing a total year of study as you may fail to be admitted to the examinations. Be sure to stick to deadlines • • Programme section • 2012–2013 37 . Please contact the Support Office if you require assistance. Information about seminars will be publicised on the Programme notice board in the VLE. and is assessed in ways which are both wide-ranging and in depth. for handing in reports or coursework. By doing so. even by extending your period of study. Pay close attention to the learning objectives of each topic.intellectual development. and it is up to you to make the decision how to progress through the programme most effectively. Look out for announcements concerning dates. • Make sure that you have read and understood the Programme Specification and Regulations. concerning health). You should: • Make sure that you have read and understood this handbook from cover to cover before you start your studies. You are advised against skimping any subject which proves unattractive or which you think has no practical value. The distance learning format provides a high degree of flexibility as to how you organise your study.

nevertheless. You should find out when the seminars will take place and when assignments are due in and add these to your calendar. Studying at a distance is a long-term challenge of self-discipline and organisation. Find time to study After working out how best to use your time in general terms you will need to plan how to integrate your studies with the rest of your social and/or working life. Be prepared. you should create your own weekly calendar to guide you through each course and help you use your time efficiently. • • • • These are kinds of judgment you can only make on the basis of experience. Your timetable The flexible structure of the course lets you study at your own pace and rhythm. This will provide you with an idea of what you want to cover in a given period of time. It will take between an hour-and-a-half and three hours to work through a topic. is posted. and let your friends and family know that you need a regular period of concentrated work. and you may want to split very long topics into two parts. therefore. and it can be very reassuring to discover that other people experience (and are tackling) similar difficulties. Do not be afraid. so measure and plan what 38 • History handbook • 2012–2013 . To do this will require a clear idea of how long different activities take. Make sure that you regularly check any notices where information relating to courses that you are studying. You can then plan your time and your studies around these key events.• Pay close attention to announcements. which is in line with the overall goals you want to achieve and which also fits in with your other commitments. for example. or the programme in general. to set aside time to review how well – or how badly – you are using your time. At all costs. Problems in studying are not always as individual or unique as they seem. then try to stick to what you have decided. You should choose a schedule which suits you best. And don’t hesitate to discuss your experiences and difficulties with any other students you know who are engaged in a similar programme of study. Though it may seem rigid. even if you are someone who is usually happy with loose structures. making the change from other occupations or ways of thinking into a ‘studying mode’? How long does it take you to read a given number of pages? How much additional time do you need to make notes? At what time of day do you work best? How easy do you find it to write (and what stages of the task of writing are most difficult)? you can do. does it take you to get started. • How long. so you will need to monitor your progress and make adjustments. Be sure to allocate enough time for study. avoid approaching your study in an unplanned way. especially during the early stages of study. to make adjustments in the light of experience. but this doesn’t mean that you don’t need a schedule.

Be realistic about time in your planning. • Programme section • 2012–2013 39 . you shouldn’t be discouraged. Follow the course on the computer for a while. Isolation creates anxiety. this is because of external reasons. A rough guide is that you should be prepared for not less than 10 hours of study per week (15 hours is the level recommended as a norm by many academics involved in distance learning programmes). so long as these are not too frequent or too prolonged. so recognise this. Concentration is required. The aim should be to develop your own potential. There is nothing wrong if you get demoralised from time to time with the long and arduous process of combining study for a degree with a life full of other commitments and priorities. often for long periods. the PSR is designed to help you accommodate changes of circumstance or of scale of commitment. in order to maintain continuity and prevent you from having to ‘restart’ each time you try to work. too. and devise strategies to cope rather than assuming from the outset that such anxieties will not affect you. such changes can reduce the effect of strain or tiredness – something which is particularly important for health reasons when you are working at the computer. Remember to give yourself a break from your studies. and sometimes when you can’t achieve such concentration. but not definitive (the PSR. Allow for unexpected breaks such as days when you experience computer problems. It is therefore difficult to be precise. rather than as a result of your own inability or lack of motivation. In most cases. to let initial enthusiasm lead you into attempting so much to begin with that you have to tail off later. some people can read on a train. you should introduce variation into your working patterns. days when you don’t feel like working and so on. however. Everybody is different when it comes to studying. including advice in this handbook. It is probably a mistake. while others need to be in a library. for example. it is important that the hours devoted to study (however many that may be) follow a consistent pattern. And suit yourself – everyone works differently and your best working patterns may be different from others. then do some writing or reading from a printed copy or some research by browsing in a library.Individuals differ in how many hours per week they need to devote to study. on the other hand. or to make suggestions. days when libraries are closed. The important thing is that you find a place where you can study without being distracted. not to regulate your working habits to a conventional norm. Not all your leisure time should be given to study! If there are periods when study is extremely difficult or even impossible. So treat advice from others. Some people can study with background music on while other people prefer silence. as helpful. Remember to create planned breaks. A place to study Many students find that their place of study can be as important as their timetable. are definitive). Studying externally gives you the advantage of flexibility in such circumstances.

To create a comfortable working environment. Some of you may have no problems doing so. Staying motivated is one of the challenges of distance learning. so there are no real norms. in order to provide interest and new sources of stimulation. • • • • 40 • History handbook • 2012–2013 . People work differently in terms of spatial and physical needs. and make a habit of working there. and in every distance learning programme a substantial number of students drop out before completing the programme. ‘I will finish this essay by Saturday’. failing this. However. it is worth varying your workplace occasionally. at other times you will need to read or take notes and you may not want to do this in front of a computer. ‘I will check the discussion board three times a week’. a room you can claim as your own for fixed – or at least prearranged – times of the week). For example. but for others it might be a good idea to set yourself study targets. you will obviously have to use a computer to access lecture notes. You must set your study targets carefully or they may have quite the opposite effect than you were intending. Realistic – set small targets that you know you can meet. rather than big ones that you know you will not. SMART goals are goals that are: • Specific – for example. Sometimes working in a library. can create a sense of academic involvement and motivation even if you are not actually consulting the books specific to that library. Sometimes the stimulus of a new room or atmosphere triggers ideas which have until then been dormant. Time-bound – for example. Achievable – for example. for instance. but routine is very often considered important – especially as it provides those close to you with routines too (they also need to know when you will want to talk. rather than just ‘time’. Some people find that the acronym SMART helps them to set appropriate goals. It is sometimes difficult to convince people that studying requires undivided attention (and so ‘quality time’). ‘I will study from 1800–2000 every day’ (rather than ‘I will study 14 hours a week’). Set study targets Nobody (who knows anything about it) thinks studying externally is easy. Although routine can provide a great deal of support during your studies. It can be a good idea to discuss this practical aspect of studying with people you live with before your needs are perceived as a problem. Measurable – for example. You will need to work out what works best for you. Find the place where you feel most comfortable and alert. not five times a day. ‘I will read five chapters or write 500 words’. you will need access to a quiet room of your own in which to work (or. download some materials and participate in discussions and seminars. or as an unreasonable or unforeseen demand. and when you will want them to be quiet!) You should also think about the different activities that are involved in studying an online course and whether different activities may be suited to different places.

The most important way in which you can communicate with other people is to get involved in the online activities on the programme. Another good strategy while studying is to take written notes and summarise your reading. While some people are happy studying on their own.It is best for you to set your own goals so that you are comfortable and happy with them. You should aim to challenge yourself by making your goals difficult to achieve. But you may also spend less time on subjects you know about and take longer to work through what is new and challenging. and you will soon become familiar with the terminology and the language specific to the subject you are studying. If you are primarily working electronically. Once you have developed an understanding of the basic concepts. you will find the material easier to follow. However. Getting involved Another extremely important way of staying motivated is to get involved with other people. You may then return to the beginning. and work through the topics in the suggested order. Studying is an iterative process: you will find that the material contains plenty of cross-references between different topics. then make sure that you make a backup of all important information! Develop a flexible study strategy At the beginning of a course it will take longer to tackle areas that are unfamiliar to you. • Programme section • 2012–2013 41 . at the end of each topic and course. Most of the courses have been written so that each topic builds on the knowledge and skills taught in the previous ones. In order to set effective goals. This will help you quickly recall the main points of material that you have already processed and will prove useful for revision. Organise your work and notes (written or electronic) into files. An advantage of any distance learning programme is that it allows you to adopt a range of different study strategies. You can go back to something you studied earlier and get a different view of the topic or look up a concept that you are not familiar with. it is important that you develop a clear understanding of what you should be achieving. follow the discussion areas. you should check whether you have accomplished what was expected. you may find that with some courses you can dip in and out. most people thrive on social contact. You should make yourself familiar with these objectives and. but not so difficult that you disappoint yourself. depending on your own preferences and existing knowledge. Make sure that you participate in online seminars. and there is no doubt that the quality of your learning on this programme will be greatly enhanced by your engagement with the other students and tutors. so that you can easily access them. You will find specific learning objectives at the beginning of each topic and course. make contact with other students and share your experiences. When starting a course it is a useful practice to skim through the online material to get a sense of what is familiar to you and what each topic is about.

in others you may be asked to present a particular argument or piece of writing that you have prepared. but it may be difficult to read extensively within a tight timetable and some students may not have access to a library. Many academic writers have contributed to this programme and they all have specific views on their subject and how it should be taught. and it is a learning objective of this programme that you recognise in which situations different opinions can arise. As with any academic course. Don’t hesitate to let us know if you think something should be changed in the next update of the course. and that you develop the skills to make your own informed opinion about the issues concerned. you may sometimes detect errors and conflicting views. This is because we wish to provide you with an opportunity to recapitulate and deepen your understanding of key themes in each course and programme. In some topics you may also find references to extra readings. although it may not contain all the books on the book lists. As in face-to-face teaching. Again. Your view on improving the materials is highly appreciated. For example. though we have tried to eliminate errors in the editing process. However.Adapt to different teaching styles You may notice that different tutors present their materials in different ways. Reading these may deepen your understanding of and broaden your perspective on the issues arising from the study material. Accessing further reading texts may also be difficult. The best advice on how to proceed is to apply common sense. In this case your only option may be to purchase some of the texts in question. In many situations there is no single correct approach. Be selective in your choice of reading. if a point of confusion arises then we would like to hear from you so that we can address it. Extra reading will be stimulating. The tutors will also have different methods of running their online seminars – in some cases you will participate in a straightforward discussion of themes from your readings. in some courses you will find that you are asked to do a lot of task-based learning. Extra reading can be helpful. you will need to allow yourself some time to adapt to these variations in style and to the techniques used by different tutors to guide you through the materials. Some of you may have access to a library. You will also find that the content of topics appears to overlap in some areas. We have tried to give the study materials a consistent look and feel. but we have deliberately allowed some of the personal style of the academics to remain. then you may want to be 42 • History handbook • 2012–2013 . this is similar to the experience you would have in seminars and lectures of a course that is taught face-to-face. but make sure not to lose sight of what is expected. Further reading The required readings have been carefully chosen to cover all the programme requirements. Remember that it may not be necessary to read a textbook from cover to cover – it may suffice that you read chapters dealing with topics that you particularly wish to learn more about. If you are on a tight budget. whereas in others you may be doing more reading and note taking.

Never rely on just one internet site for information. • • • • • Internet resources As well as providing you with access to the course materials and discussion areas. Consider your own personal interests when you decide to purchase a text. always try to corroborate information obtained from the internet by also obtaining it from a more traditional source. such as a book or published journal or article. The same will apply to sites recommended by reliable web portals or resource sites of respectable organisations. and base your confidence in information on the amount of consensus that you find from different sources within different sectors. Consider sharing books with other students who live geographically close to you. Internet sites recommended in course resource sites or by course tutors are more likely to have been checked for quality of content. Particularly consider purchasing a text that is likely to be useful on more than one of your programme courses. but here are a number of tips on how to use internet resources wisely: • Trust the information you obtain as much as you trust the source writer or organisation. Read book reviews and consult with other students and tutors on the programme regarding particular books. But note that a fact being expressed repeatedly on different sites does not make it true – misinformation spreads very quickly on the internet. the internet is a valuable source of information. You must learn to be selective and judgmental in your processing of information obtained in this way. If you have no other • • Programme section • 2012–2013 43 . Where possible. While these are not necessarily flawless themselves. Much of this is common sense. in most cases they will have been reviewed more carefully than an internet site. Internet sites recommended by fellow students will be as reliable as the student who has recommended them. Here are some suggestions on book purchasing: • Pay close attention to the advice given on particular courses regarding the appropriateness of a text. You may quickly discover on the programme which students you trust for such information and which you do not. Read as much as you can about a subject. It cannot be overstated that you must take care to evaluate any information that you obtain over the internet. as the very nature of the internet lends itself to a huge amount of unreliable and erroneous information. • • knowledge about the source then you simply must treat the quality of the information with caution. The tutors often provide details of websites that you should visit to view images and maps or to read further information.selective about which books to buy.

vts.uk/ These guides tell you about key internet sites for your subject. you can find subject-specific internet guides at: www. try the BBC’s free ‘Webwise’ course: www. how to search the internet.If you feel you need extra advice about using the internet to support your studies.ac.co.bbc. If you feel that you need to build up your confidence and familiarity with the internet. and how to decide what to trust on the internet.uk/webwise/course/ 44 • History handbook • 2012–2013 .intute.

Make sure that you copy it exactly. Username and password You will be issued with a username and password to access the Student Portal. What to expect and when This section is intended to tell you the purpose of the various materials you have been sent and how to get the most out of them. Textbooks For some courses there may be one or more books that are particularly relevant. You should read this document carefully. You will also find information related to how you can access and use the online learning facility and how you progress through the degree. Handbook The handbook that you are now reading gives practical advice on how to study. You can use it as an introductory workbook or as a reference whenever you want to refine your learning techniques. spaces and numerals. the basic features of the VLE and the structure and format of the computer-based study materials.The programme tools and materials The purpose of this chapter is to introduce you to the various different tools and materials that we are providing you with in order to study the programme. The Arts Good Study Guide We have provided a copy of The Arts Good Study Guide (AGSG) for each student. When you enter your username and password please take care to enter it correctly. but you may look up specific topics such as taking notes. The Programme Specification and Regulations The PSR sets out the rules by which the degree is run. You may find that many of the areas covered are not new to you. paying particular attention to • Programme section • 2012–2013 45 . It will help you develop study strategies that suit your own needs. It is especially useful for people who have been away from formal study for some time or who are not familiar with the British system of academic education. We will explain what you should have received from us in your study pack. Make sure you keep this in a safe place. This guide is specially designed by Open University staff for students studying on distance learning programmes and gives very valuable pointers to studying on your own and getting the most from your programme. writing assignments or preparing for exams. AGSG has a lot of useful tips for successful study – use it. how to solve problems which might arise and where to go for certain types of advice and help. These books will be sent to you as part of your study pack. capital and lower-case letters. We recommend strongly that you have a look through AGSG and familiarise yourself with its contents so that you can go back to it when the occasion arises. Please make sure that you have received these and that you take the time to examine their contents.

Many people find reading from The programme structure The diagram opposite illustrates how a level in the BA History programme is structured. Courses Using Level 1 as an example. Levels The BA History programme is structured into three levels. What does a topic contain? An online lecture is presented in a very different way from a traditional lecture. To work online you do not need to install the software – you just need to connect to the website via an internet connection. and it is important that you know what to expect before you begin your studies. Once you have read this introduction you should have a clear understanding of what the course aims to teach and you will be ready to start working through the topics. held at specific times during the time that you are registered for a course. The VLE The VLE is like a virtual classroom that the University uses to deliver the content of the BA programme via the internet.CD-ROMs You should have received CD-ROMs containing the study material for the courses that you have registered for. Generally speaking. • • Seminars Some topics have associated seminars which are tutor-led discussions. seminar dates. Topics Each course is then divided into a number of topics. The material presented in a topic roughly corresponds to the amount of material that is presented to students on the campus version of the degree in a single lecture. with Level 3 being the most advanced. 46 • History handbook • 2012–2013 . The VLE will allow you to: • • • access your course materials take part in discussions with the tutor and other students receive notices. project support and other programme-related information ask questions regarding the administration of the programme seek help for technical problems that you encounter. It has many resources that you need to study and to help you manage your learning. as well as a broad overview of the contents. A normal topic consists primarily of screens of text. we see that each level is made up of different courses from which students choose the required number for their programme (details are given in the PSR). There are a range of other tools available to you. This will allow you to study without connecting to the internet. Each course will also have a conclusion to bring it to a close. such as a calendar and a place to add your own personal profile. Each course will introduce you to the course author and provide you with the overall aims and learning outcomes for that course. a topic is the equivalent content that a student attending Royal Holloway would receive in one lecture.

links and tasks. The Topic Introduction features a ‘menu’ that lists the titles of the sections within the topic and allows you to link directly to the start of each section. The Topic Introduction also lists the main learning outcomes that you are expected to achieve as a result of studying the topic. a topic is more than just text. Text is supported by audio. interactive images. and there are at least two ways in which it is a much richer experience than reading printed matter: • Text is presented in a number of different formats that provide more variety and encourage closer engagement with the material than the rather passive activity of reading printed words. It contains a high-level overview of the contents of the topic and may contain special instructions relevant to your study of the topic. However. The following is a list of the types of component that you will find in a topic. Most topics feature these components. • Note that it is possible to print off the majority of text and study it in a more conventional way. however. You should also note.Programme BA History Level 1 Level 2 Level 3 Course Course Course Course Course Course Topic Topic Topic Topic Topic Topic Topic Topic Seminar Seminar Seminar a screen very difficult. Topic Introduction The Topic Introduction sets the topic in context within the rest of the course. that the material has been written specifically for viewing on screen and that we feel that you will lose some value from not engaging with the material • Programme section • 2012–2013 47 . The choice is entirely yours. but you may find that in some topics not all of them appear. on screen at least once. and it might be argued that text is best presented in the form of a document that can be printed off and studied like a book.

