University of Essex School of Law

Academic Year 2020-21 Human Rights Centre

Do NOT write your name on the cover sheet or essay

Assignment Cover and Feedback Sheet

Module Information
Module code & title:

Student Information
Registration Number
Starts with 21 or 22

You can find this on LEAP or MyEssex

LLM/MA Course:

Assessment Information
Word Count

This excludes footnotes/endnotes and bibliography.

Declaration:
☐ I have read and understood the University Regulations on Academic offences.
☐ I certify that the attached is all my own work and that the word length stated
above is accurate

Chosen Question
Please type your question in full if you had to choose one out of a list. If there was only
one question, it is not necessary to repeat the question here.

"The effectiveness of corporate social responsibility depends on the underlying corporate

governance model.
Critically discuss the quote.
Marking and Feedback

Mark Penalty Final Mark

Reason for penalty and marks deduction:

☐Please contact Bev Jackson for support with academic writing skills
bjackson@essex.ac.uk

☐ Please contact the University’s Skills for Success Team for support with English
language skills skills@essex.ac.uk . More information about support is available
here. 

First Marker

If in moderation sample:
Second Marker/Moderator

Overall Comments and Feedback:

 Essay Feedback: Level 7
Please note: not all criteria are equally important when awarding a mark. These are the criteria that are used
to assess the standard of your work.  This guide gives you details of the different areas that are considered when your
work is marked and what your work is expected to demonstrate in each degree category. This is a guide rather than a
science and not all criteria have the same value.

Upper Distinction (70-79) Merit (60-69) Pass (50-59) Fail - (40-49) Fail (under 40)
Distinction(80+)

Research Identifies a Identifies an Identifies a wide Identifies a range of Identifies some Identifies some
comprehensive range extensive range of range of relevant relevant primary essential primary essential primary
of relevant primary relevant primary and primary and and secondary and secondary and secondary
and secondary secondary sources, secondary sources, sources, with sources, though sources, but with
sources, demonstrating demonstrating limited or no there are errors or significant errors or
demonstrating substantial, in-depth some research evidence of omissions; omissions;
substantial, research beyond the beyond the set research beyond materials may often materials may be
systematic, and in- set material while material in the most the set material be from open- restricted to mostly
depth research; steps maintaining relevant significant areas while maintaining access, non-peer- open-access and/or
beyond the confines to the set question; relevant to the relevance to the reviewed sources. non-peer-reviewed
of the module while sources are question set; question. Sources Sources may be sources. Sources
systematically perceptively sources are could be evaluated evaluated for are unlikely to be
maintaining relevance evaluated for evaluated for more for credibility credibility and evaluated for
to the question set; credibility and credibility and and relevance. relevance, but credibility and
sources are relevance. relevance, both criteria may be relevance, but
perceptively separately and in unclear. criteria are often
evaluated for relation to each unclear.
credibility and other.
relevance.

Research Adopts and applies Clearly adopts and Adopts and applies Adopts an May adopt an Research
methodology consistently an consistently applies an appropriate appropriate appropriate methodology is
appropriate research an appropriate research research research inappropriate; or
(where research methodology for methodology for methodology for
methodology for the ethical approval
necessary) methodology for the the question; the question but the question;
question, articulating question; ethical ethical approval may not apply it though this may not was not sought
this clearly; ethical approval sought sought where consistently; ethical be clearly or when needed.
approval sought where needed. needed. approval sought consistently
where needed. where needed. applied; ethical
approval may not
have been sought
where needed.

Understanding Original, systematic, Original and critical Systematic and Solid understanding Understands and May understand
and analysis of critical understanding understanding of the solid understanding of the material; reproduces the essential
material and analysis of the material and of the of the materials and may reproduce a essential framework but no
material and associated contexts; of their contexts; good deal of what frameworks at a critical engagement
associated contexts; ability to step outside may be critical in its has been taught in basic level; some with the material;
frequently steps the confines of the understanding of class; some attempt efforts to engage has significant
beyond the confines module and maintain some materials. at critical thinking; with the material, errors of
of the module and relevance; may be may not place the though there are understanding.
always maintains original, for example, materials in context errors or omissions.
relevance. proposing a different or engage with
angle on well- contextual
rehearsed debates, materials.
and/or identifying
gaps or assumptions
that have limited the
debate to date.

Argument A compelling and A compelling and A persuasive, well- Responds to the Attempts to May not respond to
 original response to, original response to supported and question, but work respond to the the question
or novel insights into, the question; the rigorous argument will commonly miss question, though directly though
the question of a argument is likely to in response to the one or two work tends to lack addresses broad
quality appropriate be based on real question. important points; focus; some topic; relevance of
for publication in a insights into the work will frequently material may not be materials not
peer-reviewed context(s), and/or be descriptive, with relevant, or their articulated.
journal when the difficulties of the irregular analytical relevance not
appropriately subject, and/or the passages; struggles demonstrated
adapted. relationship between to present a (implicitly or
its parts. coherent argument explicitly); work
or to support it remains overly
through descriptive, with
demonstration. analysis limited to a
few sentences here
and there.

Structure Develops a clearly Supported by a Employs a clear and Supported by a May employ an Structure lacks
structured narrative clearly structured logical structure. clear structure, appropriate clarity. Headings
that helps highlight narrative. Provides a Conclusion draws although some structure, but with are likely to be
the originality of the thoughtful and essay together to aspects of the some developments absent or unrelated
argument. Provides a reflective conclusion provide an answer paper may be out unrelated to the to the content of
thoughtful and which draws essay to the research of place. Provides a question set. the given section.
reflective conclusion together to provide a question posed. conclusion which Paragraphs may not Paragraphs do not
which draws the persuasive answer to addresses the logically flow from logically flow.
different sections the research question research question, one to another; Conclusion is
together to provide a posed. but this tends to headings may be absent or
compelling answer to repeat sparse absent. incoherent.
the research question points made in the Provides a
posed. body of the work. conclusion that
introduces
argument(s) not
raised earlier in the
body, or does not
satisfactorily
answer the
research question,
or does not relate
to the main body of
the work.
Language and Expression is fluent Expression is Expression is clear Expression is Expression is Expression is often
presentation and with flair in fluent,without errors and fluent, in sufficiently clear sufficiently clear, unclear, and is likely
formal written in formal written formal written and effective to though may not be not be effective to
English; consistently English; consistently English; consistently communicate very effective to communicate;
uses legal and uses legal and uses legal and generally; uses legal communicate frequent errors in
scholarly language; scholarly language. scholarly language; and scholarly generally; errors in use of legal and
free from errors may present some language, with use of legal or scholarly language
occasional errors occasional errors. scholarly language
may be frequent

Referencing Referencing is All sources are All sources are Most sources are Most sources are Some sources are
and comprehensive and referenced fully and referenced in the referenced in the referenced; referenced; no or
bibliography accurate, in consistently, in the required required attempts to follow little use of the
accordance with the required referencing referencing style (or referencing style (or the required required
required referencing style or chosen style chosen style when chosen style when referencing style (or referencing style (or
style (or chosen style when one is not one is not one is not chosen style when chosen style when
when one is not required. required), with required), with one is not one is not
required). Bibliography is of a occasional errors. occasional errors. required), but with required).
Bibliography is of a high standard, with Bibliography is Bibliography is frequent errors.
high standard, with minimal and minor complete and mostly complete Bibliography tends Bibliography is
no errors. errors. extremely well and well organised. to be incomplete incomplete or badly
organised. and not well organised, or may
organised. be missing
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