how are uni essays marked

Essay and dissertation writing skills

Planning your essay

Writing your introduction

Structuring your essay

• Writing essays in science subjects
• Brief video guides to support essay planning and writing
• Writing extended essays and dissertations
• Planning your dissertation writing time

Structuring your dissertation

• Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. This means that the starting point for writing a strong essay is to first unpick the question and to then use this to plan your essay before you start putting pen to paper (or finger to keyboard).

A really good starting point for you are these short, downloadable Tips for Successful Essay Writing and Answering the Question resources. Both resources will help you to plan your essay, as well as giving you guidance on how to distinguish between different sorts of essay questions. 

You may find it helpful to watch this seven-minute video on six tips for essay writing which outlines how to interpret essay questions, as well as giving advice on planning and structuring your writing:

Different disciplines will have different expectations for essay structure and you should always refer to your Faculty or Department student handbook or course Canvas site for more specific guidance.

However, broadly speaking, all essays share the following features:

Essays need an introduction to establish and focus the parameters of the discussion that will follow. You may find it helpful to divide the introduction into areas to demonstrate your breadth and engagement with the essay question. You might define specific terms in the introduction to show your engagement with the essay question; for example, ‘This is a large topic which has been variously discussed by many scientists and commentators. The principal tension is between the views of X and Y who define the main issues as…’ Breadth might be demonstrated by showing the range of viewpoints from which the essay question could be considered; for example, ‘A variety of factors including economic, social and political, influence A and B. This essay will focus on the social and economic aspects, with particular emphasis on…..’

Watch this two-minute video to learn more about how to plan and structure an introduction:

The main body of the essay should elaborate on the issues raised in the introduction and develop an argument(s) that answers the question. It should consist of a number of self-contained paragraphs each of which makes a specific point and provides some form of evidence to support the argument being made. Remember that a clear argument requires that each paragraph explicitly relates back to the essay question or the developing argument.

• Conclusion: An essay should end with a conclusion that reiterates the argument in light of the evidence you have provided; you shouldn’t use the conclusion to introduce new information.
• References: You need to include references to the materials you’ve used to write your essay. These might be in the form of footnotes, in-text citations, or a bibliography at the end. Different systems exist for citing references and different disciplines will use various approaches to citation. Ask your tutor which method(s) you should be using for your essay and also consult your Department or Faculty webpages for specific guidance in your discipline. 

Essay writing in science subjects

If you are writing an essay for a science subject you may need to consider additional areas, such as how to present data or diagrams. This five-minute video gives you some advice on how to approach your reading list, planning which information to include in your answer and how to write for your scientific audience – the video is available here:

A PDF providing further guidance on writing science essays for tutorials is available to download.

Short videos to support your essay writing skills

There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing, including:

• Approaching different types of essay questions  
• Structuring your essay  
• Writing an introduction  
• Making use of evidence in your essay writing  
• Writing your conclusion

Extended essays and dissertations

Longer pieces of writing like extended essays and dissertations may seem like quite a challenge from your regular essay writing. The important point is to start with a plan and to focus on what the question is asking. A PDF providing further guidance on planning Humanities and Social Science dissertations is available to download.

Planning your time effectively

Try not to leave the writing until close to your deadline, instead start as soon as you have some ideas to put down onto paper. Your early drafts may never end up in the final work, but the work of committing your ideas to paper helps to formulate not only your ideas, but the method of structuring your writing to read well and conclude firmly.

Although many students and tutors will say that the introduction is often written last, it is a good idea to begin to think about what will go into it early on. For example, the first draft of your introduction should set out your argument, the information you have, and your methods, and it should give a structure to the chapters and sections you will write. Your introduction will probably change as time goes on but it will stand as a guide to your entire extended essay or dissertation and it will help you to keep focused.

The structure of  extended essays or dissertations will vary depending on the question and discipline, but may include some or all of the following:

• The background information to - and context for - your research. This often takes the form of a literature review.
• Explanation of the focus of your work.
• Explanation of the value of this work to scholarship on the topic.
• List of the aims and objectives of the work and also the issues which will not be covered because they are outside its scope.

The main body of your extended essay or dissertation will probably include your methodology, the results of research, and your argument(s) based on your findings.

The conclusion is to summarise the value your research has added to the topic, and any further lines of research you would undertake given more time or resources. 

Tips on writing longer pieces of work

Approaching each chapter of a dissertation as a shorter essay can make the task of writing a dissertation seem less overwhelming. Each chapter will have an introduction, a main body where the argument is developed and substantiated with evidence, and a conclusion to tie things together. Unlike in a regular essay, chapter conclusions may also introduce the chapter that will follow, indicating how the chapters are connected to one another and how the argument will develop through your dissertation.

For further guidance, watch this two-minute video on writing longer pieces of work . 

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Essay writing: Formatting

• Introductions
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• Analysing questions
• Planning & drafting
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• Proofreading
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Essays are formal documents and should look professional Advice from the Skills Team

Whilst there are no hard rules about how you format essays, there are some conventions and common practices that are best to follow. If you use the settings on this page, you will produce an acceptably formatted essay.

Document layout

Margins - between 2 cm and 2.54 cm (1 inch) all around.

Line spacing - either 1.5 or double-line spacing.

Paragraph spacing - either 1 clear line between or at least 8 pt space after each paragraph (more if double-line spaced)

Alignment - left aligned (fully justified with a straight right-edge is not recommended as this reduces readability and accessibility). Some longer essays may require subheadings which should also be left-aligned.

Indents - no indents on first lines of paragraphs are needed.

It is also good practice to put your student number and module number in the header of the document and a page number at the bottom of the page.

Text formatting

Font - the default font that comes with MS Word (currently Calibri) is fine for academic work. You may see persistent advice in handbooks that suggests you should use Times New Roman or Arial. If you prefer these, you can change it - but this is no longer a requirement.

Font size - fonts should be 11 or 12 point.

Font style - headings and subheadings, if they are required (most essays will not use them), are usually formatted in bold and should be at least 2 point sizes larger than the standard text. Underlining should be avoided as this is seen as rather dated. Some text can be formatted in italics - see our page  Italics, when to use them , for guidance.

Shorter quotations in the text do not need to be italicised and should have double-quotations marks "like this" to indicate they are direct quotations. Longer quotations (what counts as this differs depending on your referencing style) should be created in their own paragraph, single spaced and indented by 1cm from both left and right margins:

For example:

Graduate attributes for employability are described as:

a set of achievements – skills, understandings and personal attributes – that makes graduates more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy. (Yorke, 2006)

The main change in this definition compared to the earlier definition of graduate attributes from Bowden (2000) is that that the attributes are no longer ...

UoH Harvard/APA

Your reference list should be in alphabetical order (by author surname) and single line spaced. There should be a clear line space (or at least 6 pt space) between each reference. All references should be left-aligned with no indentation. For information about how to format individual references, see the Harvard Hull Referencing Guide.

UoH Footnotes

Your reference list should be in alphabetical order (by first author surname) and single line spaced.  All references should be left-aligned and have a hanging indent (all but the first line are indented by approx. 1cm). For information about how to format individual references, see the  Footnotes Hull Referencing Guide.

Other referencing styles

Please see your individual departmental guidance.

We provide here a Microsoft Word template that can be used for your essays. It has the correct layout and formatting, including useful styles.

• Essay template

Download this template to somewhere you can access easily. When you click to open it, it will open a new document based on the template , leaving the original intact.

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Dr Nadine Leese

• The New Academic

My First Time Marking Essays

My Initial Reaction

Phase Two – Daunting Responsibility! Once I was physically given my marking, it dawned on me that I had a responsibility to do well, and a bout of impostor syndrome caused me to doubt that I could fulfil this role to the necessary standard. While I knew that all of the essays would be second-marked, (meaning if I was extremely harsh or overly generous this would be rectified), I was concerned that my ability to mark would be questioned if this happened. I wanted to give high-quality feedback for this reason, but more importantly I wanted to provide understandable, constructive comments that the students could use to improve, especially as I was marking the first assignment for a first-year module.