Study hint: Remember that you can use the aims and learning outcomes to help you set goals. The purpose of this is to present relatively large amounts of information in a more compact and structured way. Also. Sometimes you have to select the text to reveal further information. Note that most questions asked in this way are not ones that you are expected to know the answer to when you view the material for the first time. It introduces the key points for the topic and points you towards further reading. however. How is material presented within a screen? A screen is a basic page of text. Questions posed in this way are meant to be questions that you pause and think about before looking at the answer. tasks and so on. Sometimes you have to select a question to reveal the answer. Discursive exercises – where you are asked to consider issues that were raised during the topic and provide your opinion or thoughts on them. We now look briefly at some of the different ways in which information is presented on screen in a topic. Use the ‘menu’ to provide headings for your note-taking. You should. Summary The summary screen is an important screen that brings the topic to a close and emphasises the main points that you should have taken from the material in the topic. or so that you can further explore the topics. as it can present information in many different ways. It is. Practical exercises – where you are asked to conduct a particular activity. Investigative exercises – where you are asked to explore further an issue relating to the topic and seek out more information concerning it. Tasks often fall into four different types (although some feature elements of more than one): • Reflective exercises – where you are asked to look back at the topic and collate material or summarise arguments. in other cases you may wish to return to them later. • • • While it may be appropriate to do the tasks at the time that you encounter them. when you begin revising you can return to the Introduction screen to look at the aims and learning outcomes in order to ensure that you review all the key points. You could think of this text as equivalent to what an academic says in a normal lecture. you should not reveal the answer until you have had time to contemplate the question that has been posed. however. be able to make an intelligent guess at an answer to them first time around. 48 • History handbook • 2012–2013 . Text The main way we present information on screen is using text. research. To get the most from these. more than just a page in a book. The choice is yours. Tasks Tasks are intended to provide you with the opportunity to reflect on and consolidate your learning.

You will need to have the free Adobe Acrobat reader software loaded to view such documents. This button will open up a new window in Case study The ‘Case study’ button links to a pop-up box containing further information and examples. Read more The ‘Read more’ button links to a pop-up window which contains further related information prepared by the course lecturer. journal article or document. This may help you later when you are writing an essay or contributing to an online seminar Extra reading The ‘Extra reading’ icon indicates that you do not have to read this text. Core reading The ‘Core reading’ icon indicates that the tutor would like you to read the specified sections from one of your set textbooks. This icon indicates that your lecturer wishes you to reflect carefully on that question as you are working through the topic. Resource sites For certain topics you will be required to read information from external websites. Source texts In some cases you will be required to read a particular text from a book or journal. it is provided as additional reading. PDF The ‘PDF’ icon indicates that the reading you are about to look at is in Adobe PDF format. your browser enabling you to see a book chapter. In such cases you will see a ‘Resource site’ button. When you click on a ‘Resource site’ link. Question On other screens you will see a ‘Q’ icon next to a question.Questions to think about On some screens you will see a ‘question mark’ icon next to a question. • Programme section • 2012–2013 49 . Word The ‘Word’ icon indicates that the reading you are about to look at is in Microsoft Word format. The icons next to the ‘Read source’ button will provide information about the reading – see below for details: Required reading The ‘Required reading’ icon indicates that the tutor has identified this as obligatory reading for the topic that you are studying. Study hint: It is a good idea to write these questions down and make some notes about them. This button will open up a new window in your browser to show you a web page owned by another organisation which contains material relevant to the topic you are studying. You will be able to download this from our website. These will be accompanied by an answer button to select. We do not take any responsibility for the information contained on external websites. you will leave the Royal Holloway. Often we provide you with an electronic version of these source texts and in such cases you will see a ‘Read source’ button. University of London International Programmes website.

if the text describes the region where a certain event took place. Once you have completed the quiz you can select the ‘Submit’ button to reveal the correct answers. It is important to remember that a ‘Model Answer’ is not the only possible correct answer. your lecturer may provide an example or possible answer so that you can get a clear understanding of what is expected before you attempt the task. Exercise The ‘Exercise’ icon indicates that there is an exercise for you to undertake. After you have attempted the task. there will be a ‘See map’ button on the screen – by selecting this button you will be able to see a map of the area in question. These quizzes usually consist of multiple-choice and gap-filling questions. There will Study aid Where the task requires you to produce information in a specific format or to answer a large number of questions. simply a document that has been laid out in the appropriate way – you just have to save it and type your answers into it. Questions with model answers Sometimes it is important that you can check your understanding of a task you have attempted. These tasks may range from note taking to essay writing and may be for your own reference or to share with your peers or tutor. Study hint: You can use the tasks and quizzes again to test yourself when you are revising. This is 50 • History handbook • 2012–2013 .Task The ‘Task’ icon indicates that the tutor would like you to complete a task relating to this material. Audio Audio is also used to reinforce learning. maps and diagrams Images. Examples In cases where the task is quite difficult. maps and diagrams are used to reinforce or help explain the written material. it is meant to be an example of how you might have completed the task. For example. The ‘Audio’ button indicates that there is something to listen to and when you click on it you will hear a short piece of audio recording. Within an animation the ‘A’ button might be used to access the ‘Model Answer’ material. you should select this button and you will get further information and guidance about how to answer the task. you will usually be provided with a ‘Study aid’. In such cases you will find a ‘Model answer’ button. Images. to bring accounts to life or to deliver material from a guest lecturer. In these topics you will find quizzes that are designed to check how well you remember the important facts. Quizzes In certain topics you will need to learn and remember a lot of factual information. Discussion The ‘Discussion’ icon indicates where the course author believes that you would benefit from discussing the issues raised in the course materials with your peers. In such cases you will see a ‘See example’ or ‘Possible answer’ button – simply select this and an example will appear in a new window. There is a discussion area in the VLE for each course.

You will be able to download this from our website before you begin your studies. and how much time you spend • Programme section • 2012–2013 51 . such as reading another source book. Text equivalent The ‘Text equivalent’ button will link to a text equivalent of a flash animation. At various stages the text will suggest that you stop reading and conduct some other activities. tasks and further reading. Exactly how you choose to use this material. To view and use the animations you will need to download the Adobe Flash Player.g. visiting a resource). General resources The study materials provide you with access to digitised book chapters and journal articles. there are animations or interactive content to reinforce your learning. maps and links to external websites. Animations Where appropriate. additional reading materials have also been provided within the VLE. Hear more The ‘Hear more’ button links to a pop-up box with further related audio files. Prompt A prompt consists of a couple of sentences appearing in bold that invite you to perform a specific action (e. and where this is not possible then detailed lists of these (in print and readily available) resources are given so that you can locate them elsewhere. is really up to you. opening a window. Text only The ‘Text only’ button will link to a plaintext version of the web page that does not contain graphics or animations. Using the study materials Each topic can be thought of as a ‘study guide’ that directs you through an amount of course content.always be a text equivalent of any audio clips. The resources provided will reflect the essential texts that you must read in order to be able to complete the courses successfully. Where possible. charts. all of which will be embedded within the lecture and seminar material. For example. listening to an audio clip or performing a specific task. as well as to digital images. conducting exercises. you may have to click on parts of a diagram to reveal explanations of its various parts.

shl.ac. take the tour: www.external. To do this.shl.uk/help/ databases Your personal Athens account will be renewed by the Online Library Team in December each year that you are registered as an International Programmes student. You can find journal articles by typing the article title into the Summon search box. php?id=rh To access the Online Library from the Portal. relevancy-ranked results through a single search box.ac.lon. Online Library tour To help you to find your way around the Online Library.shl.php This should only take you five minutes to complete but it will save you a lot of time in the future.uk/help/tour. click on the ‘Online Library’ tab.The Online Library The Online Library has been developed for International Programmes students.lon.external.lon. Passwords for accessing the Online Library To use the resources available in the Online Library you will need to request a personal Athens username and password. You can access your programme’s individual Online Library homepage at: www.uk/index.ac.external. You will need to 52 • History handbook • 2012–2013 . Summon Summon is the Online Library’s new Google-like search engine that provides fast. please fill in the form at: www.

shl.ac.uk/res/ databases. This also includes free access to My EndNote Web reference management.serialssolutions. history.lon. To avoid frustration. Email replies from the Online Library Enquiries Service are sometimes interpreted as junk mail (spam) by filters. economics. If you are interested in a particular journal use the Full Text Electronic Journal List: http://zk6qc5fe9p.00 and 17 . Dawson’s E-book collection – several core textbooks are available here in electronic format. • Databases and electronic journals The Online Library provides access to a wide variety of databases.ac.external.800 peer-reviewed journals.ac. JSTOR – full-text journals across a broad range of subject areas including classical studies. This means that you might miss our reply to you. arts and humanities.london.ac.uk +44 (0)20 7862 8478 You can also make enquiries by filling in a web form at: www. sociology and statistics.00 (GMT) Monday to Friday. The Online Library Team has developed introductory Quick Start Guides for each of the databases to help you learn to use them effectively: www. please go to: www.use your Athens password to access the resources that you find through Summon. To find out more. many of which contain full-text electronic journals and E-books. You can contact them with your enquiries by email or telephone: OnlineLibrary@shl. and the collection is constantly growing.london.900 periodicals.external.shl.search. it also provides access to national and local United Kingdom newspapers.shl.uk/summon/ about. social sciences.shl.external.php • Lexis®Library – although primarily a database containing full-text case law and legislation for various jurisdictions. this is a multidisciplinary database with full-text coverage of 7 .uk/help/ enquiries/index. including more than 6.lon.uk/pdf Support for using the Library The Online Library Team will be available between 09. political science. Web of Knowledge – delivers easy access to high-quality scholarly information in the sciences. com/ You can browse or search the full list of the Online Library’s databases from the databases page: www. mathematics. education.php?id=rh Here are some of the major databases that the Online Library provides: • Academic Search Complete – updated daily.lon.ac. finance. particularly if you are using Hotmail or AOL.external.php A specialist librarian will respond to your enquiry within two working days. if you are • • • Programme section • 2012–2013 53 .

uk/contact/ Keep up to date with Library developments in the News section of our website: www.ac.lon.lon.using a junk mail filter please set it to allow email from: OnlineLibrary@shl.shl.london.uk The Help Desk While the Online Library Team will aim to answer your enquiry within two working days.shl.ac.ac.external.external.london.shl.uk/help/ Feedback or suggestions? If you would like to suggest a resource or have any ideas as to how the Online Library can be improved.ac. you may be able to find the information you need instantly at the Online Library Help Desk: www. please let the Online Library Team know: www.external.uk/news/index.php 54 • History handbook • 2012–2013 .

The next chapter explains how to obtain technical or administrative support: how to get help with access problems or issues concerning progression. there are many reasons why it is a good idea to try to communicate with others as often as you can: When using any of these online support methods. but will. In this chapter we look at how you can most effectively use the available resources. Obtaining the ‘big picture’. the quality of your experience studying this programme will depend on the amount of contact that you have with other students and tutors on the programme. please make sure that you follow good online communication practice (see page 62). Note that this chapter concerns academic support: how to get help with understanding History and related programme content. Comparing the views of other people. personal difficulties. In this way you will meet like-minded people. These are: • • • • online seminars course tutors peer-to-peer support student café. which will not just be an interesting experience in itself and help you to overcome isolation as a distance learner. the VLE. Discussing study material with others often brings to light issues and subtleties that you did not pick up on when studying on your own. registration. course registration requests.Academic support There will be times when you wish that you had someone nearby to talk to about the content of the programme. • • Understanding study material. • • Joining a community. Interacting with other people and sharing information is normally a very positive experience and allows you to become part of an online community. To a large extent. lead to the establishment of friends and contacts who may be beneficial to you during and after completion of your studies. but it will primarily be up to you to take advantage of what support is available. etc. There is nothing that will irritate your fellow students or tutors more than inappropriately posted questions about your computing problems. problems with studying and so on. We now look at each of the different ways in which you can engage in online networking and communication on this programme. In fact we would go further. Please do not confuse these different types of support. helps to create a better understanding of all the complexities of a subject and the different opinions that exist concerning it. in many cases. Covering missed issues. • Programme section • 2012–2013 55 . especially on subjective issues. and strongly suggest that you make a conscious effort to try to talk to as many people as you can about the content of the programme. We will do what we can to help you in this respect. Obtaining academic support While you may choose to study this programme entirely on your own.

they will not simply give you answers to the questions they pose. The tutor’s role is to facilitate the seminars. As a general rule. A notice about the dates for the online seminars will be put in the VLE as well as the calendar. We advise that you integrate your preparation for the seminars with your study of the course topics. They provide you with an opportunity to check that you have understood the theories and concepts that have been introduced. The seminars will take place on set dates and will last for a set amount of time. to make sure that you get the maximum benefit from them. the questions you will be discussing and plan this into your study of the relevant course topic. You may need to read and make notes from several documents. formal discussions that will be moderated by a tutor. you will be expected to participate in between three and seven online seminars for every course that you study. the tutor can provide you with feedback and explanations that can help you to better understand the issues. The amount you can learn from participating in them should not be underestimated. Where you have not understood. Note the amount of reading required. the seminar date. the seminars will be related to those topics! Take a look at the seminar material well in advance of Why do we need to have seminars? Online seminars are a key part of our online programme and are an alternative to the activities that are undertaken in a tutorial session on campus.Online seminars All of the courses on the BA History Programme feature a number of online seminars. Please note that the tutors have chosen each seminar topic for a very specific reason: it may be crucial to your understanding of a particular topic or it may help you to prepare for an assignment or examination question. 56 • History handbook • 2012–2013 . Make sure you check the notices regularly for any course-related information. The materials and resources that you need in order to prepare for each seminar are provided well in advance of the scheduled start date. What are online seminars? Online seminars are regular. The tutor has picked key themes or skills that they wish to discuss with you in the online seminar. or prepare a report or written piece of work. The online seminars have been designed to build on and reinforce the themes that you are reading about and to make you reflect on and analyse the course materials. After all. This means that they will work with you to help you reach the right conclusions. Below we list some of the ways that online seminars can benefit your learning: An opportunity to check on your learning One reason for including online seminars is to provide you with an opportunity to check that you have understood the theories and concepts that have been introduced in your reading material. and you will be expected both to prepare for and to participate in the discussions. usually about two weeks.

