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Planning your essay
Writing your introduction
Structuring your essay
Structuring your dissertation
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.
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:
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 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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August 23, 2009 by Roy Johnson
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:
First class (I) | 70% or over | A |
Upper second (II.i) | 60-69% | B |
Lower second (II.ii) | 50-59% | C |
Third class (III) | 40-49% | D |
Pass/Fail | 34-39% | E |
Fail | Below 34% | F |
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.
Grade | Degree | Guide to interpretation |
---|---|---|
90/85 | 1 | Outstanding work |
78 | 1 | Work of exceptional merit, in terms of coherence, clarity of presentation, comprehensive coverage and critical analytic discourse. |
73 | 1 | Excellent command of relevant material, clearly expressed, with a high level of perception and critical insight. |
68/63 | 2.i | Based on wide reading and critical analysis of material. Work is logically structured, is expressed clearly, offers broad coverage of the topic, and is accurate in points of detail. |
58/53 | 2.ii | Work is satisfactory in structure and expression, and is based on a fair range of reading. The student has thought through the subject, tackled most relevant issues with reasonable accuracy, and has attained an acceptable level of understanding. |
48 | 3 | Work has some merits, but is deficient in one or more significant respects. For example, structure and expression are poor; certain issues are misunderstood; factual errors creep in; insufficient reading; lack of evidence of independent thought. |
43 | Pass | Work is deficient in several respects or badly deficient in one of them, but nontheless has some recognisable merit. |
33 | Fail | Some awareness of the dimensions of the question/issue, but the communication of knowledge and understanding is limited and/or error-prone. Alternatively, the communication of knowledge and understanding is of a related subject, which represents a misreading or misunderstanding of the question/issue as set. |
25 | Fail | Sufficient knowledge to indicate a minimal level of understanding, but knowledge based unacceptably weak. |
15 | Fail | No coherent response to the question/issue, but a few relevant points made. |
8 | Fail | Virtually no relevant response to the question or issue. |
0 | Fail | No relevant response to the question or issue. |
© Roy Johnson 2003
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Disclaimer: Whilst every effort has been made in building our calculator tools, we are not to be held liable for any damages or monetary losses arising out of or in connection with their use. Full disclaimer .
Our university grade calculator takes a percentage mark for each of your university courses (assignments or modules) or academic years, together with the percentage or credit weighting, and returns a weighted average for the parts you have completed so far.
In order to work out your weighted average grade for your university year, module, or assignment, we take the marks (or grades) multiplied by their respective weights, sum them together, and then divide the total by the sum of the weights. An example is shown below, and the calculation is shown at the bottom of the results.
Student A is studying a degree in Computer Science and has undertaken three modules so far. They want to calculate their average weighted grade for the three modules.
Mark | Weight | Module |
---|---|---|
66% | 20 credits | Data Analysis |
55% | 10 credits | Databases |
71% | 10 credits | Experimental Design |
Student A's average mark is therefore calculated at 64.5%.
If you wish to carry out an unweighted calculation, simply leave all the weight boxes blank, or make them equal. If you want to work out the mark you require on your final exam, you can use our final grade calculator tool .
Our calculator can help you work out the average mark you need from the remainder of your course, in order to achieve a target percentage, so that you can see whether you're on track to achieve the grade you want.
If you have any problems using our university grade calculator, please contact us .
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Since 2006, oxbridge essays has been the uk’s leading paid essay-writing and dissertation service.
We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below.
The essay marking service we provide here at Oxbridge Essays seeks to provide students with a better insight into their own essay writing so they can, in turn, improve their grades. But how do we go about marking your essay, dissertation or other assignment? What do we look at? What feedback do we give? How do we arrive at an estimated grade for your work? How can all of this help you in your own writing? And, how does this compare to the marking process your university tutor or lecturer will use? If you're interested in knowing how the academic marking process really works (and you should be – it will help you immensely), then read on.
When writing essays, it can be challenging to take a step back and read your work as the audience would. For students, this audience is usually a lecturer or tutor: a person with the power to give good or bad grades. That's why having a professional pair of eyes review your work before you submit it can be invaluable.
What we look for in a great essay is likely to be the same as what your tutor is looking for. Where we differ is in the level of attention devoted to providing feedback. We are not just seeking to critique your essay – our ultimate aim is to help you improve your essay to its very best potential.
It may sound obvious, but no two markers are the same. We are human beings, after all. We may have different stylistic preferences, and what interests us will vary. Despite this, there are certain constant elements that go into writing a great essay . We look for these elements during the marking process and then give feedback on any areas that need attention. In this sense, we are the critical reader to you as an academic writer .
The first thing a marker will likely do is examine the writer’s brief. This indicates essay type, subject and content focus, word limit and any other set requirements. The brief gives us the guidelines by which to mark the essay. With these expectations in mind, critical reading of your essay begins. There are five key elements that we examine, all of which form the basis of any great essay :
A well-crafted essay will have a clear sense of structure. This is the template upon which to hang your message. Get your structure right and you’re well on the way to creating a great essay. Getting it right is all about organisation and ensuring you include all the necessary elements. The essential structural components of any essay should be an introduction, the main body and a conclusion.
An effective introduction sets the scene immediately. Within the first few sentences, it should be obvious what the rest of the essay is about. The context of the question and, therefore, the overall scope of the essay should also be explicit. This manages the reader’s expectations for the rest of their experience reading, and marking, your piece of work. The more satisfying introductions justify both the question itself and any areas of particular focus.
