Development of arguments • Use of analysis to develop and sustain arguments and justifications. Arguments and justifications are incoherent and deficient. There is minimal evidence of an attempt to develop or sustain an argument. Arguments and justifications are unsatisfactory and ineffective. The development of arguments is incomplete and not sustained. Arguments and justifications are confused and inaccurate. The development of arguments is inconsistent and partially sustained with significant omissions Arguments and justifications are satisfactory and sufficient to meet the learning outcomes. The development of arguments is basic and sustained adequately. Arguments and justifications are clear and reasonable. The development of arguments is fair and sustained competently. Arguments and justifications are advanced and sophisticated. The development of arguments is sophisticated and sustained comprehensively Arguments and justifications are ambitious and exceptional. The development of arguments is insightful and fully sustained.

g g g g Critical analysis • Analysis of source materials Analysis of the source materials is superficial, deficient or minimal Analysis of the source materials is shallow ineffective or incomplete. Analysis of the source materials is insubstantial, inaccurate or inconsistent. Analysis of the source materials is adequate and of sufficient depth to meet the learning outcomes. Analysis of the source materials is substantial clear and competent. Analysis of the source materials is rigorous, accurate and comprehensive. Analysis of the source materials is profound, proficient and very advanced. • Application of analysis to the demands of the task Analysis is not applied to the demands of the task. Analysis is applied unsatisfactorily to the demands of the task. Analysis is partially applied to the demands of the task. Analysis is satisfactorily applied to the demands of the task Analysis is reasonably applied to the demands of the task. Analysis is perceptively applied to the demands of the task. Analysis is innovatively applied to the demands of the task.

4. EVIDENCE BASED CRITICAL ANALYSIS 20 0–3 Inadequate 4–7 Limited 8–9 Below threshold 10–11 Threshold 12–13 Good 14–15 Excellent 16–20 Outstanding Practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge Minimal understanding of how established techniques of research and enquiry are used to create and interpret knowledge. Unsatisfactory understanding of how established techniques of research and enquiry are used to create and interpret knowledge Insufficient understanding of how established techniques of research and enquiry are used to create and interpret knowledge Sufficient understanding of how established techniques of research and enquiry are used to create and interpret knowledge Effective understanding of how established techniques of research and enquiry are used to create and interpret knowledge Sophisticated understanding of how established techniques of research and enquiry are used to create and interpret knowledge. Insightful understanding of how established techniques of research and enquiry are used to create and interpret knowledge.

Grammar • Selection of words, sentence construction, spelling and punctuation. Use of grammar is deficient and meaning is obstructed. Significant grammatical errors and meaning lacks clarity. Several grammatical errors and meaning conveyed insufficiently clearly. Notwithstanding some minor errors and oversights, grammar and clarity of meaning are sufficient to meet the learning out Grammar usage is capable and conveys meaning effectively. Grammar usage is advanced and conveys meaning precisely. Grammar using is exceptional and conveys meaning eloquently.

Structure and presentation • Organisation and presentation of ideas A lack of structure beyond a loosely connected list of points. Largely unstructured and does not have a clear logical flow. Inconsistent structure and logical flow. Adequate Structure and logical flow. Capable structure and logical flow. Advanced structure and logical flow. Proficient structure and logical flow. • Format appropriate to the intended audience and/or industry protocols • How structure and presentation enable communication. Presentation format is inappropriate. Communication is obstructed. Presentation format is ineffective. Communication is hindered. Presentation format is confused. Communication is only partially effective. Presentation format is satisfactory. Communication is sufficient to meet the learning outcomes. Presentation format is effective. Communication is sound. Presentation format is sophisticated. Communication is articulate. Presentation format is innovative. Communication is insightful.

1. COMMUNICATION 15 0–2 Inadequate 3–5 Limited 6–7 Below threshold 8 Threshold 9–10 Good 11 Excellent 12–15 Outstanding Relevance to task • The relevance of the information provided to the context of the task • The way the needs of the intended audience have been addressed. Irrelevant and addresses neither the task nor the needs of the intended audience. Largely irrelevant and does not effectively address the task or the needs of the intended audience. Partially relevant and attempts to address the task and the needs of the intended audience with significant irrelevance or omissions. Sufficiently relevant to the task and the needs of the intended audience to meet the learning outcomes. Consistently relevant to the task and focussed on the requirements of the intended audience. Highly relevant to the task and precisely focussed on the requirements of the intended audience. Completely relevant to the task and fully focussed on the requirements of the intended audience.

Marking guidance for students This guidance is designed to help you to do as well as possible in your assessments by explaining how the person marking your work will be judging it. This should ensure you are aware of what they are looking for when you prepare your assessment. When you receive feedback on your assessment, the guide should also help you to see where you gained marks and how you could have improved your mark.

I have done 1400 words and need 2800 words more: Introduction (200 - 300) Residual Appraisal (2000 words) I have done the calculation. BREEAM ratings (1000 words) I have done Funding options (1000 words) - 500 + 500 Debt Finance (500 words) Equity Finance (500 words) Conclusion (200 words) - I am taking a Msc in Quantity Surveying. There is an essay about the residual method for the new development.