Why are they timetabled? It is necessary to run online seminars for fixed periods of time between fixed dates in order to focus participants on conducting a particular set of tasks. Setting dates is necessary in order to guarantee that students will be addressing the same issue at the same time. The seminars also give the tutor/lecturer the opportunity to find out whether you and your peers understand the material you are studying. We also mentioned the importance of setting yourself goals – online seminars might provide you with some ready-made goals. The only difference is that such discussions are not formally part of the programme and may not receive such close attention Develop your ‘virtual’ communication skills The importance of virtual communication tools such as discussion boards is growing. The seminars also give you an opportunity to learn from your fellow participants. Motivation As we mentioned earlier. then you may do so. you could add them to your calendar and structure your study habits around them. thus allowing you enough time to contribute when it suits you. Learning does not just involve reading books and taking in what the tutor says – it is also important to learn from your peers as you would if you were attending an on-campus course. staying motivated is one of the challenges of doing an online course. and being able to use such tools effectively is seen as an increasingly important skill. and that a tutor will be present to guide the discussion for the duration of the online seminar. As you will need to prepare for three to seven seminars per course. Information about good practice for online communication can be found on page 62. The online seminars provide you with an opportunity to develop your ‘virtual’ communication skills as you will need to communicate and discuss your ideas with the rest of the group in an asynchronous environment. then the seminar will remain accessible for you to read when you are next able to return to your studies.An opportunity to interact with a tutor and your peers This is your opportunity to ‘meet’ the tutor and discuss the course with him/her – this makes the distance learning process more personal. and they will structure their input into the seminar accordingly. or run your own similar discussions outside the seminar period. • Programme section • 2012–2013 57 . knowledge and perspectives. This may help you to remain focused. If you wish to continue discussions beyond the end of an online seminar. If you cannot participate in an online seminar for any reason. Communicating with your peers in this way may also help with any feeling of isolation you may be experiencing. Participating in the seminars gives you the chance to discuss and explore the key themes from each course with a range of people with different backgrounds. Seminars will normally run for two weeks. but also being short enough so that the discussion is focused and dynamic.

from a tutor. It is quite likely that you will have a different tutor for each course that you register for. However. How are online seminars supported? There is a tutor assigned to every course. but it is possible that some students do not participate in them. Students are recommended to make use of all sources of help on this programme. You are not expected to have all the answers. strongly encouraged to use online seminars as a model for your own peer-to-peer discussions. have your own ideas commented on by others. This means that during the online seminars for that course. Note that all students can access online seminars. by far the most important reason for participating in the online seminar is that by being directly 58 • History handbook • 2012–2013 On the other hand. and have direct discussions on to issues that you are particularly interested in. How do you make the most of online seminars? You can make the most of the seminars by preparing and participating to the best of your ability. During the seminar you should consider the tutor to be the ‘leader’ of the discussion that takes place. Please make sure that you understand the technical operation of the discussion areas within the VLE and that you follow good online communication practice when posting messages. Do you have to participate in online seminars? The online seminars are held to help you enhance your understanding of the programme. however. The role of the tutor is to guide and moderate your online seminars during the support period for that course. Do not be afraid to put forward your thoughts and opinions – this is an opportunity for you to learn and to get feedback on your ideas. and online seminars are no exception. The maxim ‘the more you put in. the tutor will be reading your postings to the online seminars and will be both directing and commenting on the activities within the seminars. You should interact with the tutor only: • • concerning the topic under discussion in the online seminar through the online seminar itself. By participating in an online seminar you can enrich the discussion. the more you get out’ is particularly true of online seminars. but you are expected to take online seminars seriously. you will definitely gain a better understanding of the topic of the online seminar than if you remain a quiet observer of the discussion of others. but not a personal adviser from whom you can request any programme-related information. You are. involved. during the online seminar please do not: • ask the tutor course-specific questions that have nothing to do with the seminar topic – these should be directed to the course discussion area email the course tutor directly (in most cases they will probably request that you post your question or comment to either the online seminar or the course discussion area anyway) • .

They may also decide to help an individual outside the context of the seminar (giving some private encouragement). unless they are of direct relevance to issues under discussion in the online seminar – you should use the support facilities for these other courses to have such questions addressed. They give you an opportunity to discuss your ideas and thoughts with your peers in a relaxed environment. which means that course tutors will be checking the discussions regularly to ensure that posted information is correct and that discussion area protocols are being observed. For each seminar. Course tutors may also choose to post messages relating to the course content if they feel that discussions require input from them. It is your responsibility to take this opportunity • Programme section • 2012–2013 59 . Although tutors will not be ‘leading’ any discussions in the course discussion area (this is what online seminars are for). However. the discussion areas are monitored. In all teaching groups.• • ask the course tutor administrative and technical support questions ask the course tutor academic questions relating to other courses. Sometimes a tutor can sit quietly and allow the students to make progress. Course discussion areas are made available for academic. sometimes discussion wanders from the topic and the tutor will need to intervene more. decrease any feelings of isolation and perhaps open your eyes to aspects of the material you may have missed. We encourage you to work with and support each other as much as possible. and exploit it to your advantage. the tutor will be a presence who will provide some feedback to the group to allow you some idea of how you have done. If you are How much support will you get during online seminars? This will depend on what support you need and the nature of the activity that you are undertaking. Discussing the topics and themes and any difficulties you may have with your fellow students will help to motivate you. each topic will have one theme that you should discuss with your peers. or provide some ideas that the group has missed. however. Both the material you will be studying and the VLE have been designed to give you the opportunity to get to know each other and to share ideas with your peers. In general. Course discussion areas are especially useful for exploring complex ideas with your peers over an extended period of time. individuals need different levels of interaction. Course discussion areas Although you are a distance learner. You should not. Each course has its own discussion area dedicated to that course and open to all students who have registered for that course. expect that all questions posted to course discussion areas will be answered by a course tutor. it is important to remember that you are part of a learning community as you would be if you were studying on campus. topic-related discussions. you may start your own discussions if there is a theme or idea that you particularly want to discuss with your peers.

so remember to check the board regularly. They may post contributions if they feel it necessary. you must remember that your peers may not always be able to post replies to your questions or thoughts immediately. that is posted there. • However. Course tutors As well as leading the online seminars. The course discussion area is part of your campus. However. please make sure that you understand the technical operation of the discussion areas within the VLE and that you follow good online communication practice when posting messages. Any question asked will be completely private – other students won’t be able to see what you have written. Course tutors will assist your study of the course in two different ways: • • • • Monitoring the peer-to-peer course discussion area The course tutor will be responsible for monitoring the course discussion area. as this will mean that a greater number of people will benefit from and be able to contribute to the discussion. This does not mean that they will post to this board regularly. just as you might ask fellow students on campus. You are asked to: • use this service selectively – please use the course discussion area in the first instance restrict questions to those concerning course-specific content only. or answer every question 60 • History handbook • 2012–2013 . You should feel free to post course-related information or questions to the course discussion area.having problems understanding a particular point. This includes times outside the periods when online seminars are running. the course tutor will be available to support the course from the time you register for that course through to the time of your examination. you should not: • ask the course tutor a question that has already been dealt with in the course discussion area ask the course tutor a question that could just as easily have been placed in the course discussion area (if you do so then they may simply tell you to place the question in the course discussion area yourself) ask the course tutor too many questions ask the course tutor administrative and technical support questions ask the course tutor academic questions relating to other courses – you should use the support facilities for these other courses to have such questions addressed. As with online seminars. you can also use this forum to ask your peers for help. The tutor will make sure that the discussion area is being used properly and effectively. Answering academic questions You may put your own academic courserelated questions to the course tutor by using the facility available in the VLE. It is preferable to use this facility (rather than email) for course content-related discussions with fellow students.

This can make logging on to the programme website a much ‘warmer’ experience – you are not just looking at study materials. but it requires you to take more • Programme section • 2012–2013 61 . Your fellow students will probably understand your feelings much better than your family and friends. Student café We are aware that learning is not always just about studying and discussing study materials – socialising can also be an important aspect of education. your hobbies. Your responsibility Any form of education requires the student to make a certain level of commitment in order for it to be successful. Socialising with your peers in this informal way should also make you more confident about contributing to the formal programmerelated discussions – if you know the people you are talking to. Please try to avoid the use of the student café for course-specific discussions that could be more appropriately held in the course discussion area. We have provided you with a ‘place’ to socialise with your peers in the VLE as we feel it is important for you to build friendships with your fellow distance learners. you may find it easier to express an opinion.Academic query? YES In online seminar period? NO Post to course discussion area YES NO Read chapter of handbook Relevant to current seminar? YES Post to current online seminar NO Has query been answered? YES NO Ask course tutor Summary of tutor support The flowchart above summarises the order of precedent of support you can expect to receive for academic queries. Online distance learning may be more flexible than an on-campus degree programme. Please refer to it when deciding where to ask a query that arises as part of your course-related study. your work and so on. You can give each other moral support and provide a sense of community as you might in a traditional university setting. and they might be able to provide some really useful advice. Feel free to use the student café for work-related discussions that do not clearly belong in any course discussion area. you are interacting with your peers. Using the student café will probably help you to feel less isolated as you will also be able to discuss any challenges or frustrations you may be experiencing as a distance learner. You can use the student café area to discuss yourselves.

Please show respect for cultural and religious differences when expressing your opinions. Subtle humour tends to get lost. it is important to remember that on this programme you will be part of an international learning community and that something that may be humorous in your culture. so should be used with care. For example. A good thing to bear in mind is that if you write about another person then you can expect that at some time in the future it is possible that person may read what you wrote. so that the programme is a rich and positive learning experience. Never post messages or emails when angry or upset – a good idea is to sleep on it. Respect for others The most important point when communicating online is that you show respect for your fellow students and tutors. Remember that when 62 • History handbook • 2012–2013 . Good practice in online communication People who use email and online discussion boards have developed certain conventions and rules over the years. You should also remember that the tutors are there to guide and facilitate your learning. See the section entitled ‘Language shortcuts’ below for more information on techniques that can help to make it clear when you are making a joke. This has become known as network etiquette or ‘netiquette’. Can you be sure that your peers will understand and appreciate the humour in any jokes or ironic comments that you make? Without inflections of voice and body language it is easy for a humorous remark in a message to be misinterpreted. So be polite. or if it will be printed or copied. Do not use offensive language or insults at any time. Humour Research has shown that the use of jokes and humour does help people to learn effectively. or you may send out a message in haste and be misinterpreted. and many others are just plain common sense. failing to contribute to an online seminar is the equivalent of missing a lecture or tutorial and it will impact on your learning. Many of these conventions may already be familiar to you. or sent to other people. may not be funny to somebody from another culture. Tone Capital letters are considered to be the equivalent of SHOUTING. so take steps to make sure that people realise you are trying to be funny. You must be committed. Breaches of this code of conduct may also result in action from the programme administrators that could ultimately affect your progress on the degree. However. Following these guidelines will make people more likely to respect you online and help to facilitate your online communications and study. not to do it for you. Below we have outlined some of the principles of good online communication. You can highlight words by doing *this*. and you should use the academic support tools at your disposal to their full potential. you send an online communication to a discussion area you do not know exactly who will read it. Some responses may sound rude if they are too terse or short.responsibility for your own learning.

Some examples are: • • • AFAIK IIRC IMHO as far as I know if I remember correctly in my humble opinion Name You should include your name at the end of any communication. Please also bear in mind the difference in time zones when making any precise arrangements with students from different parts of the world (deadlines for posting a contribution.). Other language shortcuts that you might want to use are acronyms that are used in place of common phrases. Dates and times In the United Kingdom we often write dates as day/month/year in numbers (for example. 11 April 2002 = 11/04/02). spelling and presentation of your messages (see ‘Posting to discussion areas’ on page 64). However. Please try to remember to write dates in a clear format such as 11-Apr-02 that spells out the month in order to avoid such confusion. when you are participating in the online seminars and posting to course discussion areas then you should be more careful about the grammar. • Programme section • 2012–2013 63 . Please restrict your use of all language shortcuts in course discussion areas and online seminars to a very few well understood ones. (See ‘Language shortcuts’.) When you are communicating informally (such as in an email or using the Student Café) it may be fine to treat online discussions like a spoken conversation and let your thoughts flow quickly – you do not need to go back to correct mistakes in grammar. which take a long time to type.Writing style Online communications have evolved to be less formal than letters. They often include jargon or slang terms (especially computerrelated terms) and abbreviations. etc. Examples of popular emoticons include: • • • • :-) smiling :-( frowning or looking sad . sending an email. You should also remember that people will be participating in the discussions over an extended time period and may not read your message until several days or even weeks after you have posted it. spelling or the logical sequence of your message. It is also a good idea to avoid using words like ‘today’. • • LOL ROTFL laughing out loud (beware: also ‘lots of love’!) rolling on the floor laughing. Language shortcuts Emoticons (‘emotional icons’) can be used in online communication in order to prevent misunderstandings and to express feelings. ‘tomorrow’ and ‘yesterday’ and to use the date instead – remember that people may be in different time zones and that it may already be ‘tomorrow’ where they are. but other parts of the world write month/day/ year and would read the date 11/04/02 as November 4 2002.-) winking :-o shock or surprise.

A message sent using.e. Some computer systems do not wrap long lines. particularly to use of discussion areas and online seminars. Attachments It is possible to include attachments in most forms of online communication (this includes postings to discussion areas). Viruses Please take care to use basic virus hygiene controls on your computer and check attachments and anything you download for viruses. Avoid using special or extended characters. so your message will disappear off the right of the screen when someone else opens it to read it on their computer system. for example. but if such a message is received on another system it may be unreadable. a Japanese email program to another Japanese system will be able to send Japanese characters. quote part of the original message you are replying to if it helps place your question or response in context). In this font each character and space has the same width and columns of text. Put the message into context (i. Royal Holloway. If you think you’ve got a virus. for example. Formatting like bold. University of London (RHUL). Write in proper sentences (although grammar and spelling need not be perfect). Spell out any abbreviations when first used in the message you are writing. try to find out if you got it from an email attachment or program.Formatting The person who reads your message may be using a different computer system from you. Please only attach files that have been created in widely used applications – otherwise the tutor and peers may not be able to read them. Try to view and write your communications using a fixed-space font like Courier. underline and italic will not be understood by all systems. • • 64 • History handbook • 2012–2013 . Even different fonts may cause problems. the £ sign may be turned into # when viewed using a different computer. Posting to discussion areas The key point when writing a message is clarity – ask yourself if everyone who may read your message will understand you. Make sure that it does not happen! Discussion area netiquette The following netiquette issues apply. Do not assume that everyone you sent an email to has caught the virus. Remember that it is going to look very embarrassing if you are the source of a computer virus on any courseware. For example. During online seminars the tutor may ask you to post answers to tasks. and warn the person who sent it to you. numbers and spaces line up on top of each other. We advise you to do the following when participating in any programme-related discussion in a discussion area or as part of an online seminar: • • Write in English. There is a minimum common standard for online communications: send plain text. Also keep your line length to around 65–70 characters in messages.

It is therefore important that you get into the habit of checking the discussion area regularly.• Do not quote all of the original message you are replying to unless it is absolutely necessary. Do not write in capitals – it is viewed as shouting. However. you should try to participate as it will serve as revision. For example. you are more likely to participate effectively and efficiently in the discussions. Space in your mailbox Please remember that it is your responsibility to leave sufficient space at all times in your mailbox to receive emails and attachments from us. • Junk email Please do not proliferate the sending of junk email amongst fellow students of the programme. always make a quick check before finally posting a message. You should also remember that people will be studying things at different rates. For example. If you give yourself scheduled times to read and add to the discussion area. so you may need to wait a while to for a • • If you receive unsolicited email of any of these types then the best thing to do is delete it straight away. do not under any circumstances: • distribute unsolicited email to fellow students concerning advertising material post any messages to fellow students relating to pyramid schemes or moneymaking scams proliferate chain letters such as those that claim that if you send an email to a number of other people good luck will come to you. you could decide to give yourself one hour three times a week to look at the discussion area. If you are starting a new discussion. • Checking the board regularly Remember that the online discussions and online seminars are asynchronous – they do not take place live. try to avoid the classical post ‘I agree’ and adopt a more informative ‘I agree because …’. but if you do not send it then you will get bad luck use email addresses of students on the programme to distribute online petitions. make sure that you are in the correct area of the discussion area and name your discussion according to the course and topic concerned. Make sure your contribution is relevant to the topic. If you suspect any students on the programme of being the source of unsolicited email messages then contact the programme administrators. Think twice While we want to encourage you to use discussion areas and post to online seminars as much as possible. In particular. even if you have moved on to something else when the discussion gets going. Email The following further netiquette rules apply particularly to use of email. so do not expect an instant reply to the messages that you post. • non-moderated discussion on a particular topic to get going. • Programme section • 2012–2013 65 . People will be adding to the discussions over at least a two-week period. do not get too enthusiastic.

Exactly how you do this depends on your own preferences. diagrams. Advice on essay writing Here we give you some advice on essay writing. Such notes may consist of things you realise you need to consult or find out. 66 • History handbook • 2012–2013 .g. Your aim is to show how well you can do both these things. Don’t be lulled into believing that the only notes you need to take will be made when you are working online or actively studying – when you are ‘on duty’. such notes can become completely unusable and are therefore not worth writing in the first place. Notes are only any good if they can be easily consulted. activities and so on in files so that you can find them and use them whenever necessary. What is an essay for? Essay questions usually aim to do two things: • to give you the opportunity to demonstrate that you know and understand specific information relating to your course to give you the opportunity to show how you handle information. notes. etc. it is important to include all the sources you have used and indicate any quotations so that you can make the necessary references when you come to write the essay. how you organise it. But it can be counterproductive to try to save money by writing everything small and on both sides of the paper. So it is important to set your notes out in a way which is visually easy to access. analyse it and evaluate it. • Your tutors will probably care about both these aspects more or less equally. or simply flashes of ideas or connections regarding a particular topic you have been thinking about earlier. Having compiled notes. Organise your written work. you will need to keep them in a safe place and in a convenient order. Do you want a reminder of all the main points made? Do you want a detailed synopsis for your records (if so. to help with an idea of your own which is gradually forming in your mind (e. When taking notes for an essay or piece of coursework. why)? Or do you just want to pick out ideas of particular interest. walking. the best ideas come to mind when reading something else. Write such ideas down at the time – even if they seem particularly vivid and unforgettable – as you may otherwise lose them.). essay writing and preparing for your exams. Taking written notes While you study it is a good idea to take written notes and to summarise your reading. that is. Much useful advice is also to be found in The Arts Good Study Guide included in your introductory pack. gardening. For many people. It is important to work out what your purpose is in taking notes.Study skills In this chapter you will find some useful advice on note taking. or doing something entirely unrelated to study (listening to music. for an essay)? The general value of writing notes is to have a reminder of facts and thoughts that can be consulted quickly.