I encountered a few difficulties during the marking process, which were predominantly related to being unsure or unconfident as to what to do in certain situations. Here I reflect on some of these problems.

Repetitive Essays – While the students had a choice of eight essay tasks, the majority of the essays answered one of two questions. Of course this becomes a bit monotonous, but I found that either taking a short break before starting another essay or finding an essay on a different question eased this.

Silly Mistakes – On the basis of the frequency of spelling mistakes and typing errors, I assume that most of the students had neglected to proof-read. In fact, I think each student’s feedback form included a version of the phrase ‘proof-read your work’ in the ‘how to improve your mark’ section. This becomes annoying, but is livened up by the occasional entertaining error!

For the time being, I’ll await the next marking challenge and the variety it provides for the working day. Maybe I’ll find out how many essays it takes for the enjoyment of it to subside, but I hope not. Only time will tell if I can improve on my personal best.

3 Comments on “My First Time Marking Essays”

A really insightful post. Have just marked my first ever batch myself and experienced all of the things you describe. I did, however, find it surprising to be marking so many essays for my first time – close to 150! I too took ages to make each paper but think this is down to me not having a clear method or structure to marking which I aim to have by the time the next batch land on my desk!

Hi Jillian,

Thanks for your response! Glad to hear I’m not too slow at marking! I differ from you a bit in that we still give back the essays with circled bits and limited annotations, and although most of the feedback is typed, I don’t have an electronic system to use – I can imagine that would take some getting used to, and would add to the time it takes!

Good luck with your next batch!

I read this post just before I received my first papers to mark and now that I have started marking (3 of 44!) I thought I would reread your post and comment.

I can definitely relate to the delight in being a part of a team of markers and my enthusiasm toward marking these essays. So far I’m on par with you, taking 40 minutes to read the essay and provide constructive feedback. Like you, I’m sure I’ll improve on the time!

One thing that I didn’t realise would be the case was that the feedback and the mark would all be electronic. I was used to submitting my assignments online but I always received my essay with result back in paper form. But now it is all electronic which I love but it does take a little getting use to not using a pencil to circle parts of the essays and making side notes!

Thanks again for your timely post!

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Anees Mumtaz

June 4th, 2022, university essays vs a-level essays.

Estimated reading time: 10 minutes

Coming in to LSE I was a high flying A-level student regularly achieving 80-100% on nearly all my essays. When I’d gotten my first two essays back and saw 62% and 58%, to say I was shocked would be an understatement. If you ever find yourself in a similar situation please do not worry! University and A Level essays are simply completely different in how they are marked and the approach needed in order to get the highest grade. So before that impostor syndrome kicks in, here’s three tips that have helped me go from a 2:2 to a 1st in my essays!

1) Writing to Argue vs Writing for a Criteria

One of the biggest differences between university and A-level essays is writing to form a strong, convincing argument compared to writing to fulfil an examiners criteria. Don’t get me wrong, university’s also mark according to a criteria, however in terms of essays these are much more fluid and abstract than anything you may have seen at A level. When I was writing essays for my A-level in Politics, I remember how formulaic my essays seemed. Making sure to include specific terms and phrases to hit the examiners criteria and offering a balanced viewpoint were all key to achieving the highest marks.

At university, your essay is primarily marked on the sophistication and strength of your argument. This doesn’t mean you don’t acknowledge other viewpoints and be fair to the criticisms of your argument, however the focus is on creating a genuinely convincing response that can convince the teacher or professor marking your paper. Understanding this premise will make writing your essay so much easier and it is something very different from the A-level experience

2) Approaching Reading Lists

At A-levels you are given a text book and pretty much all the content you need to write your essays is available there. One of the most daunting discoveries I’d made before starting my first essay is there is no central textbook! At University you are expected to draw your argument from a variety of academic sources, from books on your subject area to papers made by leading academics in the field. Not to worry though, you aren’t left completely in the dark. You’re provided with an essential and further reading list from which there’s more than enough to extract the content you need to write your essays.

A key skill you will develop at university is learning how to approach these reading lists. In terms of writing an essay, definitely make sure you’ve thoroughly read your essential readings and approach a number of the further readings that are relevant to your argument. You definitely do not need to read these back to back. A useful starting point is to read the introduction, conclusion and then find relevant chapters relating to your essays topic. Don’t be afraid to go beyond the reading lists too! In fact demonstrating further research will help develop the originality of your argument, a key indicator your class teachers and professors are looking for when examining your essay. With that being said, don’t make your essay solely on readings that you’ve searched up yourself completely ignoring the reading list (I’ve done that myself and it didn’t end up too well!).

3) Critiquing your work

As I’ve previously said, creating a strong argument is central in really getting your essay into the top band. Perhaps the most useful tip that my class teachers have given me, that wasn’t really applicable to the fast paced A level environment, is to critique my own work. This means writing my essay, leaving it for a day or two, and re-approaching it with fresh eyes. This allows you to view the essay somewhat objectively and you’ll begin to see parts of your argument that don’t really work and need redrafting. This ability to look at your own work and critique it will immensely help you improve essays. This is not only beneficial in writing up your papers, but is a life skill that the academic side of university really helps you to develop. In addition to this, also of course ask your friends to read over your essay and critique it for you. They’ll be able to spot things that you may have missed and can offer different viewpoints that you may not have considered.

These are a few tips that have definitely helped me improve my essay writing at university coming directly from an A level background. If you do get your first essay back and it’s not what you’d have liked, please do not let it get you down! University is after all supposed to be the most academically difficult period of your life and getting these low marks will only make you feel like you’ve progressed so much more when you start getting those 1st’s.

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Politics and History Undergraduate.

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Dear student, I just don't have time to mark your essay properly

In an ideal world, your work would be read by an engaged, enthusiastic professional – but the reality is very, very different

Dear student,

I have just read your essay, and I must apologise – I have absolutely no idea what it said.

When you hold this essay in your hands in a few weeks’ time, I know that you will look immediately at the mark I’ve written at the top of the first page. You will make assumptions about yourself, your work – perhaps even your worth – based on this number. I want to tell you not to worry about it.

When I was a student, I assumed – as you probably do now – that my work was meticulously checked and appraised, with the due consideration it deserved, by erudite scholars who perhaps wore tweed.

I wonder now if it was actually marked by someone like me: a semi-employed thirtysomething on a zero-hours contract, sitting at home in pyjamas, staring at a hopeless pile of marking, as hopes of making it to the shops for a pint of milk today fade.

Your essay is one of 20 or so I’ve tackled in one sitting this afternoon. They are beginning to blur into one; a profusion of themes and things “to be noted” and endless variations on the phrase “It is interesting that...”.

I’m reading something you wrote on page two and I’m wondering if I just read an explanation of this concept on page one, or if that was in someone else’s essay. I have to go back a page, eyes swimming, and check.

Your essay does not stand alone, but becomes amalgamated with the others I’ve read so far today, all talking about the same things, with varying degrees of clarity. Your words are diluted by the ones that came before, they are lost on me even before I begin.

It should not be like this. In an ideal world, I would spend my morning carefully marking three essays at most, giving them the thought they deserve. I would spend the early afternoon wandering around a meadow picking flowers – something, anything, to clear my head so I can approach the next batch with a fresh outlook and enthusiasm.

But I do not have that kind of time. I have academic work of my own; I have a job interview to prepare for; at various points of the year, I have additional employment to help tide me over. (And I’m only a part-time lecturer, I’m aware that my colleagues in full-time jobs have a lot more of this to do.)

I have cleared this bit of space in my schedule to read your essays, and I have come at them genuinely excited to see what you have found out this term, and to tell you how you can improve. I try to be thorough and write actual comments on your essay, even though I’m aware that I could probably get away with a few ticks, question marks and a cryptic “needs improvement”.

I’ve been at it all day and it is 6.20 pm. There are 11 unmarked essays. I could carry on, but I can’t make sense of anything you say any more. I have to force myself to understand anything other than the clearest, nicest writing; the kind of writing that takes me by the hand and shows me round all your ideas. (Dear student, please note: I am not so exhausted that I can’t spot nice writing. Do us both a favour and spend time on your essay. Make it good. Edit, polish, relieve my boredom and let me award you a first.)