So, while seeking to improve an essay, we look for whether the writer has answered the what, where, who and why questions in the introduction. What is the writing about? Yes, the essay title gives us some idea but here is where we expect to see it made explicit. Who is it written for, and why? Where is it relevant?
Of course, the question of how tends to be the focus of the main body of the essay. And the main body forms the bulk of your assignment. Its organisation will depend on the type of exercise you have undertaken, and what requirements and constraints have been set by your assessors. We always take these points into consideration when marking. Markers are also aware of formatting conventions and are sensitive to these when developing critical feedback. Independent of these constraints, we check your work to determine how well different sections relate to each other and that there is a logical flow of content. This flow is the primary demonstrator that you have understood what you are writing about and how you should be presenting it. Logical flow can easily make the difference between grades. When marking your work, we aim to give you pointers on how to strengthen this area.
A strong essay conclusion serves to summarise to your assessor how well you can reflect on what you have written about. It is another vital part of the whole picture that we look to ensure you’ve mastered. We check to see if your ideas have been brought together and are coherent. If we see it, your assessor will too.
Here is where we assess how well you have understood the question and how much you know about the subject. We do more than simple fact checking (though we do ensure you have got your stuff right). We want to see how clear things are and if they’ve been linked together in the right way. We ask, how well is your message conveyed?
Often, in academic writing, it can be tempting to cram as much detail into a sentence as possible. Or to include every single point of view on the topic in hand. Really, this is the wrong way to go. At first glance, it may seem a point of style, but the best way to show your understanding of a subject is to lay your knowledge and research out in plain terms. And keep your work focused. This level of clarity is something we examine. You can find some helpful tips on perfecting your essay writing style here .
Despite a need for focus, we do expect to see breadth and depth of knowledge. This means you provide a suitable level of detail to answer the question but also evidence of a wider understanding of the subject. In short, has the detail been put into context?
Is it clear that you understand what you talk about? We have mentioned this already, but it’s the main thing your examiners are looking for, so it bears repeating. The facts you’ve researched, the way you’ve worded and structured them, the logical flow between them, and any insights you’ve discussed all contribute towards this. Your level of comprehension is foremost in the marker’s mind.
Have all things been considered? Are there any issues left out or missed? Sometimes, you’ll intentionally omit an area, and so this should be indicated when you talk about scope in the introduction. But if you’ve missed something and it seems like you’ve just forgotten it, we will remind you.
Focus – do things stay on track or are there any digressions? There’s nothing wrong with tangents, as long as they add to the story. We assess exactly the value of each phrase in the work and let you know if anything is diluting your message. Remember, your marker is knowledgeable in your area of study. If we don’t understand it, chances are your tutors won’t either.
To get the good grades, this is an area to give attention to. Convincing the reader of your argument is, essentially, what essay writing is all about. This is about how you’ve used the information to tell your story or make your point. What we look for here are coherence and evidence. Argument needs to be seen strongly throughout the work. Do you follow your line of argument right through and are counterarguments presented? We’ll let you know if, and where, your particular argument is well-formulated and substantiated. Most important for you, we give feedback on any holes in your logic.
As said, we look to see if the argument is solid, well-reasoned, examined from all angles and supported by evidence. This support comes from the literature. As we cast a critical eye on your writing, we check to see if you have, in turn, done the same to the literature. Can you discuss critically complex, even abstract, ideas and concepts? Evidence of clarity and independent thought is great to see. Going beyond what the accepted norms are is a clear indicator of your capabilities.
We examine the type and range of sources used in the construction of your essay. The best of essays will demonstrate analysis beyond any core texts to include current, respectable works, and maybe even discuss controversial ones.
All information sources must be cited in your work. This is more than simply showing where you gathered your information from. A well-placed citation gives the reader confidence in what has been claimed by the writer. So, here we look to see how suitable the sources are in supporting your text. In other words, have their contents been properly understood and are they appropriately represented?
Of course, we check to see that sources are accurately referenced in your bibliography .
This is all about how you have packaged your content. You could have the best story to tell but it may be missed if hidden by poor presentation.
We examine the usual mechanisms of English, such as spelling, punctuation, grammar and sentence construction. Stylistic factors such as tone, formatting and quality of figures, are also considered. What we’re really looking for, is whether you’re giving your examiner a tiring read or an easy ride. We also check conventions related to reference style, data presentation, quote placements and so on.
One of the most important elements in presentation is consistency. It is essential to maintain high standards throughout and we pay close attention to this detail.
Your tutor or lecturer will grade your work. Few have the liberty of time to feedback, in great detail, on how they arrived at this decision. But our marking process is thorough and detailed. From our notes on your work, we compile a report that explains our thoughts and, importantly, gives guidance on any areas that could be improved.
What did you do well? We’ll tell you. This is more than a simple exercise in making you feel good. Knowing where your strengths lie gives you the opportunity to refocus your energies to areas more in need of attention, and also learn from your successes.
This is where we lay it all out. To improve your work , it is vital to know the parts that need some attention. This applies when editing the current work, but also in deciding which skills to focus on developing as you progress further in your career.
Here, we don't just list of things we had trouble with. As markers, we identify problem areas and make actionable suggestions for how these could be altered to make your essay stronger. This expands on the weaknesses section but is specific and, as mentioned, actionable. We order this by value. Most impactful changes first; least impactful last. This means you can work through the list from top to bottom, and even if you don’t manage to make all the changes by hand-in date, you’ll be safe in the knowledge that obvious weaknesses have been turned into strengths.