One paragraph or a group of paragraphs should be devoted to each stage in the argument.Essay structure There are two basic approaches which can be taken when writing an essay: descriptive and argumentative.’ This kind of essay provides you with lots of opportunity to demonstrate that you know and understand specific information relating to your course. Descriptive essays are invited by essay questions which begin ‘Describe. If at all possible.) The ‘thriller’ model Alternatively. using information as evidence to support or contradict their point of view. I will argue that the plays attributed to Shakespeare were actually written by his contemporary. or Schools should not give priority to any particular religion.. Shaping an argument The ‘up-front’ model Some essays start with a ‘thesis statement’ – one sentence in which they state briefly the overall theme of their argument. you can keep your reader ‘in suspense’ until the end. They are more individual than descriptive essays and are good ways to demonstrate your ability to analyse and evaluate information. For most essays it is usually possible to answer the question in either a descriptive or an argumentative way. ” Discuss. Christopher Marlowe.’. but teach all children about different faiths to increase society’s understanding and tolerance of others’ beliefs. analyse and evaluate information than an argumentative essay..’ Or: ‘“Jane Eyre is more about pagan forces than Christianity. (See also the section on ‘Introductions’ on page 71. because it is the argument • Programme section • 2012–2013 67 . Christopher Marlowe.’or ‘Summarise. or have learnt in lectures. for example. What then follows is the evidence for and against the argument you have stated.. They are useful ways to collect and organise information. Argumentative essays are invited by statements such as: ‘“The Class system is dead. • Argumentative essays have a point of view which they argue. Demonstrating these skills is usually necessary to get high marks. You can either list the evidence for and then the evidence which is equivocal or against. you should aim to have some argument in your essay. • Descriptive essays usually reproduce information which you have found in books or journals. but less scope to demonstrate how you organise. ” Do you agree?’ which demonstrates your skills of evaluation and analysis. For example: In this essay. and to show that you have understood an idea or theory. ‘Summarise Althusser’s concept of the Ideational State Apparatus. by introducing the key theme without giving your opinion: In this essay. or you can move between them in turn.. I will consider the theory that the plays attributed to Shakespeare were actually written by his contemporary.

in which case you will need to deduce which approach is most appropriate. but teach all children about different faiths. as such. In many disciplines ‘right answers’. though. there tend to be debates. while the second is often preferred in mainland Europe. It should not surprise your reader too much. Again. because your opinion should be a logical outcome of the evidence you have assembled. and include analysis and evaluation of them. The procedure words control your approach. others will hold another. • Essay questions Choosing a title Don’t necessarily choose questions to which you ‘know the answer’. Don’t forget that you will probably need to ensure that you cover the relevant background information/facts. Some people will hold one view. A member of the Conservative party may have a different view from a Greenpeace supporter. Views change over time (some ideas fashionable in the 1950s are considered outlandish today). revealing your own position at the end. for example. A list of procedure words and how you should approach a question is given on page 69. Sometimes questions do not include any procedure words. The key content words in this example are: • pressure groups • government policy • at least three campaigns • last five years. (See also the section on ‘Conclusions’ on pages 72–73. and you should be okay. for example the first style is preferred in the USA. Remember to include a relevant argument.In this essay. are rare. I will be evaluating the point of view that schools should not give priority to any particular religion. Your job is to outline these debates clearly and weigh them up. and according to politics or religion. The key procedure word is: evaluate. These fall into two categories: content-related words and procedurerelated words: • content-related words – the words which signal to you what you should write about procedure-related words – the words which indicate how you should write about it. ‘Pressure groups have never successfully affected government policy. with perspective (a single mother living in poverty will have a different view on some policies than one living in comparative wealth with a supportive partner). you would then marshal the arguments for and against.’ Evaluate this statement with reference to at least three pressure group campaigns from the last five years. Analysing a title When you first analyse an essay title. 68 • History handbook • 2012–2013 . Usually a right answer in some circumstances is wrong in other circumstances and that is what you need to bring out in your essay. The content words set the parameters of what you can write about. Instead.) Preferences for one style or the other can be cultural. a good way to start is to pick out the key words.

so it is clear/easy to understand use examples or diagrams to explain something give your own opinion of the significance of something (give reasons/evidence wherever possible) give good reasons for decisions or conclusions. concise account of the main points of something (leaving out details) follow the cause or stages in development of something from its start • Programme section • 2012–2013 69 . including your own opinion and supporting each point with evidence give reasons for or account for something. facts or general idea of something. etc. to emphasise points of difference or similarity explore the differences between two things give your judgements about the good and/or bad qualities of theories/opinions.e. which may be other people’s research or other kinds of facts/information judge the significance of something. in an appropriate order. referring to/quoting from other people’s work) give your own opinion about something.Some key procedure words Account for Analyse Argue Assess Comment on Compare Contrast Criticise Define Describe Discuss Enumerate Evaluate Explain Illustrate Interpret Justify Outline Prove Reconcile Relate Review Show State Summarise Trace give a good explanation of something and evaluate (possible) causes/reasons examine the topic by dividing it into parts and looking at each part in detail. supported by reasons and evidence examine one thing in relation to something else. citing evidence. form judgements about each element and the whole provide reasons for and/or against something. giving evidence or examples to establish a strong case put something clearly and concisely give a brief. perhaps by referring to other texts give the main features. documents and/or other information to build your case show how apparently conflicting things can appear similar or compatible establish how things are connected or associated. supporting your decisions with reasons and evidence explain the exact meaning of a word or phrase give a full account or detailed representation of something consider something by writing about it from different points of view with supporting evidence list and mention items separately in number order calculate the value/effectiveness of a theory/decision/object. how they affect each other or how they are alike examine an area and assess it critically explain something.. referring to the special knowledge of experts wherever possible (i. omitting minor details show something is accurate/true/valid by using facts.

Make sure you allow time for writing the essay. Start to write (but remember that at this stage. Changing your plan is fine. check any words in the title you don’t understand in a general reference book like an encyclopaedia. leave them for the time being they may be clearer later. • 70 • History handbook • 2012–2013 . Then when you do start to read in earnest.Planning your essay A lot of people go wrong when planning essays because they assume they need to read a lot before they start to plan. you will need to be prepared to scrap most of what you’re writing). First. or a reference text for History. and the more they read. Talk it through to yourself. with a stage of your argument in each box. Some ways of starting to structure your essay could include: • • • Talk the title through with a friend. 5. Write the main areas of your essay in the centre of a large sheet of paper. you may need to re-plan it in the light of your reading. Add more ideas in bubbles as they occur to you. till you have a map of your essay with all the ideas linked. As you plan. Start to plan the structure of your essay. you can try them in any order. your reading will be much more focused. People probably learn as much from the process of writing as they do from reading. Because you are searching for something specific. Analyse the title: what does it require? 2. ‘Brainstorm’ ideas connected with them. You should see what the question needs you to put in your essay. Find out the essential information. 1. drawing in lines to show how they connect and annotating the connecting lines. If there are any real tangles. which is a series of boxes connected to one another. The problem with this is they rapidly acquire a lot of information which is very difficult to organise. though. it is more important to write something than to get it perfect. This will save you a considerable amount of time and make your reading much more effective. You can also repeat them at a later stage if you feel your essay is going off the rails a bit. You could try all these things. as it is the time they really make sense of new ideas. Try to avoid any reading yet. 3. You are ready to write a draft essay now. • Draw a ‘flow diagram’. The next stage is to read. Draw a ‘mind map’. as it proves you’ve learned from the reading! When you are drafting. start thinking about: • what areas are very complex? • what areas need developing more? • what areas need an example or illustration? • what areas need references? • 4. you are more likely to recognise it when you find it. Don’t spend too long reading. because you should now be much clearer about what you need to find out from the texts. the worse it gets! A way of approaching your essay that avoids this problem is to follow the sequence below.

such as ‘fro’ instead of ‘for’ and ‘form’ instead of ‘from’. This is particularly useful for longer assignments. that is. ‘to be a good writer. There are several ways you can approach an introduction: 1. Punctuation: Read the essay aloud. This is very simple and does not take very long. B and C. that I will show.6. ‘This is what I’m going to tell you…’ Your introduction can be a ‘map of the essay’ for the reader. slowly. The counter-evidence offered by P . If you are using a word processing. • 8. which your computer won’t spot. and perhaps other ‘favourite’ errors as well. My evidence for this is A. ‘Thesis statement’ Your introduction can be a summary of your main point. • 2. I will demonstrate that when X is treated as Y. For example: In this essay I will argue that X is Y. make sure you proofread it. as if you were giving a speech. In particular check for mistakes with apostrophes and run on sentences.) • Programme section • 2012–2013 71 . a ‘thesis statement’. I will review the effects of X in the context of M and L. and base my conclusion on the recent research in this area published by Z. and you should place it at the front of the dissertation on a separate page. use the spellcheck function. it can be applied effectively and efficiently in context O. The approach I will take will be predominantly A. This means you will list the key stages of your essay. Writing introductions and conclusions Introductions Your introduction can be written last of all. Even so. it is then called ‘an abstract’. is inconsistent with P’s later claims. it shows you care about your work and can positively influence the mark you get! • Proofreading should focus on the following: Spelling: Sit down with a dictionary and a ruler and work through your essay line by line backwards. as it prepares the reader and helps them to follow your arguments. starting at the end. When you are happy with the content of your essay (or when you have run out of time!). so your reader knows what to expect in what order. using the ruler to focus on each word. Hand your essay in… on time! (In a dissertation. For example: In this essay I will be describing the arguments around X. you have to be prepared to “murder your darlings”’! 7 . In a short essay this can be a sentence or two. you should devote approximately 250–300 words to the thesis statement. Revise your draft and be quite ruthless if necessary. Favourite errors: Most of us have words we always spell wrongly. Compile a list of your personal ones to use when you proofread. but is polite to the marker. and evaluating the evidence for and against it. but I will also consider the perspective B and C. There is a saying. you will need to check your essay for common typing errors.

for a longer essay of 5. 3 (why this is an interesting question) and then 1 (this is what I’m going to tell you). For example: In this essay.. For example: The question of X has attracted considerable controversy recently. 72 • History handbook • 2012–2013 . 3. it is always worth including a short summary. you can go back and build them in to your essay. your reader will probably still remember what you told them. For shorter essays. passed in 1995. The best order is probably: 2 (thesis statement/abstract).’ If you have so far described the arguments for and against a particular point of view. there are several models you can choose from: 1.3. ‘Why is this an interesting question?’ You can use the opening paragraph to discuss why this is a worthwhile question to ask and to answer.. You simply summarise the content of your essay. 2. There is no reason why. The disadvantage with this is that for a relatively short essay.000 words. I have discussed X. the evidence in fact suggests Z is the most effective method of producing the P effect. if your essay is longer than perhaps If you have been asked to avoid being subjective and the use of the personal pronoun ‘I’. Conclusions Many students find conclusions difficult. you could phrase the conclusion: There are strong arguments supporting X and Y. you can use the conclusion to give your own perspective and explain why you hold it.’ This is probably the simplest way to finish your essay (and the one most people opt for in exams). B and C. because the conclusion is not a good place to introduce new information. Again. It is better to evaluate information you have already given earlier in the essay. This is suggested in particular by factors A.. ‘A comparative evaluation’ You can use your conclusion to look at the arguments you’ve raised from a different point of view. Y and Z. The reader can refer to it if they have missed any of your main points. This is a sophisticated opening. or reduce them all to a sentence or two. You need to be careful. 4. showing the extent to which you understand the context of the question. However. This is based on A. ‘I have told you . For example: My own view is that although X and Y are more popular views. the arguments for Z perhaps carry more weight. If you find yourself tempted to introduce new ideas. the role of X in society is becoming increasingly significant. it’s just a way of stopping! However. and with current changes in the distribution of funding. drawing attention to your main points. it adds little to your essay. This is because of Government Acts 1 and 2.000 words or more. choose one. to acknowledge that there is more than one way to view the situation. Changes in the context have also focused attention on X. ‘My answer to this question is . you should not use all three of these introduction styles.. B and C.

3. like a dissertation. 4. from the perspective of another culture they might appear Y. but to be avoided otherwise. again. a claim or an attitude you want to support/prove/ explain should be at the centre of your essay. to be used if you are fairly confident about the topic you are writing about.e. or that people from different cultures hold today. pregnant women and people who live in Liverpool. pointing out any flaws or ambiguities in it. a point of view). Some disciplines like you to write in a formal style. As we have discussed already. you might choose one of these endings for a shorter essay and a combination of several or all of them for a longer piece of work. ‘Where this essay could go next’ When someone completes a research paper. and this will involve not using the words ‘I’ or ‘my’ or ‘me’. and there are two sides to it. Give your evidence and weigh it up. point out contrasts and draw analogies as appropriate. impersonal way and therefore you will not be expected to use ‘I’. they usually end by suggesting what the next person undertaking research in that area needs to look at. This is very hard at first. You need to acknowledge this diversity and comment on why you hold the view you do. Try to keep every sentence you write relevant to the overall direction of your essay. 4. make comparisons. Tips on the content 1. you will be expected to write in an objective. Should you use ‘I’ or not? This is a thorny question. 5. dogs. Use appropriate examples and illustrations to support your points. to realise that different points of view can be held on absolutely everything. Identify relations between different facts/ideas. but it gets easier with practice. Be aware of other points of view. You only have to think about the different • Programme section • 2012–2013 73 . One is simply to do with style and how formal or informal your tutors expect your essay to be. you could identify ‘gaps in current knowledge’. Others are less formal and will accept ‘I’. is a sophisticated ending. because it can also expose what you don’t know! To use this approach in your essay. a thesis (i. Try to keep the focus on your argument throughout your essay. The other side of the issue is how objective/subjective your discipline expects you to be. Some disciplines like a degree of subjectivity – your Again.Although it is true that A and B are regarded in Europe as X. 2. These really help to give weight to your ideas. For example: ‘Having shown that potatoes can be poisonous when consumed in large quantities. beliefs people held 100 years ago.’ This. future research might investigate the longterm effects of eating potatoes on cats. If you are studying a science subject. Don’t get sidetracked or wander off the main point. Tips on the style 1.

attempt to relate the material to the essay question. ‘however’. so don’t worry if your essays don’t read like your textbooks (this may be a very good thing!). ‘an additional example is’. some understanding of relevant theory. an adequate structure.2). You should also look at Chapter 3 for guidance on presenting bibliographies and quotations. use of some appropriate theoretical model/s. Broad criteria are given below but a more detailed description is given later in this chapter. This is called signposting. First 2. but perhaps some main points missed out or interpreted inaccurately. but some evidence of reading. As well as a good grasp of all the relevant facts and analysis/critical thinking (as described for a 2. largely descriptive. question analysed and most material relevant to the question. evidence of background knowledge and reading. 2. A grasp of the basic issues demonstrated. and will have some original thinking in it. relevant and don’t make generalisations you cannot support either with quotations or with other evidence.personal response – and will be quite happy for you to use ‘I’ to indicate your viewpoint. ‘despite the fact that’. together with short definitions.1 or a First). Demonstration of knowledge across substantive areas and fluent use of theory and concepts. sound structure and cohesive (a good ‘flow’). The important thing is that you are clear. 4. to put it into context. It will be very clearly structured and completely relevant to the question. you should be trying to use the appropriate vocabulary: it may be helpful to start a checklist of the words associated with a certain topic. and so on.1 (Upper Second Class) 2. However. and it helps your reader to follow your reasoning processes. 3. The best thing to do is ask your tutor before you write the essay. some critical evaluation A good description of the topic. can be self-evaluative and self-critical. and to see the implications of your argument (which are the expectations of a piece of work gaining a 2. Use appropriate terms and linguistic structures to signal the stages in your argument. 74 • History handbook • 2012–2013 .2 (Lower Second Class) Third The most important difference is between the ability to ‘regurgitate’ information (which probably won’t earn you above a 2. What do markers look for? Many students don’t have much idea what markers are looking for in answers. perhaps without much analysis or critical thinking. for example. and the ability to analyse your knowledge.1). a first-class essay puts ideas into context. You will not be expected to write like a professor in your discipline after only a year or two studying it in higher education. an evaluative conclusion. Writing a good academic essay will probably require you to learn a new way of presenting information.