I know that I should go back and reread a few essays to compare the marks I’ve given, but there isn’t time. I would like to look up the references you cite, to tell you if there are other gems in those books you may have missed, or suggest other interpretations, but there’s no chance. I also have a life – washing to do, family to spend time with, that sort of thing.

In this letter (which I’ve written with an aching hand) I ask three things of you:

• Work hard on your essays. Help people like me. It’ll open your mind, and it’ll make me happy. And I really, really want to give you a first.
• Don’t think that if you just waffle on for three pages to bring your essay up to the required word count, I won’t notice. I will. Do not get too upset – or complacent – because of whatever mark you’ve got. Don’t take it too personally. I’ve tried my best to be consistent and fair, and other lecturers will moderate my marking, but really, by a certain stage, I’m just pulling numbers out of the air. (55? 58? I don’t know)

Your essay does not stand alone; it’s either going to impress me or sap my energy, and if it does the latter, it affects how I read the ones which come afterwards. Too many awful essays and I can’t concentrate anymore.

The books on your reading list will tell you everything about the subject that you need to know; read them. There are also books in the library with titles like How to Write an Essay; make use of them. If you don’t understand something, come along to my office hour. I’ve gone on about it all term, and you know where that is.

All the best,

Your lecturer

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How your work is marked

Find out about the process we go through to assess your work and give you feedback.

Marking criteria

All your work will be assessed against specific marking criteria.

This means your work will be marked using the same process as for everyone else.

Before you start an assessment, find out about the marking criteria. This gives you the best chance of doing well.

Ask your School where to find the marking criteria.

The marking process

Our marking process is the same for all types of assessment – for example, an exam, essay or presentation.

After we get your work

The marking process begins once your deadline has passed or your exam has finished.

A marker will assess your work against the marking criteria and give you a provisional mark and feedback. Marking normally happens anonymously.

Checking marks

After provisional marks and feedback have been given, a checking process takes place to ensure consistency.

The exact process varies depending on the assessment.

For some assessments someone who hasn’t been involved in the marking process reviews a sample of the work.

This is to make sure marks and feedback are fair, consistent and appropriate.

An external examiner (normally an academic from another university) then reviews the same sample.

Your mark is published

If your assessment took place during:

• a teaching period , you’ll usually get your mark within three weeks
• the semester 1 assessment period , you normally get your mark by week 3 of semester 2
• the semester 2 assessment period , you get your mark after your School’s exam board has met.

You can check when your module marks for semesters 1 and 2 will be published by logging into Sussex Direct .

Important: Marks are provisional until they have been confirmed by the exam board.

If you resit one of your assessments, we follow the same marking process.

Results from the August resit period are normally published after a board meets in September.

See more about resitting an assessment .

If you want to discuss the mark you’ve been given, see your tutor.

If you’re unhappy with the decision of the exam board, find out about our appeals process .

Exceptional circumstances

If you think your performance in an assessment was impaired, you can submit a claim for exceptional circumstances .

Regulations

Find out about regulations for exams and assessments .

See more from Results and feedback

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Because there are fewer ways to produce good work than there are to produce bad work, it is easier to stipulate the criteria for a First Class essay than it is to stipulate the criteria for essays that do not meet this high standard. 

Because different essays may combine different strengths and weaknesses, these have to be weighed against one another. An essay that is very good in one regard and only competent in another may merit an overall assessment of “good”.

First (75%) An excellent essay: Clearly written, well-argued answer to the question, and originally presented.

80 to 85% for essays that are outstanding. Such essays demonstrate unusual sophistication or originality. (Relatively rare.)

90% for brilliant essays. Such essays constitute publishable work. (Extremely rare, if ever.)

Upper Second (70% to 74%) A very good essay: Possesses most of the attributes of a First Class essay, but is sufficiently deficient either in clarity, the quality of argument or the originality of presentation not quite to deserve a First.

74% for essays that very narrowly miss a First. 

72% for comfortable Upper Seconds.

70% for essays that barely meet the standards of an Upper Second. 

Lower Second (60% to 69%) A good essay: Demonstrates a good understanding of the material, is a reasonably well-argued answer to the question and demonstrates some originality in presentation. 

69% for essays that very narrowly miss an Upper Second

65% for comfortable Lower Seconds.

60% for essays that barely meet the standards of a Lower Second. 

Third (50% to 59%) A competent essay: Demonstrates a passable understanding of the material and a minimally competent argument. May often lack originality of structure (but cannot be so bad as to constitute plagiarism). 

59% for essays that very narrowly miss a Lower Second

55% for comfortable Thirds.

50% for essays that barely meet the standards of a Third.

Fail (<50%) An incompetent essay: Does not demonstrate a passable understanding of the material or a minimally competent argument, or is irrelevant.

45% to 47% for essays that approximate a pass. 

5% to 44% for failing essays with fewer or more redeeming features

0% for essays that are either plagiarised or without any redeeming features. 

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How does the UK university grading system work?

Whether you’re already studying or are about to, it is important to understand how the UK university grading system works.

When it comes to studying an undergraduate or postgraduate degree in the UK, grading systems vary. Whether you’re about to start your degree, or you are close to the third year of your course, it’s important to understand how your final grade will be calculated. Luckily, it’s easy to understand.

University grading: degree classifications explained

Universities in the UK follow a standard grading system for degree classifications based on the overall percentage achieved. The four university grade boundaries are:

• First-Class Honours (1st) (70% and above): Exceptional academic performance
• Upper Second-Class Honours (2:1) (60-70%): Strong performance, most common degree class
• Lower Second-Class Honours (2:2) (50-60%): Satisfactory performance, widely accepted by employers
• Third-Class Honours (3rd) (40-50%): Minimum passing grade for an honours degree

What is the postgraduate grading system in the UK?

The British postgraduate grading system differs quite a bit from the undergraduate one. Depending on whether you are undergoing an Integrated Masters Degree or a Standalone Masters Degree the grading system will differ. Like undergraduate, Masters Degrees are graded by creating a weighted average, combining all your module results from the year(s).

An integrated masters is one which follows directly from an undergraduate course. Common in Science degrees, where you apply for a four year course. In your second year you will be able to choose to either complete a Bsc (Bachelor of Science) or follow the path to achieve an MChem (Masters in Chemistry) etc. Integrated Masters degrees are graded the same as undergraduate degrees.

Standalone Masters include Masters Degrees by Research and Taught Masters Degrees. Masters degrees by research commonly referred to as MRes or MPhil are focused more on individual research skills with less taught modules. These degrees are usually graded as a pass or a fail.

Taught Masters degrees require a total of 180 credits. These credits are split between assignments, assessments and a dissertation or final project. Each module will have a certain amount of credits attached. For example, you may have single modules weighted at 15 credits, double modules (that span over two semesters) at 30 credits and a dissertation weighted at 60 credits. As taught, Masters Degrees are typically only a year long, every module counts to your final grade.

Instead of a First, Upper Second, Lower Second and Third, there are only three grade classifications for a Masters Degree. These are Distinction, Merit and Pass. The boundaries for these may vary depending on your university, however the common boundaries are shown below.

• Distinction: much like a First at undergraduate level, a Distinction is awarded when you achieve a percentage grade of 70% and above.
• Merit: you’ll be awarded a Merit if you achieve a grade average between 60-69%.
• Pass: a pass is awarded when you receive a grade average between 50-59%.
• Fail: If you do not receive at the minimum an average of 50%, the Masters qualification is not awarded. If you do think you are heading towards failing, try not to stress. You can speak with your module leaders about retaking any assignments or examinations to bump up your grade.

What can I do if I think I am going to fail my degree?

If you feel as if you are heading towards failing your undergraduate or postgraduate degree try not to panic. Easier said than done but you do have plenty of options.

As an undergraduate, you have three or four years to make up the credits you need to pass your course. Therefore, you are able to retake any modules you have failed in other years. For example, if you fail a Film module in first year, you can retake this module in your second year. If you fail numerous modules you are able to retake the entire year.

