UNIVERSITY OF BRISTOL Centre for Academic Language & Development

Student no: __________________ Unit: IFP AALL (LANG00023) IMRD Report (re-drafted coursework) 23/24 Marker Initials: _______
BAND TASK FULFILMENT & CONTENT (40) LANGUAGE USE & STYLE (20) TEXT ORGANISATION & PRESENTATION (40)
An exceptional 83 85 88 83 85 88 83 85 88
pass goes  Rigorous, lucid, creative and original response to task and  Exceptional application of a wide range of  Exceptional application of features of an introduction
beyond what genre/text type with exceptional quality of ideas. features of academic language taught on the taught on the course so non-specialist audience fully
was taught on  In-depth explanation of how and why the research was course. prepared for topic & task.
the course in conducted.  Extensive range of appropriate vocabulary to  Between paragraphs, lucid organisation and elegant
either depth or  In-depth description of results integrating visual summary. allow flexibility and precision. transitions are a pleasure for the reader.
range of  Insightful critical evaluation of results linked to  Elegant academic style throughout and  Within paragraphs, elegant development of ideas.
learning expectations. appropriate for audience and purpose.  Persuasive conclusion with extended future focus.
demonstrated.  Successful synthesis and integration of a selection of  Exemplary presentation.
The message is appropriate sources from wider reading and/or listening.  In-text citations and reference list are accurate and
communicated  Excellent engagement with the feedback and redrafting consistent and fully acknowledge sources.
with style process.
worthy of
dissemination.
A very good 73 75 78 73 75 78 73 75 78
pass clearly  Complete, relevant, fairly sophisticated response to task  Very good application of a range of features of  Very good application of features of an introduction
and and genre/text type with noticeable quality of ideas. academic language taught on the course. taught on the course so non-specialist audience very
consistently  Very good, systematic explanation of how and why the  Wide range of appropriate vocabulary to allow well-prepared for topic & task.
communicates research was conducted some flexibility and precision.  Between paragraphs, logical organisation and transitions
the message to  Very good description of results linked to clear visual  Appropriate academic style sustained achieve natural coherence which aids readability.
an international summary. throughout for audience and purpose.  Within paragraphs, general-specific and given-new
academic  Very good critical evaluation of results linked to patterns aid flow of ideas across sentences.
audience and expectations.  Effective conclusion ending with developed future focus.
demonstrates  Clear and consistent ability to select and integrate  Very good presentation.
extensive appropriate and relevant sources in response to task.  In-text citations and list of references are clear and
application of  Very good engagement with the feedback and redrafting consistent and follow guidance given in the course about
learning from process. acknowledging sources.
the course.
A good pass 63 65 68 63 65 68 63 65 68
clearly  No major omissions and mostly relevant response to task  Generally good application of a range of features  Good application of features of an introduction taught on
communicates and genre/text type but may lack sophistication. of academic language taught on the course. the course so non-specialist audience well-prepared for
the message to  Good explanation of how and why the research was There may be some errors or gaps or but these topic & task.
an international conducted. do not impede communication.  Between paragraphs, mostly logical organisation
academic  Good description of results with clear visual summary.  Vocabulary mostly appropriate to the task. presents little difficulty for reader, but transitions could
audience in  Clear evidence of ability to evaluate results with some  Appropriate academic style quite well sustained be improved.
general and criticality and link to expectations. so overall effect is achieved and mostly  Within paragraphs, mostly clear development of one
demonstrates  Clear ability to select and integrate appropriate and/or appropriate for audience and purpose. main idea per paragraph from general to specific.
application of relevant sources in response to task.  Relevant conclusion ending with standard future focus.
learning with  Good engagement with the feedback and redrafting  Good presentation.
some areas for process.
development.
 In-text citations and list of references generally follow
guidance given in the course with some slight
inaccuracies or inconsistencies in acknowledging
sources.
A satisfactory 53 55 58 53 55 58 53 55 58
pass  No major omissions with some successful attempts to  Satisfactory attempts to apply features of  Satisfactory application of features of an introduction
 UNIVERSITY OF BRISTOL Centre for Academic Language & Development
Student no: __________________ Unit: IFP AALL (LANG00023) IMRD Report (re-drafted coursework) 23/24 Marker Initials: _______
communicates communicate main ideas in the task and genre/text type. academic language taught on the course but taught on the course so non-specialist audience generally