Short breaks will refresh you and prevent you from getting completely obsessed. Study Skills (London: Macmillan. 1997) • Programme section • 2012–2013 75 . Note that question style is likely to vary from course to course. Revising for your examinations The term ‘revision’ may sound unfamiliar to you in this context. Make yourself a revision timetable.Self-assessment sheet Self-analysis and self-assessment is the best – perhaps really the only – way to improve your work. pointing out connections between stages of argument) Paragraph structure (length. Do not spend lots more time revising the subjects you like best or find easiest. 1995) K. in fact Americans use the term ‘review’. Concentrate first and foremost on revision. Stick to this. The Arts Good Study Guide (Milton Keynes: Open University. The checklist below is for your personal use. Williams. Writing Essays (Oxford: Oxford Brookes. Ideally this should be the whole of the month of May. Set yourself time to do the same amount of revision for each of the main subjects on which you will be examined. organisation) Appropriate use of terminology References and bibliography Neatness/attractiveness of work Be aware of the styles of examination question You should prepare yourself for the styles of question that are likely to be asked in the examinations. Chambers and A. you do not have to show it to anyone else. 1989) E. Finally. Likewise. This can be done by looking at previous examination papers and reading carefully any advice provided by course tutors (especially in cases where there may be a change in the style of questions asked compared with previous years). examples of examination Further reading K. Williams. do not spend all your time on the subjects you find most difficult. Northedge. Where possible.  Introduction      ‘Thesis’ statement Clear argument Original thought Use of appropriate evidence Analysis and evaluation  Conclusion  Proof-reading Presentation  Sentence structure  Spelling      Cohesion (flow. Checklist for essay self-assessment Contents     Background reading Understanding of topic Understanding of theoretical issues Relevance of answer to question Set aside the time You should block out enough time after working through the study materials for revision. It means simply preparing yourself for the examinations by revisiting and pulling together what you have learned in the course. do make sure that you don’t spend every minute on revision – this way you’ll go mad.

pay close attention to the following suggestions. Many students get caught out and just write answers to the questions they have revised. Practise writing examination answers It is particularly important if you are not familiar with the British system of taking written examinations that you practise writing examination answers under time constraints. but more importantly. However. 76 • History handbook • 2012–2013 . If you have some distance to travel. Take a watch with you. failing to check whether these questions were actually asked in the examination. Practise writing a paper in the same time you would have under real conditions during the examinations. that you arrive in plenty of time for the exam. different. so that you are relaxed. However. As you can see. future questions may vary in the way that they are phrased. And many of you will have to plan for the necessary overnight accommodation. in the examinations the situation is different as time pressure is added.questions and past papers are provided with the study materials. Take enough time to find out exactly where the examination takes place and how you get there. If you are not used to unseen examinations. so that you can be certain you will be there on time. remember. Make sure. You can use sample examination papers to give you practise in writing under time constraints. Make yourself familiar with the building. but make sure that you know in advance exactly where the examination is being held! Most students will have some distance to travel to the examination centre. examinations are quite a good test of your ability both to organise yourself and to think carefully under pressure. Where possible we have provided examples of previous examination papers for this purpose. in fact. check first whether it is exactly the same – or slightly. Although some of the questions in previous examination papers appear to cover similar topics. when you see a question in an examination paper that you seem to recognise. Don’t stay up all night. and this variation can change an easy question into a very different one. Clearly. Make sure to set aside enough time for simulating How to do well in your examinations Doing well in examinations is mostly a matter of how much you have learned and understood – but is also a matter of examination technique. catch an earlier train or bus. Make sure you have suitable pens and pencils and that your pen/ biro has sufficient ink for the duration of the examination. examination conditions. you need to practise writing under a closely timed schedule. Getting prepared It may seem obvious. You will have an opportunity to practise essay writing in some of the FWAs. You should not rely on trying to guess exactly what questions are likely to be asked in a future examination. Students have been known to go to the wrong place and try to take the wrong exam! Get a good night’s sleep beforehand.

you can add any additional thoughts to your plan.Read the instructions carefully Make sure that you read the examination instructions carefully and that you know exactly what you are being asked to do. Then tackle the easiest question. This way you will avoid panicking when you have answered one or two questions and don’t know what to do next. Also take care to read the examination instructions. and marks will be allocated to each question. check to see if they are exactly the same or whether they differ in some important respects. in addition to thinking time (see below). How can you make sure you do? First. before you answer each of the questions you have chosen. (Once you start writing. you should spend the first ten minutes studying the whole examination paper carefully.) You should make your overall choice of questions before you start answering any of them. however. Time to read the questions is built into the exam. and each question not answered will automatically be awarded zero marks. some people prefer to answer the second-best question first of all. turn out to be easy. Spending time perfecting one question at the expense of doing another is a bad mistake! So. take care over the order in which you answer the questions. Other. Then re-read the questions very carefully. Similarly. or choose questions from particular sections of the paper. Thus. In an examination where you have to answer three questions. apparently difficult questions. spend at least five minutes developing a plan. Starting off with the easiest can seem the best solution. Then. Check and double-check. and you answer two. the first priority is to check the number of questions you have to answer and to allocate time for each of them. then go back and read the instructions again. You may be required to answer a compulsory question. This way you should be feeling good when you come to the most difficult question. It does. Read each question carefully Surprisingly few students do this well. if you have to answer three questions. Every examination paper will ask you to answer a certain number of questions. read each question carefully. Where questions look similar to those that you have revised. Think first – and make a plan In any examination you should spend perhaps a sixth of your time just thinking and planning and not writing answers at all. Some questions Give your answer a structure As you write your plan. have one big disadvantage – the examination gets worse and worse as you go on. It is not uncommon for a student to answer too few questions. reading the instructions and selecting the questions you are going to answer. that look easy at first glance can turn out to be very hard on a second look. but a • Programme section • 2012–2013 77 . remember that a good answer is not a list of everything you know about the subject. In a three-hour exam. you will have to produce very good answers in those two just to pass. and which parts of the examination are compulsory or optional. for example. Most marks in examinations are lost through a failure to answer the question properly. Pay particular attention to the number of questions that you are expected to answer.

due to medical or learning difficulties. In an essay-style question you might choose to list quickly a number of relevant issues and then try to expand on them as best you can in the closing minutes.careful argument with a clear structure that addresses the particular question that has been asked about that subject. not just the one you are most interested in. and some very short answers can contain almost everything! Legibility All students are reminded that the Examiners place great importance on legibility in examinations. Adjust your plan to address the remaining questions as effectively as you can. the question may require you to answer two out of three subquestions. If you really are running out of time. if necessary. then it may be wise to quickly look ahead at questions that you have not completed for relatively easy parts that you can answer quickly. Has the question got several parts? Remember that some questions may contain several parts. Any script deemed illegible by the Board of Examiners will be assigned a mark of zero and a fail result will be given. It constantly amazes Examiners how some very long answers can contain almost nothing. This will count as an attempt at the examination. Study the question carefully. You will not normally get marks for repeating the same point in many different ways – but you will get marks for covering all relevant issues. do not panic. Royal Holloway will not transcribe illegible scripts and so a student with poor handwriting. wellordered argument – a plan which sums up the main points for and against the position you are taking and references research on both sides. are you asked to write a short essay or ‘short notes’? If you are running out of time Remember to keep checking and. e. for example. If necessary use bullet points to present lists of related information. or it may be an ‘either/or’ question spend enough time on each of the main parts of the question have got the type of question right. read through the question again and see if you have missed anything. identify its main components and plan an answer to each of them. must apply for special examination arrangements in the usual way (see the General section). make sure that you: • answer all the parts that are required. It is surprising how many marks you can pick up in little time by choosing carefully what to answer. Be aware of the time throughout the examination.g. Once you have finished your plan. If you find that you have spent too much time on early questions. revising your initial examination plan. so make your points clearly and concisely. Concentrate on getting the structure right and making sure you have a clear. • • Present your answer clearly and concisely You do not have much time in an examination. When you write your answer. 78 • History handbook • 2012–2013 .

we need to know what you personally know and understand or can do. If we believe that your submitted work is not properly your own. The plagiarism detection software will help Examiners identify poor academic practice or potential plagiarism in students’ work. You should therefore consult us if you are in doubt about what is permissible. The University’s academic staff are involved in the same way in the setting of question papers and the marking of scripts. The penalties which will follow if you are caught trying to smuggle information into the examination hall in any form. will be reduced – in many cases to a Fail. Even if this is the case.If English is not your first language You may worry that you will both read and write more slowly than your colleagues do. if cheating is Examination standards The standard of the examination for degrees is the same as that for students studying at a College of the University. critical and well-organised answers. and the grade of any other student who has deliberately helped you to cheat. You need to be reasonably confident that you have the ability to succeed in an examination before making your entry. we will report the matter to the Board of Examiners. No concessions are made for the more difficult study circumstances of International Programmes students. or copying another student’s answer. What happens if you fail a course? In the event that you should fail an examination at your first sitting. Very short answers can still get good marks. knowledge or ideas to be assessed while pretending that they are your own. Cheating The University of London International Programmes employs the use of online plagiarism detection software. So anything submitted for assessment must ultimately be your own work. Please refer to the PSR for full details on resitting an examination. proved. Cheating means submitting another person’s work. The Board will investigate and. Cheating in unseen written examinations is regarded particularly seriously. remember that you get good marks for writing clear. During your studies we encourage you to seek support from other students or to learn together in a group. you are entitled to one further attempt at a later date (usually the following year). but as we need to set fair and truly comparable conditions for all students. the grade you will be given. • Programme section • 2012–2013 79 . and your work may be submitted to this online service. are covered under the Examination irregularities section of the PSR.

Assessment criteria for written examinations
The assessment criteria for examination answers which follow are derived from the History Subject Benchmarking Document approved by the Quality Assurance Agency.
Structure and focus
First class: 70–100%
• Work which engages closely with the question set, and shows a mature appreciation of its wider implications. • The structure of the answer will facilitate a clear, coherent and compelling development of the writer’s argument. • Descriptive material and factual evidence will be deployed in order to support and develop the writer’s argument, and it will be deployed with a vigorous sense of relevance and an appropriate economy of expression. • The writing will be clear, fluent and accurate. The range of vocabulary and linguistic idioms will be appropriate to the case being developed. • The answer will go well beyond the effective paraphrasing of other historians’ ideas and demonstrate conceptual command of the historical (and, where appropriate, historiographical) issues at stake. • The answer may develop ideas which are original, and may be structured in a way which enables the writer to develop independent lines of thought in compelling and coherent ways. Intellectual independence, when grounded in a mature consideration of available evidence, should take the candidate into the highest markbands. • Relevant knowledge is both broad and deep. This will include knowledge of contemporary sources, historiography, secondary literature. The range of reading implied by the answer will be extensive. • The answer will demonstrate a clear sense of the nature and complexity of historical development. • The writer will show an ability to move between generalisation and detailed discussion, and they will be able to synthesise as well as particularise. • Writers will show an ability to evaluate the nature and status of information at their disposal and where necessary identify contradiction and attempt a resolution. • The answer will demonstrate an informed and secure understanding of the historical period or periods under discussion.

Quality of argument and expression

Range of knowledge

Upper Second Class: 60–69%
• Work which displays an understanding of the question; shows an appreciation of some of its wider implications and makes a serious attempt to engage with the question set. • The structure of the answer will facilitate a clear development of the writer’s argument. Towards the lower end of this markband candidates will not sustain an analytical approach throughout. • Descriptive material and factual evidence will be deployed relevantly. Towards the lower end of this markband candidates may not always bring out the full implications of evidence cited. • The writing will be clear and generally accurate, and will demonstrate an appreciation of the technical and advanced vocabulary used by historians. • The answer will deploy other historians’ ideas and seek to move beyond them. The answer will also show an appreciation of the extent to which historical explanations are contested. • Although the answer might not demonstrate real originality, the writer will present ideas with a degree of intellectual independence, and it will demonstrate the ability to reflect on the past and its interpretation. • Knowledge is extensive, but might be uneven. Demonstrated knowledge will include reference to relevant contemporary and historiographical sources. The range of reading implied by the answer will be considerable. • The answer will demonstrate a sense of the nature of historical development. • The writer will show an ability to move between generalisation and detailed discussion, although there may be a tendency towards either an over-generalised or an over-particularised response. • Writers will reflect on the nature and status of information at their disposal and will seek to use it critically. • The answer will demonstrate a secure understanding of the historical period or periods under discussion.

80 • History handbook • 2012–2013

Structure and focus
Lower Second Class: 50–59%
• Work which displays some understanding of the question set, but may lack a sustained focus and may show only a modest understanding of the question’s wider implications. • The structure of the answer may be heavily influenced by the material at the writer’s disposal, rather than the requirements of the question set. Ideas may be stated rather than developed. • Descriptive material and factual evidence will be deployed, but not necessarily with the kind of critical reflection characteristic of answers in higher markbands.

Quality of argument and expression

Range of knowledge

• The writing will be sufficiently accurate to convey the writer’s meaning clearly, but it may lack fluency and command of the kinds of scholarly idioms used by professional historians. In places expression might be clumsy. • The answer will show some understanding of historians’ ideas, but may not reflect critically upon them. The problematic nature of historical explanations may be imperfectly understood. • The answer is unlikely to show any originality in approach or argument, and it may tend towards assertion of essentially derivative ideas.

• Knowledge will be significant, but may be limited and patchy. There may be some inaccuracy, but basic knowledge will be sound. The range of reading implied by the answer will be limited. • The answer will show some limited awareness of historical development. • The writer might be prone to being drawn into excessive narrative or mere description, and they may want to display knowledge without reference to the precise requirements of the question. • Information may be used rather uncritically, without serious attempts to evaluate its status and significance. • The answer will demonstrate some appreciation of the nature of the historical period or periods under discussion.

Third class: 40–49%
• Work which displays little understanding of the question, and may tend to write indiscriminately around the question. • The answer will have structure but this may be underdeveloped, and the argument may be incomplete and unfold in a haphazard or undisciplined manner. • Some descriptive material and factual evidence will be deployed, but without any critical reflection on its significance and relevance. • The writing will generally be grammatical, but may lack the sophistication of vocabulary or construction to sustain a historical argument of any complexity. In places the writing may lack clarity and felicity of expression. • There will be little appreciation of the problematic or contested nature of historical explanations. • The answer will show no intentional originality of approach. • There will be sufficient knowledge to frame a basic answer to the question, but it will be limited and patchy. There will be some inaccuracy, but sufficient basic knowledge will be present to frame a basic answer to the question. The answer will imply relevant reading, but this will be slight in range. • There will be understanding of historical development, but it will be underdeveloped, and the ideas of historians and other writers may be muddled or misrepresented. • There will be an argument, but the writer may be prone to excessive narrative and the argument might be signposted by bald assertion rather than informed generalisations. • There will be sufficient information to launch an answer, but perhaps not to sustain a complete response. Information will be used uncritically as if always self-explanatory. • The answer will demonstrate appreciation of the nature of the historical period or periods under discussion, but at a rudimentary level.

Fail: 0–39%

• Programme section • 2012–2013 81

What to do if you get into difficulties

This short chapter summarises some advice on what to do if you encounter serious difficulties during your studies. The most important things are to address problems early and not to panic! Most types of problem that you may encounter will not be unique to you, and many other students may have been faced with similar difficulties in the past. Based on these past experiences, here are some suggestions on how to address or seek support in dealing with common problems.

time with them when the examinations are finished.

Your employer isn’t supportive
If you are combining work and study you may find that your employer is initially supportive, but is later reluctant to spare you sufficient time to study or to attend examinations. This can lead to conflicting and stressful pressures on your time. If your employer is supportive of your studies (perhaps even paying for the course), then it is definitely in their interest to help you to succeed. The most important thing you can do is to make it clear to your employer exactly how much time you will need and at what periods of the year you are particularly under pressure. Plan your needs carefully in advance with the cooperation of your employer, for example, ask them well in advance for any time off that you may require to concentrate on your studies. Planning your studies may also involve making arrangements to catch up on work, gently reminding your employer of the advantages to the organisation of having you complete the programme and applying your new skills and knowledge for the benefit of all. Balancing study and work may be challenging. Sometimes your study time may have to accommodate problems at work, but in exchange it may be possible for you to ask for compensatory time later. Some of you may have less cooperative employers, or may even have chosen not to inform your employer that you are studying this programme. If so, you may simply have to consider taking lighter study loads and also be prepared to

You feel isolated
Isolation is one of the most common problems distance learning students face. As we have stressed repeatedly throughout this handbook, the best way to avoid this problem is through positive engagement with fellow students and tutors on this programme. In the unlikely event that all your best efforts to do this have failed, then you should contact us for further advice.