Another option is to retake any failed assignments or examinations throughout the year. This is easily done through referral or deferral assessments. Referral assessments are like resits, whilst deferrals allow students to postpone any assessments or extend any coursework deadlines. To qualify for a deferral you will need to prove that your performance has been affected by a personal circumstance (e.g. medical condition). To be granted a deferral you will need to fill out an application. Referrals and deferrals can be implemented at both undergraduate and postgraduate levels.

Finally, if you feel as if your grade is an unfair reflection on your work you can submit an appeal. If you do this, your mark will be re-marked or looked back over by an examination board or your lecturers. Simply speak with your lecturers if this is something you would like to do.

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This article about how the UK university grading system was updated by the Great British Mag content team on 5 September, 2019

The UK grading system is not terribly different to the grading systems in China , India, USA or the EU. The top grades go to the people who excel and get very high percentages and the pass grades are given to anyone who manages to achieve the minimum grade percentage required. But that is where the similarities end.

Whereas other systems use the alphabet to demonstrate the achievements of the student, the UK system uses a class grade order. This system dates all the way back to the invention of the university itself and reflects the archetype of the British class system .

The UK grading system:

First (1 st ): The best grade you can get. The student has got higher than 70% on their course or assignment. An almost perfect piece of work. You should be very happy with it. The markers definitely were…

2:1 (upper second class): Student achieved between 60%-69%. The work was at a very good level, but there was still room for improvement. Kick back, smile and relax. You’ve done a good job! You will need to get a 2:1 or higher if you’re planning on staying on for a masters or post-graduate degree.

2:2 (lower second class): If you got 50%-59% on a course or assignment, then you have this grade. Even though it is not a perfect score it is still very good. You should still be happy about getting this mark.

Third: If you get between 45%-49%, you need to start thinking about where you went wrong. It’s not the worst mark, but perhaps some tutoring might help next time.

Ordinary degree: The absolute minimum you need to pass the course. Getting between 40%-44% is not where you want to be. You should definitely seek out some extra help if you want to do more than scrape by. Or maybe cut down on the time spent in the pub…

Fail: Anything below 40% constitutes failure. Sorry, but you will need to take the course again to pass.

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Grades in essay results

August 23, 2009 by Roy Johnson

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1. There are two systems of essay grades commonly used in further and higher education [in the UK]. One is the numerical percentages system of grades (from 0 up to 100) and the other is the alphabetical letter system (from A to E, F, and G).

2. Older, traditional universities sometimes employ a similar system, but using the initial letters of the Greek alphabet – Alpha, Beta, Gamma, and Delta.

3. Those using the English and Greek letter system often employ the further refinement of a plus and minus system to provide a greater degree of discrimination. In this system, the grades Beta-plus (B+) and Alpha-minus (A-) represent incremental grades between Beta and Alpha.

4. Although these systems are in widespread use, there might be minor local variations. An example of the other common [sixteen-point] marking scheme is given below. See also the section on assessment.

5. In numerical percentages especially, there is sometimes a sense of fuzziness about the distinctions between one grade and the next. It is also quite common not to award percentages over eighty.

6. The percentage and letter grades, corresponding to the standard university degree classification, are as follows:

7. For most courses, the boundary between a pass and a fail will be forty percent. Below this there can be different levels of failure. A tutor might award thirty-five to record a near miss. This could permit a student to re-submit a piece of work or maybe to re-sit an examination. The band of marks between thirty and forty is sometimes called a ‘compensatory pass’.

8. A mark as low as twenty-five suggests a basic misunderstanding or a serious lack of achievement. Below this, there are further possible degrees of failure. These marks may sometimes be designated as E, F, and G in the letter grading system – though some institutions stop registering grades at D.

9. Low marks for individual pieces of work might nevertheless be significant depending on the system for calculating an overall course grade. One single low essay grade on a course might bring down an average score – or it might be disregarded as an aberration if all other grades were high.

10. Above forty percent there is a band of ten marks which designate a ‘bare pass’. The question has been considered, but that is all. The answer might be weak and hesitant, either in the arrangement of its ideas or in the quality of its arguments and evidence . The manner of expression might also be shaky. This band corresponds to the D grade in the letter system or a third (III) or pass mark in the traditional university system.

11. Work which scrapes through the pass mark will usually suffer from a number of weaknesses. The answers might have been very short, the focus of the argument might have wandered on and off the required subject. It might lack coherence and structure , and the expression may have been hesitant or clumsy. In work of this calibre there is often no indication that the student knows which is the more and which the less relevant part of the argument.

12. The higher the grade awarded to an essay, the greater must be the proportion of material it contains which is directly related to the question. Conversely, there should be as little as possible which is not relevant . The success of the work, in almost all cases, is directly related to the ability to focus single-mindedly on the question topic(s).

13. Next comes the band between fifty and sixty percent. Grades at this level represent a greater degree of competence, both in terms of handling the issues and the manner in which they are expressed. There may be a greater degree of fluency in the written style, and the generation of ideas. More supporting evidence may have been offered, or examples discussed. However, there will still be weak patches, and possibly mistakes or omissions which dilute the overall effect of the essay. This band corresponds to the C grade or the lower second (II.ii) in the other grading systems.

14. Grades between fifty and sixty are perfectly respectable. They represent rising degrees of competence in handling the issues raised by the question. These grades reflect an average ability in the subject at this level – yet they often seem to cause more problems than any other grades. Many students imagine that such results represent a humiliating failure to succeed, when in fact they demonstrate competence and success – albeit at a moderate level.

15. In the next band, between sixty and seventy, there will be a rise in the quality of written expression, argument and evidence . There will also be far less extraneous material and usually a greater degree of self-confidence in the writing. The essay will demonstrate an ability to focus attention on the question. This is a standard which shows a well informed and firm grasp of the issues involved, and the intellectual capability to deal with them. This band corresponds to the B grade or the upper second (II.i) in the other systems.

16. Students often want to know (quite rightly) what constitutes the difference in quality between two results, one of which might score 59 and the other 62 percent. This is a gap of only three marks, but enough to make the distinction between a lower and upper second level pass. The answer is that the better work probably has a stronger sense of focus and structure , presents more concrete evidence, or makes a closer engagement with the details of the question.

17. The regions beyond seventy or seventy-five are normally reserved for work which is clearly outstanding in its quality, intellectual breadth, and fluency of articulation. Answers pitched at this level are likely to be very confidently presented, and they will demonstrate a breadth of knowledge and reading in the subject which make it especially praiseworthy. Marks in this band are often awarded to work which not only answers the question but say something insightful or original about it as well. This band corresponds to the A grade or first class award (I) in the other systems.

18. Keep in mind however that essay questions do not require you to be dazzlingly original. Your tutors will be perfectly happy to award good grades to work which shows that you have studied the course material and answered the question .

19. Most institutions use similar standards of assessment, even though many of them do not make the criteria explicit. Here is one which does.

© Roy Johnson 2003

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Formatting Guidance

When to submit, how to submit, late submission, extensions to deadlines, what are the department’s assignment formatting requirements.

The key formatting requirements are.

• Assignments must be double line spaced.
• A readable font and font size should be used eg Calibri, Times New Roman or Arial, size 12.
• Pages should have a minimum margin of 2.5 cm.
• From 2023/4 a cover sheet is NOT required.
• Pages should be numbered consecutively and be inclusive of appendices.
• You should NOT add your student exam number or ANY other information that can identify you within your submission.
• For a small number of non-anonymous submissions (eg posters or presentation supporting documentation) you should add your name and not your exam number – you will be advised on your VLE site and assessment guidelines if the assignment is to be submitted with your name. Never record your name and student exam number in the same document.
• Do include your word count.
• Assignments must follow the Harvard referencing style .

Hard copy assignment submission guidance

The vast majority of submissions to the Department of Health Sciences are now electronic. You will be advised how to submit something in hard copy if it is required for a module you are studying. 