As well as an overall grade, part of our marking process involves assessing different components of the work. Each of the five main areas, mentioned above, are given scores (from 1-5, very poor to excellent), to let you know how you rate.
In addition, we gauge your merits in other areas, such as originality, creativity, readability and independent thought. It is strength in these areas that, generally, separate the good work (B) from the great work (A).
Your overall grade is a guide. We follow similar criteria that academic institutions do, so you can be sure to have a good idea of how you are doing. An excellent essay will demonstrate strong critical and accurate analysis of a wide range of appropriate subject material, clear and substantiated arguments, independent thought, impeccable presentation, organisation and expression. The very best of these will show a level of originality beyond the expected.
Our summary is the take-home message: a little round-up of how your work was viewed by a critical reader.
While there’s a lot of detail and formality in the work we do to grade your essay, what we’re really trying to give you is some useful advice on how to raise the quality of your work . Ultimately, our marking service is there to help you – no matter your current skill level, subject area or level of study – get closer to achieving the grades you need.
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Study in the UK UK University Facts
Last updated: 2 April 2024
The UK university grading system is a standard way of assessing the academic performance of undergraduate and postgraduate students. The grading system has been in place for several decades and is used across all universities in the UK .
The UK university grading system is based on a numerical scale, typically ranging from 0 to 100 or 0 to 70. The grading system varies slightly between universities, but generally, a score of 70 or above is considered a First-class Honours degree, 60-69 is an Upper Second-class Honours degree, 50-59 is a Lower Second-class Honours degree, 40-49 is a Third-class Honours degree, and below 40 is a Fail.
Degree Class | Percentage Score |
---|---|
First-Class Honours | 70% - 100% |
Upper Second-Class Degree | 60% – 69% |
Lower Second-Class Degree | 50% - 59% |
Third Class Degree | 40% - 49% |
Fail | 0 - 39% |
The UK university grading system provides a clear and transparent way of measuring a student's academic performance, allowing employers and other institutions to easily compare the academic achievements of different students and make informed decisions based on their grades. Additionally, the system encourages students to strive for higher grades and provides a clear incentive for academic excellence. It is also recognised internationally.
The grading system in the UK is a reliable way of assessing students' academic performance and has been in place for many years. If you want to study in the UK, arrange a free consultation with SI-UK London today.
First-class degree.
In the UK, a first-class degree is the highest classification a student can achieve at the undergraduate level . It is awarded to students with exceptional academic ability and outstanding results throughout their degree.
To be awarded a first-class degree, students must typically achieve an overall average of 70% or above in their assessments. However, the specific requirements may vary depending on the institution and the course of study .
Also known as a 2:1, a UK upper second-class degree is the second-highest classification a student can achieve at the undergraduate level.
To be awarded an upper second-class degree, students must typically achieve an overall average of 60-69% in their assessments. However, the specific requirements may vary depending on the institution and the course of study.
While an upper second-class degree is not as highly regarded as a first-class degree, it is still a significant achievement. It is often seen as a strong indicator of a student's academic potential and ability to succeed in their chosen field.
A lower second-class degree, or 2:2 degree, is the third-highest classification. To be awarded a lower second-class degree, a student must typically achieve an overall average of 50-59% in their assessments, although the specific requirements may vary depending on the institution and the course of study.
A third-class degree is a student's lowest classification at the undergraduate level. To be awarded a third-class degree, a student must typically achieve an overall average of 40-49% in their assessments. However, the specific requirements may vary depending on the institution and the course of study.
A fail grade is awarded to students who have not met the minimum requirements to pass their degree course. This means they have not demonstrated sufficient academic ability or achieved the necessary grades to receive a degree qualification. The specific requirements for a fail grade may vary depending on the institution and the course of study. In most cases, a student who receives a failing grade must retake some or all of their assessments to pass the course and receive a degree qualification.
While receiving a failing grade can be disappointing and challenging, it is important to remember that it does not necessarily reflect a student's potential or future success. Many students who initially fail their degree can learn from their mistakes, retake their assessments, and ultimately achieve their degree qualification.
UK university students are assessed using a variety of methods, including:
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How does the grading system work in the uk.
The grading system in the UK typically uses letters to denote different levels of achievement. In higher education, undergraduate degrees are usually awarded as First Class Honours, Upper Second Class Honours (2:1), Lower Second Class Honours (2:2), Third Class Honours or a Pass. Secondary school grades are typically awarded on a scale from A* to G for GCSEs and A to E for A-levels.
It is difficult to compare grading systems across different countries as they may have different objectives and criteria for assessment. However, the UK grading system is generally considered rigorous and challenging, and students must demonstrate a high level of knowledge and skills to achieve the top grades.
Assessing a student's performance against a set of predetermined criteria or standards. This assessment should be objective, transparent, and consistent and provide feedback to help students improve their learning.
The main objective of grading is to assess a student's knowledge and skills in a particular subject or field. This information can then inform decisions about further education or employment opportunities.
In the UK, a 2.1 GPA is equivalent to an Upper Second Class Honours degree, which is a high level of achievement in undergraduate studies.
No, the UK education system typically considers various factors in assessing a student's performance and potential, including extracurricular activities, personal statements, and interviews.
In the UK, a merit grade is typically used to denote a level of achievement in vocational qualifications, such as BTECs. It is usually awarded for performance above the passing grade but below the distinction grade.
Last Updated: 2 April 2024
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With MarkMyGCSE, you no longer have to struggle in silence or feel lost and helpless when it comes to preparing for your exams.