Your family doesn’t understand
Ideally your family and friends are behind you all the way and, in theory, they are very supportive. But small difficulties can quickly build up into genuine problems. Probably the best way to avoid this is to negotiate time for studying and time for family and friends – and keep to it. When a problem arises, you need to go back and review the arrangements you have made. Are you keeping your side of the bargain? What compromise could you make to keep everyone happy? When examinations are approaching, you need to explain to everyone that you need to spend more time studying, but then plan to spend extra

82 • History handbook • 2012–2013

sacrifice some of your holidays or leisure time in order to complete your studies.

You can’t find the time to study
Finding the time to study and maintaining study schedules can be a real problem for some students. This is where, as a distance learning student, you may have to work hard to improve your personal discipline and efficiency. If you have problems finding time to study, review your weekly schedule to see if you can make some small changes in lifestyle that could result in an extra few hours for study. For example, your daily commute? Could you use your lunch hour? Another way of recovering some time is to try to study more efficiently. There are no prescriptive rules for efficient study because it comes down to your own personality and study skills. However, many of the study skills discussed earlier in this handbook, and in The Arts Good

If you have fallen behind because you did not give yourself a fixed study schedule or set yourself specific goals, you should try to do this now. Having prearranged deadlines and milestones might give you the impetus and discipline you need to finish. If you do find you are having difficulties and are not sure what to do, then contact us for advice.

You don’t understand the study materials
If you don’t understand the materials, you may be able to get help with your question from one of your peers using an online discussion forum, as you might when studying on a campus. If other students cannot help, you can always get in touch with your tutor. Sometimes it’s simply that you have let yourself get too tired and you just need a rest – so take a break, get some fresh air and come back to it later. Depending on the subject, you might be able to move on to the next topic or course and then return to the troublesome one later. Maybe it’s a question of lacking the background knowledge in a particular area, in which case you probably need to go back to study that subject for a while to get up to speed.

Study Guide, should help you to become more efficient with your time.

You fall behind
If you fall behind the pace at which you have chosen to study this programme, or something unexpected happens that puts you seriously behind your study schedule (such as work commitments, an illness or an accident), then you have several options. Revising your schedule is one option. This might involve delaying the taking of an examination or adjusting your entire study schedule to a slower pace – perhaps deciding to take an extra year to complete, for example.

• Programme section • 2012–2013 83

Notes 84 • History handbook • 2012–2013 .

.......................................7 Financial assistance.G......18 Queries about your study materials......G............ G....G..............G.....................20 HM Forces overseas and HM Ships............10 Choosing an institution...21 Examination Admission Notice........G.....................................22 Administrative recheck of examination results............. G.........................G...............22 Receiving your examination results..........................G........ G..............G...............................25 Transferring to an International Programmes postgraduate programme................... G........ ........G..19 New codes..... ......G....................... .............2 A new way to communicate with the University............ G.............22 Mitigating circumstances.15 The Online Library... G........G.............21 Special examination arrangements..................................................................... G.G................................. G...........G.....................................G. G............26 • General section • 2012–2013 G........ G.......G........16 Change of details..4 Social media..............G.....25 Transferring to another United Kingdom university at undergraduate level...................12 Online resources.G........24 Transfers............... refunds and financial assistance...........17 How to request your study materials and maintain your registration..................................2 Services launched in 2011..................................6 Fees...G............i ..15 Other libraries.................2 Online examination entries.... G..............1 ....................G.4 Your Programme Specification and Regulations................. G.........10 Complaints..........21 Sitting your examination... G............G. G.G..23 Further questions?...........G.......................2 New developments in 2012.............16 Requesting your study materials and maintaining your registration..............3 Contacting us..................G..........................................................G.........G........................15 Libraries...................................7 Fees.............21 The examination timetable............2 Contacting the University...................................................13 Student Portal.....3 Academic queries......................................13 New to computer technology?..........................7 How to pay....G......21 Changing your address........... G............... G............ Senate House Library.19 Examination Centres...7 Studying at an institution.......G......15 Bookshops..18 Entering for examinations..............7 Refunds...............10 Checklist to use when choosing an institution..........14 ......9 Directory of institutions..Part II: General section Contents Introduction...... G......17 Tracking and receiving your study materials.G.G......G.......................G.13 Internet and computer requirements..........G...5 Qualifications Framework.............G...................................................15 Confirmation of registration.................G...............................................G............25 How to apply to universities in the United Kingdom.....23 Accreditation of prior learning...................... G..... Student registration cards...........................25 Transferring to another International Programmes undergraduate programme...............G.................................... ..G..................................................................19 Making an examination entry for 2013.............................G... G..........................

............ University of London. G..........29 University of London International Programmes Alumni Association............................... ..... G..... ....... .30 How our alumni can help you as a student................. . G...........27 Replacement certificates and original Diploma supplements............. transcripts and Diploma supplements. G.............................. G............27 Transcripts...31 Information for students with ......G........... G.......................G......32 ...G...ii • General section • 2012–2013 .......33 Student Charter.32 specific access requirements..........34 G...G.......G........... G........................ .33 Complaints procedure....27 The graduation ceremony..............28 The Careers Group............. Advice on how to proceed...........................29 C2.30 University of London Union.........Certificates...........G................... a service from the Careers Group................ G.27 Official letters confirming your award........ Special examination arrangements....... G...............

Introduction This General section is intended to guide your experience as an International Programmes student. providing useful information and advice that is common to all the courses offered by the University of London International Programmes. please refer to Part I: the Programme section of this handbook. but if you require any additional information or support. Studying as an International Programmes student.1 . • General section • 2012–2013 G. Information on how to contact the University is provided on page G. can be challenging.3. please do not hesitate to contact us. We hope that the information presented in this section will assist you during your studies. while offering enormous rewards. For information that is specific to your programme of study.

2 • General section • 2012–2013 . we launched the start of a major Business Transformation Process to enhance the services we provide to you. usually made available six months before the examination session. Since then. These codes are listed in Appendices A and B of your Programme Specification and Regulations (PSR). Student registration cards During 2011–2012. so you should check regularly to ensure that you are up to date with the most recent developments. we also issued new course/module codes for all of our programmes. wherever in the world you are located. New codes Please remember. updates and instructions about this process will be posted on the Portal/ virtual learning environment (VLE) and on our website throughout the year. following student feedback.000 cards were produced and sent out to all of our students. all new students will receive a registration card with their introductory package. so please read Contacting the University on page G. will also be posted online. some of the new services offered during 2011–2012 are listed below. the International Programmes will move towards a fully online examination entry process.New developments in 2012 In 2009. This will help to make the process smoother and more efficient. Online services You can now do the following activities online via the Student Portal: • • • • • • register select study courses/modules pay fees inform us of a change of address apply for special examination arrangements view your personal records. This is an important development. we have introduced a range of online services including payments and registration.ac. we designed a student registration card.uk/new_ codes Online examination entries During 2012–2013. G. You can also find them on our website: www. From 2012–2013. More than 52.londoninternational. Regular updates and information are also posted on the Student Portal so please look out for these. More new services are being developed and some of these are listed below. Services launched in 201 1 In case you missed them. we established a more efficient way for you to communicate with us by launching our new online enquiry management system. A new way to communicate with the University In 2012. You should use this to contact us for all comments and enquiries. Advance examination timetables. Important advice.3 for further details.

To use the online system to contact any of our departments or to access the FAQ database.londoninternational. please use the address below. you can call the University of London Student Advice Centre on: +44 (0)20 7862 8360. This database is available all year round. You can also rate the answers to let us know which have been most helpful. including the department it should be sent to (for example. This system swiftly directs your questions to the appropriate department and you can easily track the progress of your enquiry using your student registration number (SRN). please go to: http://enquiries. We aim to reply to all enquiries within two working days and resolve any specialist enquiries within five working days.uk If you would prefer to telephone. If you need to send us a letter or any other information by post. All of the information is monitored to ensure that it is accurate and up to date.ac. In addition. programme-specific FAQ database to see if a similar question has been asked before. you can use our extensive. we established a more efficient way for you to communicate with the University by launching our new online enquiry management system. 24 hours a day.3 .Contacting the University Contacting us In 2012. so you will be able to find an answer to the most common queries straightaway. Student Assessment Office): University of London International Programmes Stewart House 32 Russell Square London WC1B 5DN United Kingdom • General section • 2012–2013 G.

londoninternational.ac.gplus. but please note that they cannot provide regular advice or tuition. iTunes is for legal or rightholder-authorized copying only.ac. Subscribe to our Student Newsletter: www.uk/blog Apple.uk/linkedin Google Plus: Keep up to date with news and events: www. see real-life student experiences or become inspired by our ‘Academic Inspiration’ series. Don’t steal music. which shows academics from the Lead Colleges talking about exciting ideas relating to their fields of study: www. and other countries. you can also find us online at various social media sites.4 • General section • 2012–2013 .londoninternational.to/LondonU iTunes®: Find academic videos relating to specific programmes on iTunes. LinkedIn group: Network with fellow students and graduates: www.ac. and iTunes are trademarks of Apple Inc.uk/twitter Student blog: A range of students talk about their studies and how they fit in with their lives: http://londoninternational.ac.uk/facebook YouTube channel: Watch over 100 videos about specific programmes. registered in the U.. Details of your Programme Director can be found in the Programme section of this handbook.ac.Academic queries If you have queries of an academic nature you can contact your Programme Director.londoninternational.uk/youtube Twitter: Hear about the latest developments at the International Programmes: http://londoninternational.londoninternational. the Apple logo.uk/ newsletter Social media Don’t forget. If you are studying in a local institution you should first consult your Course Director. G.ac. Facebook: Find out about events in countries all over the world and interact with your fellow students: www.S.

Your Programme Specification and Regulations Each programme has an individual Programme Specification and Regulations (PSR) document. If you have any questions about the Regulations. These changes are reflected in the PSR and it is important that you are familiar with this document so that you are kept informed on any changes to your programme. You should be familiar with the content of the PSR for your programme. The University is not responsible for any consequences arising from students’ failure to comply with the Regulations.uk/976.3).html If you have any questions about your Regulations. and also with the University of London Regulations: www. such as: • • • • the structure and content of your programme the ways in which you can progress in your programme the ways in which you can transfer to other programmes any prerequisites for courses and information on courses that cannot be taken together assessment regulations syllabuses and course outlines information on courses that are being added or withdrawn from your programme marking information and classification guidelines. please contact the University (see page G. In brief: • The Programme Specification and Regulations are reviewed annually.uk/regs The PSR contains key information about your programme of study.ac. • • • • • • Programmes are reviewed annually and changes are sometimes made to keep them up to date. This is available from the following link: www.5 .ac.london. • General section • 2012–2013 G. please contact the University. • All students must comply with the Regulations for their respective programme. Any changes will be reflected in your PSR.londoninternational.

You can find the level of your qualification or award in your Programme Specification.uk/Publications/ InformationandGuidance/Documents/ FHEQ08.6 • General section • 2012–2013 .pdf G. The level of the qualification or award of all International Programmes follows the Quality Assurance Agency’s Framework for Higher Education Qualifications (FHEQ) which has operated in England. If you would like to read more about the FHEQ.qaa. please visit the following website: www.Qualifications Framework Each qualification or award granted by the University is located at a specific level.ac. Wales and Northern Ireland since 2001. The purpose of the FHEQ is to describe the different ‘levels’ and summarise the types of skills and competences a person who has attained a qualification is expected to demonstrate.

refunds and financial assistance Fees During your time as an International Programmes student you will be required to pay certain fees.londoninternational.uk/fees/ payments/payment_methods_ug.uk/fees • Sterling international money orders/ postal orders must be made payable to ‘University of London’. A list of fees for your programme can be found on the International Programmes website.londoninternational. if you are employed. These fees have to be paid in full at the time that they fall due.ac.uk How to pay We recommend that you make use of the online payment facility to pay your fees by credit or debit card. All payments must be made in Great British Pounds (GBP) sterling.ac. increased. Visa Group or Maestro/Electron. Students who are resident in the United Kingdom may be able to apply for part-time student funding (for undergraduate programmes only) or a Career Development Loan. Sterling banker’s draft made payable to ‘University of London’.Fees. Information can be obtained as follows: • • • • General section • 2012–2013 G.londoninternational. crossed ‘A/c payee’. If you are unable to use the online payment facility. Please quote your full name and SRN with any offline payment that you submit. in many cases. Each year all fees are reviewed and.7 . please go to the International Programmes website: www. fees paid to the University are not refundable. Refunds As a general rule. Sterling cheques made payable to ‘University of London’. some employers in both the public and private sectors may be willing to consider offering financial assistance to their employees. However. drawn on a bank based in the United Kingdom. Drafts must state the paying bank’s name and branch location. drawn on and payable at a bank based in the United Kingdom. Offline credit/debit card payment – cards recognised by Mastercard. we will accept one of the offline payment methods listed below: • Western Union – Quick Pay (if Quick Pay is not selected the payment will not reach the University). but please refer to the PSR for your programme for full details. Further detailed information is available at: www. Financial assistance Financial assistance is not available from the University. In order to find out about the relevant fees for your programme. Therefore.ac.pdf You can also view your fee statements and see the status of any payments made to the University via the Student Portal: http://my. it may be worth discussing this with your employer.

The ELC Administration Service website can be found at: www. Certain students in the United Kingdom may be eligible for funding or financial assistance schemes. The scheme provides financial support to eligible service personnel who wish to enhance their educational or vocational achievements. fees paid to the University are not refundable. If you study overseas you are advised to check the availability of funding and/or financial assistance schemes in the country in which you are studying.uk Students who study overseas are advised to check the availability of loans and financial assistance schemes in the country in which they are studying. Financial assistance is not available from the University but often employers will provide assistance.org. For a copy of the information leaflet.co.gov.enhancedlearningcredits.direct.direct.uk Students who are in prison in the United Kingdom may be able to get help with the cost of their studies from the Prisoners’ Education Trust.Part-time student funding Information Line: 0845 100 900 www. For further information contact: Prisoners’ Education Trust Wardle House Riverside Drive Mitcham Surrey CR4 4BU Tel: 020 8648 7760 www.gov.uk/en/DisabledPeople/ EducationandTraining The information leaflet is also available on audio tape. In brief: • A list of fees for your programme can be found on the International Programmes website. As a general rule. Students who are members of the United Kingdom Armed Forces should note that the University of London has been approved by the Ministry of Defence in support of the Enhanced Learning Credits (ELC) Scheme (ELC Provider Reference Number 1284). in large print or in Braille. please contact: Disabled Student Allowance Information Line: 0845 300 5090 Minicom: 0845 604 4434 www.prisonerseducation.uk/en/ educationandlearning Career Development Loan Information Line: 0800 100 900 www. • • • • G.direct.8 • General section • 2012–2013 .uk/pcdl Students with a disability/special needs who are resident in the United Kingdom may also be able to apply for a Disabled Student Allowance (DSA). which answers most of the questions commonly asked about DSAs.gov.

you must attend a recognised institution that has been listed as offering that programme on the International Programmes’ directory of institutions: • • • • • • Diploma in Computing and Information Systems Diploma in Creative Computing Diploma in Economics Diploma in Law Diploma in Social Sciences Access programme for BSc in Business Administration. enrolment at a local institution is not the same as registering as an International Programmes student with the University of London. we advise you to wait for confirmation from the University of London that you are eligible for the programme of your choice before enrolling at an institution and paying their tuition fees. As mentioned above. Others may provide online or correspondence support. on many of our undergraduate courses – and some postgraduate courses – students often choose to attend classes at a local institution and can benefit from the support these organisations can offer. attending an institution is not compulsory for most International Programmes. • General section • 2012–2013 G. if you wish to register on any of the Diploma courses or the Access programme listed below. Most teaching institutions provide regular full-time and part-time classes or occasional revision sessions. However. If you are not taking one of the above programmes but are seeking additional support. Please note. Institutions may also provide social and recreational facilities.Studying at an institution All of our programmes are designed to be completed anywhere in the world by independent study (with the exception of the five undergraduate Diplomas and one Access programme listed below).9 . libraries and other services that could benefit you during your time as an International Programmes student. The type of support provided varies between institutions. However.

support and administration that are acceptable to the University of London for supporting International Programmes students to prepare for their examinations.ac. G. If you decide to assist your studies by attending an institution we suggest you first check the International Programmes’ online directory of institutions: www. Although these designations should guide you in deciding which institution to attend. including site visits and annual monitoring.uk/ teachinginstitutions The directory is provided as a guide only. Affiliate Centre status is the highest level of recognition the University can give an institution. Choosing an institution Recognised centres are split into two categories: Affiliate Centres and Registered Centres. These institutions are referred to as recognised centres. it is important that you check carefully that the institution suits your particular needs. support and administration that you will receive from them. We recognise some institutions (Affiliate or Registered Centres) that offer study support to International Programmes students. The following checklist will help you to decide on the institution that is right for you. We aim to ensure that all International Programmes students who study at a recognised centre will experience good standards of teaching. Checklist to use when choosing an institution The University of London International Programmes has a long track record of working with independent teaching institutions across the world.Directory of institutions Most students on International Programmes attend institutions for additional support in their learning. support and administration. Affiliate Centres have proved to the University that they are able to offer a long-term commitment to developing high standards in respect of teaching. International Programmes staff undertake regular exercises to monitor these institutions. and are happy with the assistance they receive. Registered centres also meet specific quality criteria and demonstrate standards of teaching. In order to assure students of these standards. support and administration. as a guide to the standards of the teaching. The teaching institution’s recognition status from the University of London • Is the institution a recognised centre of the University of London International Programmes? Does it have Affiliate or Registered Centre status? See the directory of institutions to find those institutions which are recognised.londoninternational.10 • General section • 2012–2013 . The Affiliate or Registered designations apply to specific programmes on named campuses. but only those which have proved to the University of London that they meet a set of specific criteria on teaching. It does not list all institutions offering support for International Programmes. student support and facilities.