Electronic assignment submission guidance

This guide walks you through the submission process and associated concerns:  Assessment Submission via TurnItIn video guide (YouTube)  ( Panopto/Replay )

• From 2023/4 academic year students will be required to submit their summative submissions through Turnitin. Turnitin has replaced the anonymous assignment tool used in previous academic years. Please ensure that you have read the guidance notes prior to making a submission.
• Your assignment should be submitted as a single document to the Turnitin submission point on the relevant module page within the VLE.
• A cover sheet is no longer required. 
• Written assignments should be submitted in either MS Word or PDF format. Guidance on this will be provided on the VLE site for the module or in the assessment guideline.
• If other assessment types are permitted, eg for recordings, then separate guidance will be provided on the VLE site for that module.
• Turnitin can accept file sizes of upto 100MB. 
• Turnitin will only accept documents that contain a minimum of 20 digitally typed words.

Dissertation submission guidance

Students submitting their dissertations and independent study modules are required to submit an electronic copy (in a single file) to the relevant Turnitin submission point on the VLE. 

Word count - what is included?

The assessment guideline will state what the word limit is for each assignment.

• Assignments will be marked up to the word limit (plus 10%) and marking will cease once the word limit is exceeded.
• Everything in the main body of the text (ie introduction, method, results, discussion and conclusion) apart from tables and figures is included in the word limit.
• Everything before (ie abstract, acknowledgements, contents etc) and after the main text (ie references, appendices etc) is not included in the word limit.
• Please include your word count within your document.

Audio submission technical guidance (PDF , 354kb) ‌

The submission dates for all assessments are published before the commencement of each programme or module. These dates are published in the assessment schedule  on the student intranet.

Please leave plenty of time to start the submission process. Never leave it to the last minute to make your submission. We recommend that you make your submission at least 30 minutes before your submission deadline.

The deadline for written assignment submissions is normally 4.30pm on the published date (or by the approved individual submission extension date). This deadline is strictly enforced and submission after this point will incur a late penalty in line with University policy, any exceptions to this (such as online time specific examinations) are on the assessment schedule . 

Please be aware that Turnitin will identify any submission made exactly after the deadline time as late e.g. if your deadline is 23rd July 16:30:00 and you submit 1 second after this at 16:30:01 the work will be highlighted as late and a penalty will be applied.

Can I submit an assignment if I am on leave of absence?

Generally students cannot submit assignments whilst on leave of absence. However, occasionally you may be required to submit and pass assessments during your leave of absence in order to pass progression requirements to return to your next stage. You will be advised of the arrangements before you go on leave of absence. 

Can I submit an assignment if I am certified as ill on the day of submission?

If you are ill on the day of submission you can submit an assessment. If you choose to do this but you want your illness to be considered as a factor, you must also submit an  exceptional circumstances claim. Retrospective late mitigation claims are not normally accepted. 

Electronic submission

Most summative assessments are now submitted electronically through the Turnitin submission point on the VLE site for the module. This is a very simple process and written guidance notes are available here.

This video guide walks students through the submission process and associated concerns:  Assessment Submission via TurnItIn video guide (YouTube)  ( Panopto/Replay )

There are a few important things to note that differ from the previous anonymous submission software used prior to 2023/4 academic year:

• Turnitin now allocates you a unique submission ID. It is important therefore that you do NOT save your work with any details that may reveal your identity either in the filename or within the document itself such as University ID, Exam candidate number or Name, email or username. Be sure to clear identifying metadata from your document prior to submission.
• You must not include a cover sheet with your work.
• Turnitin only stores your most recent submission upto the deadline. Making a further submission prior to the deadline will effectively overwrite any previous submission . 
• Turnitin doesn't email you a receipt automatically but this can be downloaded (pdf) from the Turnitin submission point you have submitted to.
• Turnitin will not allow you to   submit a submission after the due date and time has passed if you have already made a submission prior to the deadline.
• If you haven't yet made a submission you can submit  once after the due date & time has passed.
• Please contact [email protected] to request your submission be cleared if you need to submit again-please be aware that late penalties (if applicable) will be applied from the most recent submission.

A note on exemplars

From time to time an anonymous copy of your work may be used as an exemplar for future cohorts. There is not the option to opt-out of this feature in Turnitin at point of submission. If you require additional information or wish to opt-out of us using your work (anonymised) in future then please contact [email protected] ..

Submitting Audio Recordings for Pre-recorded Assessments

During COVID the department has requested for some modules to submit pre-recorded presentations and vivas. Following the introduction of Turnitin submissions in 2023/4 some pre-recorded presentations may be submitted through this.

Alternatively, the module leader may suggest submitting these through the student Deposit Service. ‘Deposit’ can handle the upload of much larger files. 

Your module leader will communicate to you how to submit pre-recorded assessments for their respective modules.

Exceptions for electronic submission

Due to the format of some assessments some other modules across the Department are still submitted in hard copy. See the Hard copy submission section below.

Hard copy submission

Due to the format of some assessments a small number are still submitted in hard copy eg interview recordings, some large portfolios etc.  If the assignment needs to be submitted in hard copy this would normally be indicated on the assessment schedule. 

How many copies do I submit?

Students are normally required to submit two copies of all assessment work that is submitted in hard copy (with the exception of some portfolios).

All copies must have a completed academic face sheet attached. Academic face sheets are available to collect from the seating area outside the Student Information Service office. It is advisable to collect these in advance of your submission and complete them prior to arrival at the Department.

Where do I submit hard copy assignments to?

Hard copy assignments are submitted to the Student Services office on the ground floor of the Seebohm Rowntree Building.

Posting your submission

If posting your hard copy assignments you must obtain a Certificate of Proof of Posting and keep this safe until the work has been marked. If your assignment does not arrive by the deadline you will incur a late submission penalty. To avoid the late submission penalty you will need to appeal through the exceptional circumstances process . You would need to provide the Certificate of Proof of Posting as evidence that you had mailed your work in good time for it to be received by the submission deadline.   The mailing address is:

Student Information, Guidance and Help Team,  Area 1, Seebohm Rowntree Building, Department of Health Sciences,  University of York,  York. YO10 5DD

Can I get someone else to submit my hard copy assignment?

You are strongly advised to submit your own work. It is possible for you to ask another student to submit your work, however, should he/she be late submitting your work you cannot then use the action of devolving submission responsibility to another person as grounds for mitigation for the late submission.

Administrators and academic staff (eg supervisors and module leaders) cannot be asked to submit assignments on behalf of students.

All work submitted after the published submission deadline will incur a late submission penalty in accordance with the University’s late submission policy, unless you have submitted mitigating circumstances and have received an official extension from the Exceptional Circumstances Committee.

Please be aware that marks visible through Turnitin Feedback Studio (on the VLE) are raw marks for the work itself. Penalties will not be deducted from this raw score and the mark provided is subject to the ratification process. Your final mark with all deductions/penalties applied can be accessed through your e:Vision ‘view module marks’ section. Marks on e:Vision remain subject to the ratification process prior to the Board Examiners meeting and may occasionally be subject to change.

A note on anonymous marking for work submitted after the pubished deadline:

At the end of the marking process, Turnitin automatically releases raw marks and feedback to the student on the date stated on the assessment schedule. There is therefore a risk that anonymity will be removed at the time results are released for the main cohort if a student submits late or has an extended deadline and their work is not marked prior to the published results release date. This is unavoidable but please be assured that markers and moderators are bound by professional standards to mark without bias. Internal moderation prior to marks release and external moderation procedures are in place to ensure that all students’ mark is worked to a consistent standard.

What are the penalties for late submission of assignments?

• 5% is deducted for work that is up to  one hour late.
• Thereafter, 10% is deducted for each day (or part of each day) that the  work is late.
• The penalty will be applied up to a maximum number of five days after and including the submission deadline day.
• Weekends and bank holidays will be included within the five days.
• After five days the work will be marked at zero.
• The penalty for submitting late for a pass/fail module is a fail.

It is important to note  that assignments submitted one second after the deadline will count as late. For example if the submission deadline is 16:30, assignments submitted at 16:30:01 will be considered late and will incur a late penalty.   

What are the penalties for late submission of online examinations?