Let’s take a closer look at MarkMyGCSE and show you how it works, what makes it such a valuable tool for GCSE students, and how you can get the most out of it. We’ll also share feedback from other students who have already tried it out during its testing phase, so you can get a sense of the kind of impact it can have on your exam skills.
Before you can receive feedback on your paper, you’ll need to submit it to MarkMyGCSE so read on. If you prefer watching a video, here:
The first step is to create an account on the Edumentors website . Once you’ve created your account, you can log in and start submitting your papers.
Next, you’ll need to select the exam and paper type that you want to receive feedback on. Currently, MarkMyGCSE only works for English Language and English Literature papers, but the team is working on adding support for other subjects as well.
To ensure proper grading of your paper, use the same numbering scheme as the exam paper (e.g., “1.1” or “1(a)”) and/or clearly state which question you have chosen if given a choice. Please note that papers should be typed and not hand-written.
To submit your paper, simply upload it to the MarkMyGCSE page. You’ll need to make sure that your paper is in a format that is compatible with the tool (e.g. a Word document).
Once you’ve submitted your paper, MarkMyGCSE uses AI to mark it and provide you with feedback. Note that MarkMyGCSE can only mark up to three papers during the 24 hours period.
MarkMyGCSE uses advanced AI algorithms to analyse your paper and provide you with detailed feedback. The tool takes into account a wide range of factors, including grammar, vocabulary, sentence structure, and more.
The amount of time it takes to receive your feedback depends on how many papers are being processed at any given time. However, you can typically expect to receive your feedback within a few seconds to a few minutes.
When your paper has been marked, MarkMyGCSE will provide you with a detailed feedback report that highlights areas of strength and weakness. The report includes a score for your paper, as well as detailed feedback on things like grammar, spelling, punctuation, analytical skills and more, based on the mark scheme of that paper .
Once you’ve received your feedback report, it’s time to review your results and identify areas of improvement. Here’s how:
Your feedback report will include detailed feedback on every aspect of your paper, including things like grammar, punctuation, and vocabulary. Use this feedback to identify areas where you need to improve.
As you review your feedback report, pay attention to the areas where you did well, as well as the areas where you need to improve. This will help you create a targeted study plan that focuses on your specific needs.
Finally, use the feedback you’ve received from MarkMyGCSE to improve your exam skills and boost your confidence. Here’s how:
Utilise your feedback report to develop a study plan that concentrates on the areas where you need to enhance your understanding. This could entail practicing particular question types that you performed poorly on in the previous paper.
As you work on your exam skills, use MarkMyGCSE to track your progress over time. This will help you see how much you’ve improved and where you still need to focus your efforts.
Finally, consider re-submitting your paper to MarkMyGCSE after you’ve worked on improving your skills. This will allow you to check your improvement
Here are some potential advantages of using MarkMyGCSE:
MarkMyGCSE provides instant feedback on your performance, allowing you to see your strengths and weaknesses right away. This can help you identify areas where you need to improve and adjust your study plan accordingly as soon as possible.
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MarkMyGCSE can save you time by automatically marking your papers for you. This means you can spend more time focusing on your studies and less time grading your own work.
Knowing where you stand in terms of your GCSE preparation can help boost your confidence and reduce exam anxiety. MarkMyGCSE can give you a better understanding of your strengths and weaknesses, helping you feel more prepared and confident on exam day.
MarkMyGCSE is a free online tool that you can use anytime, anywhere. This means you don’t need to rely on your teacher or tutor for feedback, and you can access the tool from the comfort of your own home.
We wanted to share some feedback from users of MarkMyGCSE to give you a better understanding of how the tool can be helpful in achieving success on your GCSE exams. Here are a few testimonials from students who used this tool during the testing process:
While MarkMyGCSE is a powerful tool for improving your GCSE exam performance, there are a few things you can do to make sure you’re getting the most out of it. Here are some tips to keep in mind:
MarkMyGCSE uses artificial intelligence to grade your papers, so it’s important that your responses are typed out, not handwritten. This will help ensure that the tool can accurately assess your work.
Make sure that you number your questions in the same way they were numbered on the exam paper. This will help ensure that the tool can accurately grade your responses.
If a question has several options to choose from, make sure you select the correct one. The tool will be looking for specific answers, so it’s important to choose the right option.
You can use MarkMyGCSE up to 3 times in a 24-hour period . Take advantage of this by using the tool to mark multiple practice papers. This will help you get a better sense of your strengths and weaknesses and improve your overall performance.
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In conclusion, MarkMyGCSE can be an incredibly useful tool for anyone preparing for their GCSE exams. With its ability to provide instant feedback and pinpoint areas for improvement, it can be a game-changer for students looking to boost their performance and confidence on exam day.
But MarkMyGCSE is just one tool in the arsenal of anyone preparing for their GCSEs. It’s important to also take advantage of other resources available to you, whether it be mocks , or other GCSE resources . By participating in these simulations, you’ll be able to practice your exam-taking skills in a realistic and supportive environment, and get a better sense of what to expect on test day.
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Grading has continued as normal in summer 2024, following the return to pre-pandemic standards last year. Overall GCSE results are similar to summer 2023.
Today, students in England are receiving more than 5.6 million GCSE results. Students’ grades have been determined by their performance in their exams and assessments. These qualifications provide students with trustworthy evidence of their achievements so they can move forward in their education or training.