• General section • 2012–2013 G. especially the library. As such. However. make sure you understand the terms and conditions that apply and your liability. we advise you to undertake your own research on them. it is possible that they are in discussions with the University of London International Programmes with a view to commencing our recognition process. Can you borrow books from the library or is it for reference only? If you already have your subject guides. check that there are copies of the essential and recommended texts. The institution’s history • How long has it been established? Be careful about institutions with little experience of teaching at undergraduate or postgraduate level. If you are eager to start your studies ask if the institution is able to charge you only for the tuition you have actually received if you are not successful in your application to study with the University.11 . • Does the institution offer teaching and learning support for all levels of the degree? Is this support limited to a range of courses? Ask to see the facilities. we are not able to comment on such institutions. Is there room to study in the library and is it quiet? • The institution’s local accreditation/ recognition • Is this institution registered with the relevant authorities. Check how you pay fees – in one payment or in instalments? Is there a refund policy if you cease studying for any reason? Talk to students who are already enrolled and get their opinions. such as the ministry of education in your country? Registration and enrolment • Will there be a written contract between you and the institution when you enrol? If not. facilities and services • Does its prospectus/website give details of the specific services and facilities it can offer you? How do its services and fees compare with other institutions in your area? Does the timing and frequency of classes suit you? Are there tutorials as well as lectures and what size are the tutorial groups? • • We advise you not to enrol at an institution until you have an offer of registration from the University of London International Programmes. How long has it been teaching International Programmes students? Has it got a ‘track record’ of successful results in University of London examinations or examinations at a similar level of university study? • • The institution’s fees.• If the institution is not listed.

uk/ complaints • • • If you have further questions please check our FAQs in the first instance to see if the answers are there. www. you should first discuss these with the staff at your institution. Additional information can be found on page G.uk/ teachinginstitutions G. is the institution accredited by the Open and Distance Learning Quality Council or is it a member of the Association of British Correspondence Colleges? If the institution offers study materials as part of its tuition. that your problem has not been sorted out. what response time does the institution guarantee? Can you send in your assignments by email and can you ask to receive feedback the same way? Complaints If you have concerns or complaints about an institution that you are attending.12 • General section • 2012–2013 .ac. do they go beyond the International Programmes subject guides in their content and coverage? If a tutor service is offered. then you should follow the further stages in our Complaints Procedure.londoninternational. In many situations you will be able to resolve your problems quickly and easily.Additional checks for online or correspondence institutions: • If based in the United Kingdom.londoninternational.ac.33 and the full procedure can be found on our website at: www. however. If you still feel.

Online resources

Internet and computer requirements
In order to take advantage of the benefits of the Portal (see below) as well as to keep up to date with the news and information about your programme, you must have regular access to a computer with an internet connection. The specifications that we recommend are listed below: • • • • • • a computer with internet access a web browser (the latest version of Firefox, Chrome or Internet Explorer) sufficient bandwidth to download documents of at least 2MB Javascript enabled cookies enabled Adobe Reader (latest version).

• • •

your student email account your user details other useful information.

Don’t forget, you can also use the discussion areas on the Portal to connect with other students and feel part of our student community. For information about your VLE and resources available through it, please refer to the Programme section. If you have not received your username and password or require further assistance logging in, please go to the login FAQs at the bottom of the Portal homepage: http://my.londoninternational.ac.uk As with all websites, the higher the bandwidth of your internet connection, the smoother your experience of the Portal will be.

Some courses may have other specific computer requirements, for example, Flash player and audio. Please consult your study materials for further details.

Student email account
All students are given a University of London email account which you can access through the Portal. There are many benefits to this, but primarily it: • • • provides a safe and reliable communications channel speeds up communication between you and the University gives a sense of shared identity to all our students.

Student Portal
When you initially registered with us you were given a University of London username and password, which allow you to log in to the Student Portal and access all the resources it contains. The address of the Portal is: http://my.londoninternational.ac.uk The Portal gives you access to online resources that are relevant to your programme of study, including: • • your VLE your Online Library

It is important that you check this email account regularly as we will use it to tell you about new developments and other important matters.

• General section • 2012–2013 G.13

If you are having technical issues with the Portal, including difficulty accessing the study materials or logging in, please go to the login FAQs at the bottom of the Portal homepage: http://my.londoninternational.ac.uk We will try to respond to your query within two working days; however, this may take longer during busy periods and holidays. Please note that the user support service is for Portal queries only and should never be used for questions on how to set up your computer, how to use software, or to troubleshoot faults with your computer or Internet Service Provider.

New to computer technology?
If computer technology is new to you, you may find it helpful to complete the European or International Computer Driving Licence (ECDL/ICDL) or an equivalent course. This will help to ensure that you are a confident PC user. You can find out more about the ECDL/ICDL at: www.ecdl.org

G.14 • General section • 2012–2013



During your studies you will need access to a range of textbooks and periodicals that are not always available to buy, so it is strongly advised that you join, or have access to, a good library.

The Programme section of this handbook will tell you if you need to buy textbooks to supplement the study materials we send you. This is often, but not always, the case. If you need to buy textbooks, a list of bookshops that International Programmes students have found useful can be found on our website at: www.londoninternational.ac.uk/ bookslibraries You should contact the bookshop directly in order to check whether they stock the particular book you require. If you find a bookshop that is not included in our list, but has provided you with good service, we would be grateful if you could let us know. We can then contact the bookshop to ask if we can include them on our list next year.

Senate House Library
As an International Programmes student you are entitled to use the University Library, which is based at Senate House in central London. There is a fee for this service. For more information about using the Library, please read the libraries list on our website: www.londoninternational.ac.uk/ bookslibraries

Other libraries
Many of our students use local or university libraries close to where they live. We provide details of libraries that offer facilities to International Programmes students on our website, in the list mentioned above. This information is updated annually and is correct at the time of publication. If you find a library that is not included or if you discover problems with any of the libraries listed, please let us know.

The Online Library
The Online Library has been developed for International Programmes students and can be accessed through the Portal. There is an individual homepage for each programme so that you can access relevant databases and journals. For more information please refer to the Programme section.

• General section • 2012–2013 G.15

which you can print off for your records and use to provide proof of your registration with the University of London. If you register offline and you require a Certificate of Registration. G. please contact the Registration and Learning Resources Office who will be happy to send you one (see page G. Alternatively. Please send any notification of a change to your details to the Registration and Learning Resources Office.Confirmation of registration If you complete the online registration process you will receive an instant confirmation of registration message at the end of the task. Change of details If any of your personal details change (for example. you can write a letter or contact us through the online enquiry system (see page G. You will also receive a follow-up email to confirm that your registration has been completed. You can do this online by logging into the Student Portal and using the ‘My Records’ link.3).3 for contact details).16 • General section • 2012–2013 . if you are moving home or you change your name or your email address) please tell us as far in advance as possible so that we can ensure that your student record is correct.

including this handbook. It also means that we can make sure that you have been sent the most up-to-date study materials for your course. However.Requesting your study materials and maintaining your registration How to request your study materials and maintain your registration When you first registered as an International Programmes student we sent you a package of introductory study materials.3.17 . It is very important that you register while the registration period is open. we aim to have the new guide available for the start of the academic year. when completing the online registration process. Registering online is the quickest and most efficient way to register and will ensure that you receive your study materials without delay. you will be deemed to be ‘inactive’. you will be deemed to have ‘withdrawn’ and you will not be able to access any International Programmes services. that you indicate all the courses that you intend to study. This means that you will not be sent any new materials or be permitted to enter for examinations. We strongly encourage you to register online. For new subjects. even if you are continuing to study the same courses as in the previous year. • General section • 2012–2013 G. We do not open the continuing registration period until the examination results are available for your programme and the progression processes have been completed. or where there has been a major revision to a subject guide. This is so that we can make the right courses available for selection during the online registration process. The online process allows you to: • • • • • • select courses and request your study materials pay fees complete your registration in one process receive confirmation of your registration instantly track your progress through the system register in the quickest and most efficient way. please contact the Registration and Learning Resources Office to discuss how to do this. Details of how to contact any department of the University are listed on page G. This is important because you will only be offered the opportunity to enter examinations for courses that you have selected as part of the registration process. In each subsequent year of your studies. If you do not register in a particular year. If you do not complete the registration process and pay your fees before the end of this period. if you have specific reasons for wishing to register offline. Please make sure. Any guides that are not ready when we send your study materials will be listed as ‘to follow’ on your letter and will be sent to you as soon as they are ready. normally in September/October (depending on your programme) we will open the registration period and send you an alert by email reminding you to complete the continuing registration process online.

Tracking and receiving your study materials The majority of our study material packages are couriered and can therefore be tracked via our distribution agent’s website. It is also worth remembering that processing time can increase during very busy periods. Please allow one month between completing the registration process and contacting us to ask where your study materials are. you can go to the website directly: www. This is to allow reasonable time for us to process your fee and study course selections.18 • General section • 2012–2013 . so you may need to make an allowance for this. Please always allow at least one month between completing your registration and contacting us to ask where your study materials are. Alternatively.gemworldwide. • • • • Queries about your study materials When you receive your study materials it is important to check the consignment note carefully.3) as soon as possible and we will arrange for the correct materials to be sent to you. access services from the International Programmes and to be eligible to enter for examinations. you must complete the registration process and pay the fees before the deadline. Any packages currently on their way to you will be visible. To access this. • G. In brief: • We will send you an email alert when the online registration process opens for your programme.com Select ‘SRN’ from the drop-down menu in the ‘Track Shipment’ box and then enter your SRN. or that any of the materials are missing. please contact the Registration and Learning Resources Office. even if you are continuing to study the same courses as in the previous year. If you have specific reasons for wishing to register offline. You will only be offered the opportunity to enter examinations for those courses that you have selected as part of the registration process. As part of the registration process you must indicate all the courses that you intend to study. If you find that we have sent the wrong materials. pick and pack your course materials and finally for the course materials to be delivered to you. please contact the Registration and Learning Resources Office (see page G. please use the delivery tracker in the Student Portal. such as September and October. as well as your past history of shipments. In order to receive your study materials.

Remember. from making an examination entry through to receiving your results. advance examination timetables are usually posted online six months before the examination session.19 . but if you decide to sit them they are usually held in May/June. You will receive an Admission Notice approximately three to four weeks before your first examination. Check the Portal/VLE and our website regularly to ensure that you are up to date with the most recent developments.uk/new_ codes • General section • 2012–2013 G. In addition. you do not have to take examinations each year. The Admission Notice will confirm the dates and times of your examinations along with other important information such as your candidate number. the International Programmes will move towards a fully online examination entry process. This change did not affect the syllabus or content of any of the courses/modules but was implemented as part of our commitment to develop and enhance the services that we offer you. Making an examination entry for 2013 Students must complete the initial/ continuing registration task and pay all outstanding fees before making an examination entry. During 2012–2013. you should use the new codes. You can find them listed in Appendices A and B of the PSR or at: www. When you register for a course/module or complete an examination entry form.londoninternational.Entering for examinations The following information will guide you through the examination process. You should contact the Student Assessment Office New codes In 2011–2012.ac. new course/module codes were introduced throughout the International Programmes.

this may not be possible. should write to the Student Assessment Office (see page G. so always make sure you have submitted your examination entry form in time. which are listed online: www. Examination Centres are all independent institutions responsible for conducting the examinations at a local level. however. especially if you change your address.3). Firstly. This local fee should be paid directly to the Examination Centre where you sit your examinations and is in addition to the examination entry fee you pay to the University of London. please contact the Student Assessment Office (see page G. all students will be examined by the same written paper examination.20 • General section • 2012–2013 . Always check the details of your examination (for example.ac. Each Centre will individually set its own local deadline for receiving your examination entry form and will decide what local fee it will charge.immediately if you have not received your Admission Notice 10 days prior to your first examination (see page G. During the examination session. so you should always check with the Examination Centre that you have the correct time and location of your examinations. Your Examination Centre’s local deadline will therefore be before this date. It is important to note that the University has no influence over the exchange rate or the amount of the fee charged by the Examination Centres.uk/exams If you do not have access to the internet. location. invigilation and the return of your script(s) to the University by courier. on the same date and at the same time. you should contact one of the approved Examination Centres. The Examination Centre will charge you a fee to cover the costs of administration. We would advise you to do this in good time as your Examination Centre will need to countersign your examination entry form before you can send it to us. You G. It is important that your Examination Centre can easily contact you.3).3 for details of how to contact us). The deadline for the University to receive examination entries is 1 February. In certain circumstances. time and date) with the Centre directly and if you are unable to attend.londoninternational. This amount can vary significantly from country to country so please check with your Centre directly. Examination Centres Maintaining a good relationship with your Examination Centre is a very important part of the examination process and will ensure that the process runs smoothly for you. so always make sure that they (as well as the Student Assessment Office in London) have your up-to-date contact information. Students who have difficulty in making arrangements to take examinations at any of the listed Examination Centres. or who wish to take examinations in a country not listed. please let them know.

You can contact us using the details on page G. please let us know as soon as possible. If you do not wish to miss the opportunity to sit. If you are based overseas. For further information relating to our Inclusive Practice policy. including the examinations for which you are entered and the specified dates and times on which you will sit these examinations. This Notice provides important information relating to your examinations. we discover an examination clash. advance timetables for most programmes are available in early January. that where an established Examination Centre exists you will be expected to use the facilities provided by that Centre. No adjustment can be made to the dates on this Notice for any reason. however. Special examination arrangements The deadline for special examination arrangements is 1 February. It must be noted that dates in the advance timetables are subject to change if. it is vital that you make sure that you are able to take the examinations on the dates given on your Admission Notice. The examination timetable The examination session is held in May– June each year and you should keep this in mind when making plans such as booking holidays. Changing your address If you change your address after you have submitted your examination entry form. for example. We can only prepare the detailed examination timetable once all examination entry forms have been processed at the University. You should write to the Inclusive Practice Manager as soon as possible to request any special examination arrangements that you may need and to submit any required medical documentation. • General section • 2012–2013 G. you should also inform your Examination Centre.3). HM Forces overseas and HM Ships If you are serving and want to take examinations where you are based. It is an important document and you should read it carefully when it arrives. however. For the majority of papers the timetabling of examinations can only be confirmed in the first or second week of April.32.should note. or via the online address updating facility.3.21 . please see page G. This will allow us to make a decision about your request and to make any arrangements in good time for your examinations. The Admission Notice also includes an information sheet explaining examination conduct and the rules applying to your examinations. The University is not able to establish an alternative Examination Centre in an area where one is already established. Examination Admission Notice We will send you an Examination Admission Notice approximately three to four weeks before the examination session begins. you should contact the Student Assessment Office (see page G.

If you are sitting your examinations in the United Kingdom.22 • General section • 2012–2013 . If you have not received your Admission Notice 10 days before the start of your examinations you must immediately contact the Student Assessment Office (see page G. If you have difficulty obtaining your supporting evidence you should still write to the Student Assessment Office within the time specified above.3). In addition. but explain fully the reason why you cannot provide the supporting documentation at that time. you should contact the Student Assessment Office (see page G. you should inform the Student Assessment Office. This information must be submitted no more than three weeks after the date of your last examination so that it can be taken into account by the Examiners. Office straightaway (see page G. either during or directly before the examination session.16). your Admission Notice will be sent to you at your contact address approximately four weeks before the examination session commences.3) and include a full medical report and/ or other supporting documentation. If you are entered to sit examinations outside the United Kingdom. you change your mind and decide you are not ready to sit your examination. Receiving your examination results Results are available initially online and you will be sent an email informing you when they are available. your Admission Notice will be sent to your Examination Centre approximately four weeks before the examination period commences. Please can we ask you to be patient and not contact us before that time. It is important that you keep your contact address up to date (see page G. If you have not received a paper copy of your results by the beginning of September for the May examinations. Please also inform your Examination Centre.The Admission Notice must be taken into every examination to provide the invigilators with proof of your identity. then you must contact the Student Assessment G. Mitigating circumstances If you think your examination performance was adversely affected by illness or other adequate cause. You should also say when you expect to forward this information to the University. The University can only consider your case if you provide us with appropriate supporting evidence.3 for contact details). you will not be penalised academically for doing so. paper copies will be despatched to your main contact address later. You should also make sure that you inform your Examination Centre of any change of address and contact details. once you have made an examination entry. You can then either collect the Notice from the Centre or they will forward it to you at your contact address. Sitting your examination If. We will do all we can to get your examination results to you as quickly as possible. If you know in advance that you will be absent from any examination papers.