For   online open exams , submissions received up to 30 minutes after the deadline will be accepted but will incur a 5% mark penalty. This penalty may be waived in the event of a successful exceptional circumstances claim. Submissions received more than 30 minutes after the deadline will be treated as non-submissions and will normally receive a mark of zero. In this case, a successful exceptional circumstances claim would result in a further assessment attempt ‘as if for the first time’.

What are the penalties for late submission of presentation documentation?

University late submission penalties apply for every day the documentation is submitted late up to 4.30pm the day before the presentation date (if the presentation dates span over more than one day, the night before the first day of presentation applies to all students as the absolute deadline). Providing students have submitted to this rule they will be permitted to present at their allocated time.

If documentation is not forthcoming prior to the absolute deadline (4.30pm day before) students will not be permitted to present. A mark of zero will apply and the student will be obligated to present at the resit date for a 2 nd  attempt. Students with exceptional circumstances to defer to the resit deadline will sit ‘as if for the first time’ on the resit date.

Students who submit blank documentation have 2 options:

1. They can present using blank document submitted (and risk losing marks associated with presentation documentation).

2. They can submit a different document but incur the late penalty in line with the guidelines.

SAO are not obligated to notify a student that they have submitted a blank document; however if they spot this upon download of the documentation (usually the day after submission) may notify students of their error in order for them to take action.

The deadline for submission of presentation documentation for assessed work is published on the assessment schedule. 

What happens if my computer or printer fails and I cannot submit my assignment?

Computer failure and printing problems are not accepted by the University as valid reasons for late submission. You are advised to make backup copies of all work and not to leave printing until the day of submission.

What happens if I accidentally submit the wrong file?

If this happens, you should submit the correct file as soon as possible. If you submit the correct file before the deadline, no penalty will be applied. If you submit the correct file after the deadline, a late submission penalty will be applied. Copies received after five days from the assessment date (without an approved extension) will not be entered into the marking process. 

Please be aware that:

Hard copy submissions only: What should I do if there has been an unforeseen event on the day of submission? 

In the event of an emergency arising when a hard copy assignment is due for submission, students should contact the departmental Student Information, Guidance and Help Team by telephone immediately on 01904 321321 who will advise of the most appropriate action to be taken.

Depending on the nature of the emergency, you may be able to apply through the exceptional circumstances procedures for the late penalty to be waived. In this case you would need to provide supporting evidence for this to be considered.

What happens if I do not submit an assignment?

If you do not submit a summative assignment within five days of the submission date, and do not submit a valid claim for exceptional circumstances in relation to the assignment the following will apply.

• This would be recorded as a first attempt failure due to non-submission.
• You will be given a mark of zero for this attempt.
• You will normally be given a re-assessment opportunity.
• You should also refer to your student handbook regarding the implications of an 'outright failure mark' (ie a mark of zero) for your programme of study.

If you do not submit a ‘re-assessment attempt’ (eg where you have already failed the first attempt) within five days of the submission date, and do not submit a valid claim for exceptional circumstances in relation to the non-submission, the following will apply.

• This would be recorded as a reassessment attempt failure due to non-submission.
• You will be given a mark of zero for the re-assessment attempt, which will usually result in module failure.
• You will not be permitted a further re-assessment opportunity.
• This may in some cases result in failure of your programme of study. You should refer to your student handbook regarding the implications of this for your programme of study.

If you think that you will require an extension to your module submission deadline due to a exceptional circumstance refer to the exceptional circumstances policy guidance . Details of how to make a claim can be found on this page.

If you are requesting an extension you must submit your exceptional claim form  no later than the submission deadline . You should submit your claim form by the deadline even if your evidence is not yet available.

If you think that you will require an extension to your programme, please discuss this with your supervisor at the earliest available opportunity. They will then advise you on the best course of action.

Department of Health Sciences, Seebohm Rowntree Building University of York , Heslington , York , YO10 5DD , UK Tel: work 01904 321321 | Fax: fax 01904 321383 | [email protected]

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University of Birmingham

Graide , the University of Birmingham spinout whose AI-based platform helps maths, physics and chemistry teachers mark student homework, has launched a new platform that can mark essays and reports in all subjects.

The Graide AI platform has been tested independently by Oxbridge , who ran their English marking through the platform with remarkable results - over 80% accuracy against pre-marked submissions, and in some areas up to 100%.

The Graide platform evaluates both the structure and quality of the submission, and can effectively mark every question in subjects where there is a definitive knowledge base or some overlap in the thought process, such as specific texts in English.

This trial with Oxbridge, involved marking 235 responses to three questions on Shakespeare’s Othello, The Great Gatsby, and Poetry Comparison, an anthology of poetry anthology that explores the link between beauty and love.

The results from these marking sessions showed 100% congruence with teacher marking for essays on Othello, on average across the questions the platform boasted 99% accuracy when considering their confidence threshold. The system provides transparent, explainable AI, a requirement in today’s world.

Dr Manjinder Kainth, CEO of Graide, said: “We were delighted with the results, which strongly differentiate Graide from standard AI marking platforms. These need a lot of data to run through the neural network in order that it works properly, and this means they can only mark one question at a time, and may have to share your data with other users to get sufficient throughput.”

“Our deliberately small trial proves Graide can effectively mark with as few as 15 essays – and this feature allows individual teachers to personalise the platform to their own requirements, adding their own knowledge base in the form of textbooks, classroom notes, or lesson plans.”

Graide evaluates structure and quality of the submission, by analysing nouns, verbs, sentence length, and variability and connection to the knowledge base. It is also ‘self-aware’ - only showing marks that it is confident in, and alerting the user to pieces of work that may need teacher scrutiny.

Dr Kainth, said: “The platform has answered the question that people have been asking for a long time, and makes Graide an ‘everything platform’ that can cover all subjects taught from school to university level, saving teacher time.”

The platform will be demonstrated live, for the first time, at a webinar on 2nd November.

Notes for editors

For media information contact Ruth Ashton, University of Birmingham Enterprise, email: [email protected]

To sign up to the webinar, go to  https://app.livestorm.co/graide/graide-insights-2023-revolutionising-essay-grading-with-ai

For information about Graide contact Manjinder Kainth, email: [email protected].

About the University of Birmingham

The University of Birmingham is ranked amongst the world’s top 100 institutions, and its work brings people from across the world to Birmingham, including researchers and teachers and more than 6,500 international students from nearly 150 countries.

University of Birmingham Enterprise helps researchers turn their ideas into new services, products and enterprises that meet real-world needs. We also provide incubation, and support innovators and entrepreneurs with mentoring, advice, and training, manage the University’s Academic Consultancy Service, and University of Birmingham Enterprise Operating Divisions .

About Graide

Graide is an award-winning assessment and feedback platform. The venture backed company is a spin out from the University of Birmingham. They support colleges, universities, exam boards, and awarding bodies.

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Nature 629 , 731 (2024)

doi: https://doi.org/10.1038/d41586-024-01396-8

Berger, J. & Toubia, O. PNAS Nexus 3 , pgae163 (2024).

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John Michael Kilgore, a senior majoring in professional and technical communication in the Department of English, completed an internship with Oyova. (Photo courtesy of Kilgore)

English student polishes technical writing skills interning with local software development company Oyova

• Anna Mayor, USF College of Arts and Sciences
• May 20, 2024

Accomplishments , Community Engagement

USF College of Arts and Science senior John Michael Kilgore originally came to USF to pursue a degree in physical therapy, but instead found his calling in professional and technical communication (PTC) in the Department of English .

He’s already put those skills to the test in his recent internship with the Florida-based software development company, Oyova Sofware, LLC .

John Michael Kilgore interned at Oyova’s St. Petersburg office. (Photo courtesy of Kilgore)

“Writing and digital design are my strong suits, as opposed to science and math, which the lack thereof became a significant factor in my decision to pursue this major,” he explained. “I am very passionate about communications, marketing, and writing, all of which are large parts of this major. Essentially, I enjoy the work it entails and find myself to be quite proficient in much of it already, so I really think it’s the ideal degree for me.”