Grading has continued as normal this summer, following the return to pre-pandemic standards last year. It is important that grades reflect what students know, understand and can do, to support students in making the right choices about their next steps.
The Chief Regulator at Ofqual, Sir Ian Bauckham CBE, said: “Consistent, rigorous standards of grading are producing consistent results.
“It is evidence that we have settled back into a pattern of dependable and trustworthy results.”
Grading has continued as normal this summer and standards have been maintained from summer 2023.
GCSE entries have increased by more than 250,000 compared with summer 2023. There has been an increase in the 16-year-old population since 2023, and there are more entries from post-16 students this summer for GCSE English language and maths. The changes to the post-16 cohort are reflected in the GCSE English language and maths results published today.
Overall GCSE results are similar to 2023. Outcomes at grade 7 and above are 21.7% compared with 21.6% in 2023, and outcomes at grade 4 and above are 67.4% compared with 67.8% in 2023.
The results for GCSE French, German and computer science reflect the small adjustments we required exam boards to make this summer.
Today (22 August 2024) we are publishing:
a summary of results (below)
infographics about this year’s GCSE results
interactive visualisations of outcomes by centre type, variability in school and college GCSE results, GCSE outcomes in England, an interactive map of England showing GCSE results in different subjects by grade and county and GCSE grade combinations
results of the 2024 National Reference Test
As normal, the Joint Council for Qualifications (JCQ) has published results in England for GCSE , overall and by subject. These results are also shown in our interactive visualisation .
Ofqual has updated its interactive visualisation to show GCSE results for different types of school and college compared with previous years, overall and by subject. The centre type categories are based on the national centre number (NCN) register and are self-reported by schools and colleges. Our interactive visualisations only include those schools or colleges that have entries for a particular subject in every year from 2018 to 2024.
Overall results for all types of school and college are broadly similar to 2023 at grade 7 and above and grade 4 and above. When students take exams, the same assessment arrangements apply to everyone. Differences in outcomes are therefore likely to reflect longstanding trends in the pattern of results for different centre types. Changes compared with 2023 will reflect changes in attainment or changes in the cohort of students taking qualifications across different types of centre. For example, more post-16 students took GCSEs this summer compared with 2023, and these students typically make up the majority of GCSE entries in further education establishments and colleges.
Cumulative percentage outcomes by centre type – grade 7 and above
Centre type | 2019 | 2023 | 2024 |
---|---|---|---|
Academies | 20.6 | 21.0 | 21.2 |
Free schools | 20.1 | 20.1 | 21.6 |
FE establishment | 0.9 | 1.0 | 0.8 |
Independent | 48.1 | 47.5 | 48.4 |
Other | 6.4 | 7.6 | 7.2 |
Secondary comprehensive | 18.8 | 19.3 | 19.4 |
Secondary modern | 12.4 | 12.8 | 12.6 |
Secondary selective | 58.6 | 59.4 | 60.3 |
Sixth form college | 1.0 | 1.4 | 1.2 |
Cumulative percentage outcomes by centre type – grade 4 and above
Centre type | 2019 | 2023 | 2024 |
---|---|---|---|
Academies | 69.1 | 69.2 | 69.4 |
Free schools | 68.7 | 67.5 | 69.0 |
FE establishment | 24.0 | 19.2 | 17.3 |
Independent | 91.0 | 91.0 | 90.9 |
Other | 36.6 | 37.6 | 35.3 |
Secondary comprehensive | 67.8 | 68.3 | 68.5 |
Secondary modern | 60.9 | 61.3 | 60.7 |
Secondary selective | 97.0 | 96.8 | 97.0 |
Sixth form college | 30.6 | 24.1 | 24.9 |
Ofqual’s interactive visualisation shows the level of variation in schools’ and colleges’ GCSE results compared with 2023. We know that, in any year, individual schools and colleges may see variation in the proportion of students achieving particular grades compared with previous years. This can be due to many different factors, including differences in the mix of students entered for particular qualifications, different teaching approaches, changes in teaching staff or teaching time, and changes to qualifications.
Our interactive visualisation allows users to explore variation in centres’ results for different age groups and sizes of centres.
This summer we required exam boards to award GCSE French, German and computer science more generously .
The positive adjustments in French and German follow our detailed review of an extensive evidence base as part of our work on inter-subject comparability, and subsequent announcement in 2019, that we would seek to align grade standards in GCSE French and German with Spanish . Exam boards were required to make small positive adjustments in French at grades 7 and 4, and in German at grades 9, 7 and 4. This follows adjustments in both subjects at grades 9, 7 and 4 in summer 2023. The adjustments were taken into account during awarding and are reflected in results. We did not require exam boards to make a further adjustment at grade 9 in French this summer, as the evidence suggests that there was broad alignment with Spanish in summer 2023.
For GCSE computer science we conducted an extensive programme of research considering grading standards over time , given the changes that have been made to the qualification in the short time that it has been available (the first awards were in 2012). Our research suggests that standards may have become slightly more stringent through the period from 2014 to 2019, likely due to the changes to the qualification and the context during this period. We therefore required exam boards to award more generously this summer at grades 9, 7 and 4, to reflect the findings of the research. These small adjustments were taken into account during awarding and are reflected in results.
As well as the results breakdowns published today, Ofqual will be repeating the equalities analyses that we have published since 2020 . Ofqual makes this information available so that the whole sector can understand qualification results and use this to inform policy making and practice. These detailed analyses consider whether the gaps between results for different groups of students have changed compared with previous years, while controlling for a range of student characteristics. It is important that these analyses control for as many student characteristics as possible, so that meaningful conclusions can be drawn from the results. This does mean, however, that it is not possible for us to complete these analyses ahead of results being issued, because final data from exams is only available very close to results days. We will publish our equalities analyses as soon as we can, in the autumn.