A thorough administrative investigation will. your script will not be re-examined or re-marked by the Examiners. after reading this handbook and the PSR. if you make a request for an administrative recheck.uk Please be aware that you can only make a representation on administrative grounds. This fee will be refunded in the highly unlikely event that an error is found. when you receive your notification of result. You should check the Portal/ VLE and website regularly for information on developments. In brief: • The examination entry process will move towards becoming fully online in 2012–2013. Rechecks cannot be considered on academic grounds. The decision of that Board is final. you are concerned that an administrative error may have been made in the calculation of your result. You will receive your Admission Notice approximately three to four weeks before your examinations. You will not be able to make an examination entry until you have completed the initial/continuing registration task and paid all related fees. you still have queries in connection with your examinations.ac.ac.londoninternational. Please use the link in the Student Portal to request and pay for an administrative recheck: http://my. as each script is marked independently by two Examiners and the confirmed result is then determined by an Examination Board.3 for details of how to contact us.uk Further questions? If. Therefore. be undertaken. for example. • • • • General section • 2012–2013 G. please contact the Student Assessment Office who will be happy to help. This fee is currently £50 for each paper or section that you wish to have checked. Advance examination timetables will be made available approximately six months before the examination session. you should contact us at: uolia.rechecks@london. if you have taken four papers and you think the results for three of these papers may be incorrect. • How to submit an administrative recheck request There is a fee payable for each recheck to cover the administrative cost of the process.23 . Please see page G.Administrative recheck of examination results If. however. a fee of £150 is payable.

at a later stage. • • • • • G. However. An APL application fee will be charged to cover the processing of this request.Accreditation of prior learning You may be able to apply for accreditation of prior learning (APL: also known as ‘credit transfer’ or ‘exemption’ at other institutions) if you have covered a similar syllabus to the same level as part of a previous qualification. All applications for discretionary APL will be considered individually and are awarded at the University’s discretion. These criteria are given in your PSR. Some programmes offer automatic APL to students who have already studied a particular course with a specified institution or professional body. as a registered student. You must pay an application fee for discretionary APL application requests. You will need to satisfy certain criteria to be eligible to apply for APL. you should note that APL is usually only permitted for a set number of courses (depending on the programme). This information is listed in the PSR.24 • General section • 2012–2013 . The APL application fee is nonrefundable. apply for APL for that course. If you are awarded APL you do not have to take that particular course as part of your programme. You must make a formal application for all APL. you may apply at any time provided that you have not already made an examination entry for that particular course. Most students do this at the time that they apply for the programme but. content and standard to a particular foundationlevel course(s) that forms part of your programme. as some programmes will not accept APL applications or will only accept applications for particular courses. All regulations relating to APL for your programme can be found in your PSR. Not all programmes offer APL. Furthermore. In brief: • If you are awarded APL for a particular course. You must make a formal application for APL by sending a letter of written application to the Admissions Office (see page G. To be eligible to apply for discretionary APL you must prove that you have already passed examinations that equate in level. Please always refer to this before you apply for APL. you do not have to take that course as part of your programme. This fee is nonrefundable even if your APL application is unsuccessful. If you fail an examination you may not. you must still complete an application for automatic APL.3 for details of how to contact us).

correspondence address. the programme for which you are currently registered and the programme to which you wish to transfer.Transfers Applications to transfer are considered on an individual basis. Applications to transfer must be made in writing to the Registration and Learning Resources Office (see page G. your transfer application will not be considered until after the publication of the result of your examination. the British Council is a good source of information about universities in the United Kingdom and how to apply to them. londoninternational. student number.25 .3). Transferring to an International Programmes postgraduate programme Transferring to another International Programmes undergraduate programme If you would like to transfer to another undergraduate programme offered through the International Programmes you should firstly check the relevant prospectus (available on our website at www. When making an application you must give your full name.uk) to see if you satisfy the entrance requirements for that programme. you may be awarded credit(s) on the new programme on the basis of your studies on the old programme. the award of credit(s) is also considered individually and remains at the discretion of the University. If you meet the necessary entrance requirements you can apply to transfer. If your application is approved. We would advise you to start making enquiries at least a year before you wish to transfer. Postgraduate Diploma or Postgraduate Certificate through the International Programmes you will have to cancel your existing registration and submit a fresh application. However. If you live overseas. Transferring to another United Kingdom university at undergraduate level You may wish to apply for entry to another university in the United Kingdom or elsewhere. in certain circumstances. If you would like to apply for a Master’s degree. You need to check with the universities concerned whether this is possible as every university has its own conditions and procedures. If you make an application to transfer after you have made an examination entry on your current programme. or you can contact the Admissions Office at the university • General section • 2012–2013 G.ac.

uk Website: www. If you are applying for second year entry. The grades predicted for each subject should be clearly indicated on the UCAS form. Not all universities invite applicants for interviews. Gloucestershire GL52 3LZ. The UCAS contact details are: UCAS. Cheltenham.concerned.27 . a senior academic should be responsible for writing your reference. 3.ucas. If you are studying with an institution. Read through the prospectus carefully and indicate how you satisfy the criteria/conditions that the University is looking for. so this is your opportunity to express yourself. Hints for UCAS applications 1. New Barn Lane. How to apply to universities in the United Kingdom Applications to United Kingdom universities must be made via the Universities’ and Colleges’ Admissions Service (UCAS).com Tel: + 44 (0)871 468 0468 For consideration of a place from October in a particular year. The British Council will have further information and application forms for UCAS. please refer to page G. If you need confirmation of your results as part of the transfer process. check the website for confirmation of these dates and note that certain programmes may have alternative dates. the UCAS opening date for the receipt of applications is mid-September in the previous year and the deadline is usually 15 January of the year of study. however.ac. G. 2. United Kingdom Email: enquires@ucas. Personal statements are a vital part of the UCAS application. Rosehill.26 • General section • 2012–2013 . You should. ensure that this is clearly indicated on the UCAS form.

We will also automatically send you a Diploma supplement. transcripts and Diploma supplements Successful completion of your studies represents a tremendous personal achievement that will have required hard work. A fee is charged for this service.uk/ transcripts Please note that your transcripts will show all attempts at examinations whether passed. please send an email to diploma.27 .enquiries@ london. commitment and dedication. Official letters confirming your award For a fee.ac. failed or retired.uk/ transcripts Replacement certificates and original Diploma supplements If you require a replacement certificate of your University of London degree. level. content and status of the programme that you have studied and successfully completed. These are generally acceptable as proof of your degree for employment and visa purposes. Transcripts The Transcripts Office is also able to provide former students with additional copies of transcripts. In order to request a transcript you will need to fill out an application form from the website: www. You will find your Diploma supplement particularly useful to show to future employers and/or educational establishments.ac. and can supply current students with transcripts detailing their studies to date. When you graduate we will send you a certificate confirming the successful completion of your programme of study. It describes the nature. this office gets extremely busy and processing may take many weeks. Please note that due to the high volume of awards and transcripts that we process each year.uk and state your name. For more information please go to: www. qualification and year of graduation.Certificates. You will also be invited to attend our graduation ceremony. which will include a transcript of your academic guidance record. A fee is charged for this service.ac. You should note that at certain times of the year. • General section • 2012–2013 G. students normally receive their Diploma supplements and transcripts three to six months after the final Examination Board for their programme has met. You should therefore submit your application as early as possible. the Transcripts Office can also provide official letters which will confirm your award.londoninternational.londoninternational.

Although spaces for graduates are unlimited. you would be most welcome.The graduation ceremony Each year. If you are unable to attend the ceremony in the year following successful completion of your award. first served basis. This is an opportunity for them to meet staff of the International Programmes and the Lead Colleges in a more informal atmosphere. For further information. Information about the graduation ceremony is sent to you with the notification of your results after successful completion of your degree or postgraduate programme. and there is always a high demand. We recommend that you apply to attend as early as possible. please contact the Corporate Affairs Office (see page G. usually in March.3). tickets for guests are allocated on a first come.28 • General section • 2012–2013 . G. to attend in another year. a ceremony is held in London at which graduates from undergraduate degree and postgraduate programmes are presented to the Chancellor or Vice-Chancellor of the University of London or to the Dean of the International Programmes. together with family or friends. Many International Programmes graduates from all over the world attend this formal ceremony. provided space is available. The ceremony ends with a reception for graduates and their guests.

C2 also offers advice on issues to do with occupations and careers. Royal Holloway and specialist Colleges. We provide recruitment services to students and graduates from UCL. We organise a number of national recruitment exhibitions throughout the year. the United Kingdom graduate labour market and further study and training.careers. University of London and also run courses. Find out more at: www.com Releasing Potential • General section • 2012–2013 G.uk Find us on Facebook at: www.29 . we can support your career development needs. vacancy and job opportunity listings and JobAlert – a free service that delivers job notifications to you based on your preferences. Queen Mary.ac. virtual careers information resource.The Careers C2. or we might just recommend a helpful book to start you off. St. the same area of expertise or something completely different. C2 can inspire you not only to make a career change.c2careers. King’s College. Mary’s University College. SOAS. Wherever you’re headed. University the Careers Group of London We are the largest higher education careers service in the country.uk/facebook C2 is a not-for-profit careers advice service for graduates and professionals at any stage of their career.lon. Find out more at: www. attending a couple of workshops.careers. Our comprehensive website provides access to a wide range of online careers resources. They can also get CV advice and information from our expert careers advisers and attend useful presentations and workshops. As an International Programmes student you may be especially interested in C2’s online CV advice service which allows users anywhere in the world to gain valuable advice on their CV. providing students and graduates with opportunities to meet and network with top recruiters and institutions. it can also ensure that you make the right one – be it within the same sector.lon. Goldsmiths. a service from Group. as well as many other institutions in London and across the United Kingdom.ac. seminars and recruitment and information fairs. We are part of The Careers Group. This might involve some time with a consultant. This includes a new.

There are a number of Alumni Ambassadors from a variety of courses all over the world – you are free to contact any of them. based on their own experience. They can offer you advice on how to cope with your studies. For their details please visit: www.londoninternational.30 • General section • 2012–2013 .com/unioflondon G.3) or visit our website at: www. Through the alumni events programme you will be given the opportunity to meet with University of London graduates who share professional and academic interests with you.University of London International Programmes Alumni Association Once you have graduated you will have the opportunity to join the University of London International Programmes Alumni Association.uk/alumni How our alumni can help you as a student The Alumni Association has a number of Alumni Ambassadors who can help you while you are studying with the International Programmes.londoninternational. please contact the Alumni Office (see page G.ac.ac. For more information on how the Alumni Association can assist you as a graduate. Being a member of this Association will not only enable you to contribute to the University of London community but will also allow you to have contact with other graduates across the world.youtube.uk/alumni/ ambassadors You can also hear first-hand from alumni and academics on our YouTube channel at: www.

To find out more about what ULU has to offer. visit the associate membership page of the website at: www. Alternatively. you can obtain a membership card from the main ULU building in Malet Street. take a look at the ULU Guide which can be found through the homepage: www.31 .University of London Union The University of London Union (ULU) is the students’ union for more than 120.uk If you would like to join. bars and cafés.000 students compete each week.00.co. For further information about how to join.ulu. you can join ULU as an associate member at a cost of £20. ULU also campaigns on behalf of students and offers a broad range of services and facilities including a live music venue. very close to the International Programmes’ administrative offices at Stewart House.ulu. ULU runs over 40 student-led sports clubs and societies and an extensive intercollegiate league and cup programme in which 4.uk/content/621873/get_ involved/membership • General section • 2012–2013 G.000 students at the 19 colleges and three research institutes of the University of London. As a student of the International Programmes. you can join by post.co.

G.32 • General section • 2012–2013 . We may need to suggest an alternative format to that which you request.ac. although the University will make every effort to provide your materials in the format you have requested. Any information that you provide about your disability and/or specific access requirements will be treated as confidential. students who are currently in prison and students who have legally imposed travel restrictions. The aim of the panel is to ensure that a student with a disability and/or specific access requirements is not disadvantaged (or advantaged) when compared with other students. you will be able to request this when you complete any online enrolment process. You are advised to contact the Inclusive Practice Manager to discuss your needs as early as possible (even before you register). providing our study materials in an alternative format (e. The University has a panel that considers applications for special examination arrangements. you will have the opportunity to explain your circumstances.g. This includes students with a disability or learning difficulty. it will be made available only to staff working to support your needs. If you have not disclosed such information in your application form and you wish to request special examination arrangements or materials in alternative formats. as it may take additional time to agree examination arrangements and/or to prepare materials in alternative formats. Please note that. We strongly advise applicants with disabilities and/or specific access requirements to complete the relevant sections in their application form. A statement explaining this policy is given on the International Programmes website at: www. Special examination arrangements If you are disabled and/or you have specific access requirements and you think you need special examination arrangements (such as particular aids or rest breaks). making special examination arrangements and/or 2.uk/sar As part of its policy.londoninternational. the University will make every reasonable effort to accommodate you if you have specific access requirements by: 1. we cannot guarantee that we will be able to do so. wherever possible. and where required as a result of a disability and/or specific accessibility issue.Information for students with specific access requirements The University has an Inclusive Practice policy for International Programmes students with specific access requirements. large print) or another medium. Medical or other evidence in support of your request will be required. As part of this process. you should let us know as early as possible.

We advise all students to contact them before submitting a formal complaint.uk Advice on how to proceed If problems do arise. The full procedure can be found on our website at: www. This will ensure that your complaint will be directed to our Director of Corporate Performance and Quality who. however.ac. The Student Advice Centre can explain the complaints procedure to you confidentially and make sure that you are familiar with.33 . however. If you still feel.londoninternational. Sometimes. the procedure.ac. acting on behalf of the Dean of the University of London International Programmes. we would always prefer to resolve any concerns you have with a minimum of formality. you may want to speak to someone to clarify the procedure before submitting a formal complaint. please contact: Director of Corporate Performance and Quality University of London International Programmes Stewart House 32 Russell Square London WC1B 5DN United Kingdom Email: A&C-CPQ@london.3 for details of how to contact all our departments. If possible.uk/ complaints If you wish to write to us. Therefore. will investigate the matter further. that your problem has not been resolved. as in many cases it may be possible for issues to be resolved quickly and easily. things can go wrong and you may feel that you need to raise an issue with us. and are following the different stages of. you should follow the further stages in our complaints procedure.Complaints procedure The University of London International Programmes aims to provide the highest quality service to students at all times. • General section • 2012–2013 G. Please see page G. the first stage of our procedure is to advise you to contact the International Programmes staff/departments that are directly involved.

We believe that clear expectations can help to improve the quality of your study experience with us so the Student Charter lists what you can expect the University to do and also what will be expected of you as a student.uk/student_ charter G.londoninternational. The Student Charter is updated annually by considering any comments from students and is approved through the governance of the University of London International Academy: www.ac.Student Charter The Student Charter aims to establish the standards of service to which we aspire.34 • General section • 2012–2013 . It also explains what we need from you to help us do that and to benefit more from your experience as a student.


and UCL (University College London). For further information on the range of programmes we offer.londoninternational. London WC1B 5DN United Kingdom Tel: +44 (0)20 7862 8360 Web: enquiries.ac. The London School of Economics and Political Science (LSE). University of London.londoninternational. Stewart House 32 Russell Square.ac.londoninternational.uk/youtube www. King’s College London. Institute of Education. London School of Hygiene & Tropical Medicine.uk Follow us on: www.ac. please visit our website or contact us at: Student Advice Centre. Queen Mary.uk/facebook www.uk/blog (student blog) .ac.londoninternational.uk/twitter www. Royal Holloway. Currently these include: Birkbeck. Assessment is the responsibility of academics at these Colleges.londoninternational.uk www. School of Oriental and African Studies.uk/linkedin www.londoninternational.ac. Royal Veterinary College.ac.londoninternational. Goldsmiths. Heythrop College.ac.All programmes offered through the University of London International Programmes are developed by academics at the University of London’s constituent Colleges.

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