Also minoring in astronomy , Kilgore is set to graduate this upcoming Fall semester and was set on finding an internship focused on technical writing.

He discovered the opportunity to intern with Oyova through the assistance of Dr. Michael L. Shuman , professor of instruction and director of internships in the Department of English.

His semester-long spring internship with Oyova, located at their St. Petersburg offices, put him front and center for writing and designing deliverables for clients.

“I most often wrote blog posts, but I also designed case studies, infographics, and even a custom 15th anniversary logo for one of their clients, Alpha-Omega Training & Compliance (AOTC), that is being used by them right now!” he said.  

Designing the custom logo has been a highlight of his experience. 

“I loved every part of the design process and was amazed to see that not only was I given such an incredible opportunity to create a logo for a client, but that AOTC is actually using the logo that I designed,” he said. “Digital design is something I am very passionate about, and for a real company to use something that I made, that I put so much hard work and thought into, makes me incredibly proud and happy.”

The internship went so well that Kilgore said Oyova has decided to keep him around as an intern through the end of the year with hopes to possibly offer him a full-time position upon graduation.

“My major in English (PTC) ties into this internship in that the work I am doing is the same work I have been learning how to do in my classes and is also the same work I'll be doing in my career after I graduate,” he said. “It's enhancing what I'm doing as an intern by allowing me to get valuable experience doing the work my major is preparing me for so that once I graduate, I'll be much more prepared to enter the workforce with the knowledge, proficiencies, and experience I've gained.”

John Michael Kilgore (right) with his internship supervisor Brandon Smith at Oyova. (Photo courtesy of Kilgore)

“What I've enjoyed most about majoring in English has absolutely been the amazing people I've met and achievements I've made through my work in the major. Over the course of my time as an English PTC major at USF, I've been quite fortunate to learn from so many outstanding professors who are kind, friendly, insightful, and are just as passionate about professional and technical communication as I am,” he said. “The work I've done is all work that I'm proud of and often serves many practical uses outside of the classroom as well, such as my portfolio website and the work I've done redesigning the internship program website in my capstone class. It all has made majoring in English an incredible and highly enjoyable experience.”

After graduating, Kilgore hopes to work in the communications and marketing field in the Tampa Bay area.

“Wherever it is I end up, I'm excited to get started!” he said.

Learn more about majoring in Professional and Technical Communication at USF.

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Pro-Palestinian protests dwindle on campuses as US college graduations are marked by defiant acts

Pro-Palestinian students hold white t-shirts stating the message, “DIVEST,” as they protest during the UC Berkeley graduation at California Memorial Stadium in Berkeley, Calif., on Saturday, May 11, 2024. (Yalonda M. James/San Francisco Chronicle via AP)

Palestinian flags are taken from protesters as they walk out of UNC Chapel Hill’s commencement ceremonies at Kenan Stadium in Chapel Hill, N.C., Saturday, May 11, 2024. (Ethan Hyman/The News & Observer via AP)

A student sits with her cap decorated to read “Free Palestine” while attending the University of Minnesota’s College of Liberal Arts graduation ceremony, Sunday, May 12, 2024, in Minneapolis, Minn. (Angelina Katsanis /Star Tribune via AP)

Police clash with pro-Palestinian demonstrators at the Shrine Auditorium, where a commencement ceremony for graduates from Pomona College was being held Sunday, May 12, 2024, in Los Angeles. (AP Photo/Ryan Sun)

A graduate displays a message on his shirt, “No Grad in Gaza,” during the Emerson College commencement ceremony at Boston University’s Agganis Arena, Sunday, May 12, 2024, in Boston. Many students verbally protested throughout the ceremony. (Pat Greenhouse/The Boston Globe via AP)

A graduate twirls with her Palestinian flag cape during the Emerson College commencement ceremony at Boston University’s Agganis Arena, Sunday, May 12, 2024, in Boston. Many students verbally protested throughout the ceremony. (Pat Greenhouse/The Boston Globe via AP)

Asna Tabassum sits during commencement for the University of Southern California’s Viterbi School of Engineering Friday, May 10, 2024, in Los Angeles. (AP Photo/Ryan Sun)

CORRECTS PHOTOGRAPHER’S NAME TO JARED LAZARUS FROM BILL SNEAD - In this photo provided by Duke University, commencement speaker Jerry Seinfeld laughs on stage during the school’s graduation ceremony, Sunday, May 12, 2024, in Durham, N.C. A tiny contingent of Duke graduates opposed the pro-Israel comedian speaking at their commencement Sunday, with about 30 of the 7,000 students leaving their seats and chanting “Free Palestine!” amid a mix of boos and cheers. (Jared Lazarus/Duke University via AP)

A Los Angeles Police Department officer holds back pro-Palestinian demonstrators at the Shrine Auditorium where a commencement ceremony for graduates from Pomona College was being held Sunday, May 12, 2024, in Los Angeles. (AP Photo/Ryan Sun)

Pro-Palestinian demonstrators are seen at the Shrine Auditorium where a commencement ceremony for graduates from Pomona College was being held, Sunday, May 12, 2024, in Los Angeles. (AP Photo/Ryan Sun)

This photo provided by Duke University shows commencement speaker Jerry Seinfeld, front row second from left, on stage during the school’s graduation ceremony, Sunday, May 12, 2024, in Durham, N.C. A tiny contingent of graduates opposed the pro-Israel comedian speaking at their commencement Sunday, with about 30 of the 7,000 students leaving their seats and chanting “Free Palestine!” amid a mix of boos and cheers. (Jared Lazarus/Duke University via AP)

CORRECTS PHOTOGRAPHER’S NAME TO JARED LAZARUS FROM BILL SNEAD - In this photo provided by Duke University, commencement speaker Jerry Seinfeld speaks during the school’s graduation ceremony, Sunday, May 12, 2024, in Durham, N.C. A tiny contingent of graduates opposed the pro-Israel comedian speaking at their commencement Sunday, with about 30 of the 7,000 students leaving their seats and chanting “Free Palestine!” amid a mix of boos and cheers. (Jared Lazarus/Duke University via AP)

Asna Tabassum reacts after receiving her diploma during commencement for the University of Southern California’s Viterbi School of Engineering Friday, May 10, 2024, in Los Angeles. (AP Photo/Ryan Sun)

Pro-Palestinian students protest during the UC Berkeley graduation at California Memorial Stadium in Berkeley, Calif., on Saturday, May 11, 2024. (Yalonda M. James/San Francisco Chronicle via AP)

Attendees hold an Israeli flag as pro-Palestinian students protest during the UC Berkeley commencement ceremony in Berkeley, Calif., Saturday, May 11, 2024. (Stephen Lam/San Francisco Chronicle via AP)

Los Angeles Police Department officers push aside pro-Palestinian demonstrators so that attendees can get through at the Shrine Auditorium where a commencement ceremony for graduates from Pomona College was being held Sunday, May 12, 2024, in Los Angeles. (AP Photo/Ryan Sun)

A Los Angeles Police Department officer attempts to make a hole where pro-Palestinian demonstrators were attempting to keep attendees from getting through at the Shrine Auditorium where a commencement ceremony for graduates from Pomona College was being held, Sunday, May 12, 2024, in Los Angeles. (AP Photo/Ryan Sun)

Pro-Palestinian demonstrators rally at the Shrine Auditorium where a commencement ceremony for graduates from Pomona College was being held Sunday, May 12, 2024, in Los Angeles. (AP Photo/Ryan Sun)

Los Angeles Police Department officers clash with pro-Palestinian demonstrators at the Shrine Auditorium where a commencement ceremony for graduates from Pomona College was being held Sunday, May 12, 2024, in Los Angeles. (AP Photo/Ryan Sun)

Pro-Palestinian demonstrators rally at the Shrine Auditorium, where a commencement ceremony for graduates from Pomona College was being held Sunday, May 12, 2024, in Los Angeles. (AP Photo/Ryan Sun)

Asna Tabassum, left, stands in line during commencement for the University of Southern California’s Viterbi School of Engineering Friday, May 10, 2024, in Los Angeles. (AP Photo/Ryan Sun)

Palestinian insignia are seen on the stole of a graduate during commencement for the University of Southern California’s Viterbi School of Engineering Friday, May 10, 2024, in Los Angeles. (AP Photo/Ryan Sun)

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A tiny contingent of Duke University graduates opposed pro-Israel comedian Jerry Seinfeld speaking at their commencement in North Carolina Sunday, with about 30 of the 7,000 students leaving their seats and chanting “free Palestine” amid a mix of boos and cheers.