When students take exams, the same assessment arrangements apply to everyone – students’ grades are solely determined by the number of marks they achieve in the assessments, and the same rules apply to everyone taking the same qualification. The gaps between results for different groups of students are therefore likely to reflect long-standing trends in attainment, and any changes this year will reflect changes in attainment. Differential patterns of achievement in qualifications reveal, rather than create, educational disparities. They are an important part of the evidence needed for addressing those disparities.
Exam boards have set grade boundaries this summer based on a combination of data and qualitative evidence. As in any year, there has been an important role for examiner judgement. Expert examiners have reviewed the quality of students’ work compared with previous years.
Grade boundaries typically change each exam series and are often different between exam boards. This reflects any differences in the difficulty of the assessments. If an exam paper is harder the grade boundaries will be lower, and if an exam paper is easier the grade boundaries will be higher. This is important to ensure that students are not advantaged or disadvantaged based on the exam paper that they sit. This means that some grade boundaries are lower than 2023, while others are higher.
Grading has taken place as normal this summer and standards have been maintained from summer 2023. Students can therefore be confident in the grades they receive, irrespective of the grade boundaries or how they compare with last year.
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The pass rate also dropped but the results are higher than before the pandemic.
Thursday 22 August 2024 13:23, UK
Hundreds of thousands of teenagers have received their GCSE results with a slight drop in the proportion of top grades awarded from last year.
The approach to grading in England returned to pre-pandemic levels last year and this year exam regulators in Wales and Northern Ireland have also made the transition.
The Joint Council for Qualifications (JCQ) said the number of result is the biggest ever across the three nations with more than 6.5 million issued across GCSEs as well as Level 1 and 2 vocational and technical qualifications (VTQs).
Follow politics live updates: Starmer's son among students getting GCSE results
The GCSE results are similar to last year, with more than a fifth of entries, or 21.8%, awarded the top grades - at least a 7 or A grade - slightly down on the 22% in 2023, but higher than the 20.8% in 2019 before the pandemic.
Some 67.6% of grades were awarded at 4 or C and above, which is considered the standard pass grade, compared with 68.2% in 2023 and 67.3% in 2019.
The proportion getting a grade 1 or G or above is 97.9%, down from 98% in 2023 and 98.3% in 2019.
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While traditional A* to G grades are used in Northern Ireland and Wales, in England these have been replaced with a 9-1 system, where 9 is the highest.
A 4 is broadly equivalent to a C grade, and a 7 is broadly equivalent to an A.
GCSE entries increased by 4.8% to more than 6.1 million, resulting in just over 50,000 more top grades being awarded than last year.
Prime Minister Sir Keir Starmer said in a post on X: "Congratulations to those receiving their GCSE results today - you've done an incredible job.
"I know the power of education and opportunity. My government will make sure everyone's path is determined by their talent, skills and ambition, not where you come from."
Pandemic disruption
Education disruption due to COVID-19 led to an increase in top GCSE and A-level grades in 2020 and 2021, with results based on teacher assessments instead of exams.
Last week, the proportion of A-level entries awarded top grades rose on last year and surpassed pre-pandemic highs.
Many of the pupils who are receiving their GCSE results were in Year 7 when schools closed due to the pandemic.
Leaders in the education sector have warned that the cohort has had to overcome a series of challenges in their secondary schooling in recent years.
Read more from Sky News: Bodies recovered from sunken yacht Man arrested over delivery driver murder
Entries from students aged 17 and over were up 20.5%, with many thought to be re-taking exams as standards returned to pre-pandemic levels.
Results remain higher for girls than boys, but the gap narrowed slightly, while the top ten most popular subjects remain the same as last year, with science double award staying top with a total of 980,786 entries.
Maths remains the second most popular subject followed by English language while, outside the top ten, business studies moved from the 14th most popular subject to the 12th with an increase of 9.7%.
'Deeply concerned' about inequalities
Schools minister Catherine McKinnell said: "I want to congratulate both students and teachers on their achievements today despite the many challenges they've had to overcome over the past few years to get here.
Keep up with all the latest news from the UK and around the world by following Sky News
"While this is a moment to celebrate, I am deeply concerned about the inequalities in our education system with where you live and what type of school you attend still being too big an influence on your opportunities."
Figures from exams regulator Ofqual show the attainment gap in GCSE results between private and state schools in England has widened at the top grades this year.
Nearly half (48.4%) of private school entries scored a grade 7 and above compared to 19.4% of those at comprehensive schools - a gap of 29 percentage points, up from 28.2 percentage points last year.
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Figures from JCQ show that London and the South East remain ahead in top grades compared to other regions of England, with more than a quarter of entries scoring at least a grade 7 (London 28.5%, South East 24.7%).
At the other end of the table, the North East has the lowest proportion, with 17.8% of entries scoring at least a grade 7.
The gulf between London and the North East has closed marginally to 10.7 percentage points this year from 10.8 percentage points last year.
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The proportion of GCSE entries awarded top grades has fallen from last year, amid a growing north-south divide in England.
Hundreds of thousands of teenagers in England , Wales and Northern Ireland picked up their results on Thursday morning in a year when grades were due to be restored to 2019 levels in all three nations.