the message to  Some evidence of ability to describe how and why the some significant errors/gaps which may impede prepared for topic & task.
an international research was conducted. communication.  Between paragraphs, unexpected organisation presents
academic  Some evidence of ability to describe results accompanied  Quite limited vocabulary but overall appropriate some difficulty for reader in places and some transitions
audience by some form of visual summary. to the task. lacking.
successfully in  Some evidence of ability to evaluate results though  Satisfactory attempts to use appropriate  Within paragraphs, some successful attempts to develop
places with criticality and/or link to expectations lacking in places. academic style for audience and purpose one main idea per paragraph but lacks consistency and
some successful  Some evidence of ability to select and integrate may diverge from general to specific at times.
attempts to appropriate and/or relevant sources in response to task.  Attempted conclusion not fully successful.
apply learning  Some attempts to engage with the feedback and redrafting  Satisfactory presentation.
but with some process.  Either in-text citations or reference list is successful in
significant places with some significant gaps, inconsistencies or
areas for errors in acknowledging sources.
development.
A borderline 43 45 48 43 45 48 43 45 48
pass is  Minimal response to task and genre/text type, with only  Limited attempts to apply features of academic  Limited application of features of an introduction taught
adequate, but one major omission. language taught on the course with some on the course so non-specialist audience is under-
communication  Limited ability to describe how and why the research was significant errors/gaps which impede prepared for topic and task.
is limited and conducted. communication.  Between paragraphs, unexpected organisation presents
unclear for an  Limited ability to describe the results. Visual summary is  Limited vocabulary reasonably appropriate to the difficulty for the reader more often than not and
international unclear. task. transitions lacking.
audience.  Limited ability to critically evaluate results with no links to  Academic style is adequate though there are  Within paragraphs, lack of unity so not everything relates
Attempts to expectations. some inappropriacies for audience and purpose. to one main idea and paragraphs lack focus.
apply learning  Limited evidence of ability to select appropriate and/or  Limited conclusion with questionable relevance to
are still relevant sources in response to task. argument presented.
unsuccessful  Limited attempt to engage with the feedback and  Inconsistent presentation.
more often  In-text citations are limited, and reference list is
redrafting process.
than not. mismatched with considerable confusion over guidance
given in course.
A borderline 33 35 38 33 35 38 33 35 38
fail is  Inadequate response to task and genre/text type which  Inadequate attempts to apply features of  Inadequate application of features of an introduction
inadequate. misses more than one major element of task. academic language taught on the course with taught on the course so non-specialist audience is not
Communication  Inadequate explanation of how and why the research was many significant errors/gaps which impede prepared for topic and task.
is unsuccessful conducted. communication.  Lack of writer responsibility for choice of effective
and there is  Inadequate description of the results.  Very limited vocabulary largely inappropriate to organisation between paragraphs and lack of transitions
little attempt to  Inadequate evaluation of result. the task. cause notable difficulties for reader throughout the text.
apply learning  Inadequate evidence of ability to select and integrate  Inadequate attempts to use appropriate  Serious inadequacies in paragraphing.
from the appropriate and/or relevant sources in response to task academic style for audience and purpose.  Conclusion bears no resemblance to introduction or body
course. despite feedback opportunities. of text.
 Unsuccessful attempt to engage with the feedback and  Inadequate presentation.
redrafting process.  There is little attempt at in-text citation or a reference list
to appropriately acknowledge sources.
A clear fail 23 25 28 23 25 28 23 25 28
shows no  Fails to address the task.  No application of features of academic language  No application of features of an introduction taught on
attempt to  Focus can be perceived only with difficulty. taught on the course and many significant the course so non-specialist audience is not prepared for
engage with  Sources not used. errors/gaps which impede communication. topic and task.
assessment or  No engagement with the feedback and redrafting process.  Very poor vocabulary inappropriate to the task.  No attempt at paragraphing or logical organisation.
course.  No attempt to use appropriate academic style for  Poor presentation.
 UNIVERSITY OF BRISTOL Centre for Academic Language & Development
Student no: __________________ Unit: IFP AALL (LANG00023) IMRD Report (re-drafted coursework) 23/24 Marker Initials: _______
audience and purpose.  No in-text citations and/or reference list.


GRADES WITHIN BANDS: 3= low 5 = secure 8 = high

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