Some waved the red, green, black and white Palestinian flag. Seinfeld, whose namesake sitcom was one of the most popular in U.S. television history, was there to receive an honorary doctorate from the university.

The stand-up comic turned actor, who stars in the new Netflix movie “Unfrosted,” has publicly supported Israel since it invaded Gaza to dismantle Hamas after the organization attacked the country and killed some 1,200 people in southern Israel on Oct. 7. The ensuing war has killed nearly 35,000 people in Gaza , mostly women and children, according to Gaza’s Health Ministry, which doesn’t distinguish between civilians and combatants.

The small student protest Sunday at Duke’s graduation in Durham, North Carolina, was emblematic of campus events across the U.S. Sunday after weeks of student protests resulted in nearly 2,900 arrests at 57 colleges and universities.

Students at campuses across the U.S. responded this spring by setting up encampments and calling for their schools to cut ties with Israel and businesses that support it. Students and others on campuses whom law enforcement authorities have identified as outside agitators have taken part in the protests from Columbia University in New York City to UCLA.

Police escorted graduates’ families past a few dozen pro-Palestinian protesters who tried to block access to Sunday evening’s commencement for Southern California’s Pomona College. After demonstrators set up an encampment last week on the campus’ ceremony stage, the small liberal arts school moved the event 30 miles (48 km) from Claremont to the Shrine Auditorium in downtown Los Angeles. Tickets were required to attend the event, which the school said would include additional security measures.

In April, police wearing riot gear arrested 19 protesters who had occupied the president’s office at the college with about 1,700 undergraduates.

Demonstrator Anwar Mohmed, a 21-year-old Pomona senior, said the school has repeatedly ignored calls to consider divesting its endowment funds from corporations tied to Israel in the war in Gaza.

“We’ve been time and time again ignored by the institution,” Mohmed said outside the Shrine on Sunday. “So today we have to say, it’s not business as usual.”

At the University of California, Berkeley, on Saturday, a small group of pro-Palestinian demonstrators waved flags and chanted during commencement and were escorted to the back of the stadium, according to the San Francisco Chronicle . There were no major counterprotests, but some attendees voiced frustration.

“I feel like they’re ruining it for those of us who paid for tickets and came to show our pride for our graduates,” said Annie Ramos, whose daughter is a student. “There’s a time and a place, and this is not it.”

This weekend’s commencement events remained largely peaceful .

At Emerson College in Boston, some students took off their graduation robes and left them on stage. Others emblazoned “free Palestine” on their mortar boards. One woman, staring at a camera broadcasting a livestream to the public, unzipped her robe to show a kaffiyeh , the black and white checkered scarf commonly worn by Palestinians, and flashed a watermelon painted on her hand. Both are symbols of solidarity with those living in the occupied territories.

Others displayed messages for a camera situated on stage, but the livestream quickly shifted to a different view, preventing them from being seen for long. Chants during some of the speeches were difficult to decipher.

Protests at Columbia University, where student uprisings inspired others at campuses across the country, led the school to cancel its main graduation ceremony in favor of smaller gatherings.

The University of Southern California told its valedictorian, who publicly backed Palestinians, that she could not deliver her keynote speech at its graduation ceremony because of security concerns. It later canceled its main graduation ceremony .

At DePaul University in Chicago, graduation is more than a month away. But as the academic year closes, school leaders said they had reached an “impasse” with the school’s pro-Palestinian protesters, leaving the future of their encampment on the Chicago campus unclear.

The student-led DePaul Divestment Coalition, which is calling on the university to divest from economic interests tied to Israel, set up the encampment nearly two weeks ago. The group alleged university officials walked away from talks and tried to force students into signing an agreement, according to a student statement late Saturday.

Associated Press journalists Ryan Sun in Los Angeles, Sophia Tareen in Chicago and Kimberlee Kreusi in Nashville, Tennessee, contributed to this report.

The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org .

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Western Governors University Selects Grammarly as AI Writing Assistance Provider

This joint effort includes the launch of grammarly’s writing score api, enabling wgu students to build critical communication skills to succeed in the modern workforce.

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SAN FRANCISCO—May 21, 2024— Grammarly , the company empowering smarter work for over 30 million people, 70,000 teams, and 3,000 educational institutions, today announced a partnership with nonprofit Western Governors University (WGU), one of the country’s largest providers of online higher education. The partnership addresses the needs of the school’s population of working adult and remote students by providing all students and faculty access to Grammarly’s real-time writing support and Grammarly’s new Writing Score API.

The Writing Score API is Grammarly’s proprietary technology that provides a real-time quality check on any document to support students in submitting their most correct, clear, and engaging writing. The Writing Score API will be available to WGU students later this summer and to the broader education market later this year.

Grammarly has been committed to strengthening everyday writing skills through the productive and responsible use of AI since its founding in 2009. By providing its best-in-class AI writing assistance to all WGU students, Grammarly will help students improve their writing while becoming AI literate, preparing them to communicate effectively and efficiently in their future careers.

“Even in the generative AI–connected workforce, writing is as essential as ever, with knowledge workers spending 19 hours per week on written communication,” said Jenny Maxwell, Head of Grammarly for Education. “To ensure students are prepared to succeed in today’s workplace, they must learn effective writing and editing skills. Grammarly’s partnership with WGU will empower students to improve their writing skills, increase the likelihood of earning a degree, and ultimately maximize their career opportunities.”

With Grammarly’s Writing Score API integrated into WGU’s learning management system, students can upload any written assignment of more than 30 words and get a writing score on a scale of 1–100. This score indicates opportunities to improve spelling, grammar, and syntax, giving students valuable insight to determine whether to make additional revisions with Grammarly or submit as is. The score is based on elements including spelling and grammar correctness, clarity of sentences, variety of word choices, and the tone of the writing.

The feature uses Grammarly’s existing writing score technology—currently only available to customers using the Grammarly Editor—and makes it available in any application. When deployed at scale in higher education, the Writing Score API can serve as a measure of baseline quality for students’ writing, ultimately giving faculty more time to engage with students’ ideas on a deeper level.

“WGU is thrilled to partner with Grammarly and pilot the Writing Score API at scale,” said Debbie Fowler, WGU Senior Vice President, Academic Delivery. “WGU makes higher education

and professional career advancement attainable for everyone by identifying system-wide barriers and investing in solutions to eliminate them. We are excited to embed this in-the-moment feedback into how we teach while our instructors remain student-centric. By incorporating this AI technology, we can provide truly personalized learning and meet students where they are.”

The strategic partnership reinforces the importance of effective communication skills in higher education and beyond. With Grammarly’s AI-powered assistance, WGU students will be better equipped to deliver clear and polished communication in their academic and professional endeavors.

Learn more about Grammarly for Education at grammarly.com/edu.

About Grammarly

Grammarly is the world’s leading AI writing assistance company, trusted by over 30 million people, 70,000 professional teams, and 3,000 educational institutions. From instantly creating a first draft to perfecting every message, Grammarly helps people at 96% of the Fortune 500 and teams at companies like Atlassian, Databricks, and Zoom get their point across—and get results—without compromising security or privacy. Grammarly’s product offerings— Grammarly for Business , Grammarly Premium , Grammarly Free , and Grammarly for Education —work where you do, delivering contextually relevant writing support across over 500,000 apps and websites. Founded in 2009, Grammarly is No. 7 on the Forbes Cloud 100, one of TIME’s 100 Most Influential Companies, one of Fast Company’s Most Innovative Companies in AI, and one of Inc.’s Best Workplaces. Learn more at grammarly.com/about .

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