Many of the pupils who are receiving their grades were in Year 7 when schools closed due to the pandemic and schooling became disrupted.
More than a fifth (21.8 per cent) of UK GCSE entries were awarded the top grades (at least a 7 or an A grade) this year, down 0.2 percentage points on last year when 22 per cent of entries achieved the top grades.
This is higher than the equivalent figure for 2019 (before the pandemic caused the closure of schools) of 20.8 per cent.
The proportion of entries getting at least a 4 or a C grade (considered a “standard pass”) has fallen from 68.2 per cent in 2023 to 67.6 per cent this year – a drop of 0.6 percentage points, but higher than the 67.3 per cent in 2019.
The overall rate for grades 1/G or above is 97.9 per cent, down from 98.0 per cent in 2023 and 98.3 per cent in 2019. This is the lowest 1/G figure for nearly two decades, since 97.8 per cent in 2005.
Concerned education leaders said Thursday’s results showed that some English regions, such as the North East, were still being disproportionately affected by the cost of living crisis and the pandemic.
The latest figures show London and North East England continue to have the highest and lowest proportion of GCSE entries awarded grade 7/A or above in England.
But the gap between the regions has narrowed for the first time in nearly a decade.
In London, 28.5 per cent of entries were awarded 7/A or higher this year, up slightly from 28.4 per cent in 2023, while for North East England the figure was 17.8 per cent, up from 17.6 per cent.
The gap between these two regions this year stood at 10.7 percentage points, down from 10.8 points in 2023. It is the first time this gap has narrowed year on year since 2016, when it fell from 7.7 points to 7.5 points.
Since 2016, it grew every year, peaking at 10.8 points in 2023.
But while there has been a slight narrowing of the gap between the highest- and lowest-performing regions, there are still concerns that there is a significant gulf in attainment.
Chris Zarraga, director of Schools North East, which represents 1,150 schools in the region, said students had achieved outstanding results despite facing “enormous disruption” to their schooling in recent years, particularly in the North East.
He said: “Despite these record GCSEs, exam results in 2024 continue to map the disproportionate impact of the pandemic and cost of living crises, as well as the long-term perennial educational challenges that regions like the North East face.
“These results were a test of how successful the previous government’s plans were at supporting education recovery post pandemic, especially in disadvantaged areas like the North East.
“It is clear that current education policy is failing to close the disadvantage gap in attainment.”
Sir Peter Lampl, founder of the Sutton Trust charity and founder of the Education Endowment Foundation, said: “The stubborn regional disparities in attainment are unchanged.”
He added: “To close these gaps and enable pupils to reach their potential, we need sustained investment in teaching, particularly in areas with lower attainment.”
Paul Whiteman, general secretary at school leaders’ union NAHT, said inequalities between regions “have been exacerbated over the last decade by funding cuts to schools and community services, the pandemic, and the cost of living crisis.”
He added: “Schools do their best to support pupils and close those gaps, but they cannot do this alone. Unfortunately, the previous government failed to provide anything like the resources needed to address these inequalities.
“We welcome the new education secretary’s pledge to address regional disparities.”
It comes after Covid-19 led to an increase in top GCSE and A-level grades in 2020 and 2021, with results based on teacher assessments instead of exams.
But last week, the proportion of A-level entries awarded top grades rose on last year and surpassed pre-pandemic highs.
While traditional A*-G grades are used in Northern Ireland and Wales, in England these have been replaced with a 9-1 system, where 9 is the highest.
A 4 is broadly equivalent to a C grade, and a 7 is broadly equivalent to an A.
The latest Ofqual figures show the attainment gap in GCSE results between private and state schools in England has widened at the top grades this year.
This summer, nearly half (48.4 per cent) of private school entries scored a grade 7 and above compared to 19.4 per cent of those at comprehensive schools: a gap of 29 percentage points. Last year this gap was 28.2 percentage points.
But the gap between private and comprehensive schools has narrowed compared to 2019, when it was 29.3 percentage points.
Education secretary Bridget Phillipson said: “These pupils have shown remarkable resilience and determination, defying unprecedented disruption throughout the pandemic, Raac [the schools concrete crisis] and strike action.”
She added that the government was “committed” to breaking down barriers to opportunity by addressing “entrenched” regional disparities.
Nearly 373,000 vocational and technical qualification (VTQ) results have also been awarded to pupils.
Jill Duffy, chair of the JCQ board of directors and chief executive of the OCR exam board, said: “We’re seeing a record number of results issued today, and every one of them represents a student’s hard work, as well as that of their teachers, parents, and support staff.”
In Scotland, results for National 5 qualifications earlier this month showed the pass rate was 77.2 per cent, down from 78.8 per cent last year and 78.2 per cent in 2019.
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PaperRater's online essay checker is built for easy access and straightforward use. Get quick results and reports to turn in assignments and essays on time. 2. Advanced Checks. Experience in-depth analysis and detect even the most subtle errors with PaperRater's comprehensive essay checker and grader. 3.
Corrections directly in your essay; Upload my essay Your writing stays private. Correct your entire essay in 5 minutes. ... You'll be 100% confident that your writing won't affect your grade. Correcting your grammar ... including UK and US English. Our essay checker supports a variety of major English dialects: US English; UK English;
PaperRater proofreads and rates your essays & papers. It picks out grammar & spelling errors, detects plagiarism and grades your writing. It includes resources on grammar, writing, spelling & more. ... Grendel, works tirelessly providing feedback that you can incorporate into your text before you pass it on for a final grade from a human ...
STEP. 05. Improve, Check More, or Download. Once you get the detailed evaluation, you can improve the content or check it's plagiarism and AI%. If not, you can simply download the detailed report. Try our essay grader free online today and see how it helps you improve your writing!
The editing tool analyzes your text and highlights a variety of key writing issues, such as overused words, incohesive sentence structures, punctuation issues, repeated phrases, and inconsistencies. Eliminate unnecessary words. Improve transitions. Improve your sentence structure. Passive voice checker. Add power verbs.
How to Use The Paper Grader. Activate the Paper Checker window by clicking on it with the pointer. Once the window is activated, copy and paste your essay and hit "Grade My Paper" button. It takes some time for our essay rater to get going and provide the feedback on your essay. Read the feedback carefully and apply it to your paper.
02. Get results. Online essay revision free is done automatically in the background. After evaluation, results and grades will appear on the screen. 03. Make corrections. Evaluate your mistakes, correct them, and improve your writing skills! Feel free to edit your essay right in the input window.
Most high school or college-level essays, research papers, term papers, and similar documents are eligible for Kibin's free grading service. Your paper should: have between 225 and 3000 words. include a single essay/piece of writing. have a single author (you!)
Elevate your essay writing skills with Smodin AI Grader, and achieve the success you deserve with Smodin. the ultimate AI-powered essay grader tool. Whether you are a student looking to improve your grades or a teacher looking to provide valuable feedback to your students, Smodin has got you covered. Get objective feedback to improve your essays and excel at writing like never before!
Marking and Proofreading Service - UK. Proofreading is the final step towards completing your work: it is one of the best opportunities to grab a few extra marks. If you do it perfectly, it might even help you achieve a higher grade! Maybe you've been consistently getting a grade that's just below what you want.
Fix mistakes that slip under your radar. Fix problems with commonly confused words, like affect vs. effect, which vs. that and who vs. that. Catch words that sound similar but aren't, like their vs. they're, your vs. you're. Check your punctuation to avoid errors with dashes and hyphens, commas, apostrophes, and more.
Check Your Essay for Free. Turn in work that makes the grade. Grammarly's free essay-checking tool reviews your papers for grammatical mistakes, unclear sentences, and misused words. Step 1: Add your text, and Grammarly will underline any issues. Step 2: Hover over the underlines to see suggestions. Step 3: Click a suggestion to accept it ...
Essay Writing Services UK: since 2005, our essay writing service has provided custom model essays to over 70,000 students, helping them get the grades they need to succeed. ... research, plan and write a top-grade essay in as little as 24 hours, should you need a model First or 2:1 essay fast. Our standard delivery window is 10 days, ...
The world's leading AI platform for teachers to grade essays. EssayGrader is an AI powered grading assistant that gives high quality, specific and accurate writing feedback for essays. On average it takes a teacher 10 minutes to grade a single essay, with EssayGrader that time is cut down to 30 seconds. That's a 95% reduction in the time it ...
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 ...
Membership Plan Options. Virtual Writing Tutor has 3 levels of membership. Free non-member: Unlimited grammar check (500 word limit), 30-click max total for "Improve writing" and "Check level". Free member: Unlimited grammar check (3000 word limit), 10 clicks per day max for "Improve writing," "Check level," and "Score essay".
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). ... One single low essay grade on a course might bring down an average score - or it might be disregarded ...
In order to work out your weighted average grade for your university year, module, or assignment, we take the marks (or grades) multiplied by their respective weights, sum them together, and then divide the total by the sum of the weights. An example is shown below, and the calculation is shown at the bottom of the results.
1. The brief. The first thing a marker will likely do is examine the writer's brief. This indicates essay type, subject and content focus, word limit and any other set requirements. The brief gives us the guidelines by which to mark the essay. With these expectations in mind, critical reading of your essay begins.
The UK university grading system is based on a numerical scale, typically ranging from 0 to 100 or 0 to 70. The grading system varies slightly between universities, but generally, a score of 70 or above is considered a First-class Honours degree, 60-69 is an Upper Second-class Honours degree, 50-59 is a Lower Second-class Honours degree, 40-49 ...
Our online grader is your perfect opportunity to: Get to know what professors think about your writing style and manner. Become a better writing with in-depth skills. Fix errors in grammar, punctuation, and spelling before handing in your paper. Improve your overall academic performance. Reveal your real potential.
Creating an account and logging in. The first step is to create an account on the Edumentors website. Once you've created your account, you can log in and start submitting your papers. Selecting the exam and paper type. Next, you'll need to select the exam and paper type that you want to receive feedback on.
Simply follow these easy steps: Copy and paste your typed essay into the text editor. Click on the " Check" button and wait for the online essay grader to grade your work. After a few seconds, the tool will display the potential grade you are likely to receive. Don't forget to use the essay plagiarism checker free tool.
We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. ... grade 7 and above. Centre type 2019 2023 2024; Academies: 20.6 ...
The GCSE results are similar to last year, with more than a fifth of entries, or 21.8%, awarded the top grades - at least a 7 or A grade - slightly down on the 22% in 2023, but higher than the 20. ...
Some 800,000 16-year-olds across England, Wales and Northern Ireland received their GCSE results on Thursday morning. In summer 2024's exam session, 21.8 per cent of candidates received top ...
The overall rate for grades 1/G or above is 97.9 per cent, down from 98.0 per cent in 2023 and 98.3 per cent in 2019. This is the lowest 1/G figure for nearly two decades, since 97.8 per cent in 2005.