Institute of Archaeology
ARCLG116
Archaeological Approaches to
the Human Use of Space
(15 credits)
2015–2016
Co-ordinator: Dr Mark Lake
mark.lake@ucl.ac.uk
Room 115, Tel. 020 7679 1535 (Ext. 21535)
Contents
1 Overview
1.1 Short description . . . .
1.2 Week-by-week summary
1.3 Basic texts . . . . . . .
1.4 Method of assessment .
1.5 Teaching methods . . .
1.6 Workload . . . . . . . .
1.7 Prerequisites . . . . . .
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3 Schedule and syllabus
3.1 Teaching schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.2 Detailed week-by-week syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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2 Aims, objectives and assessment
2.1 Aims . . . . . . . . . . . . . . .
2.2 Objectives . . . . . . . . . . . .
2.3 Learning outcomes . . . . . . .
2.4 Coursework . . . . . . . . . . .
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4 Online resources
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5 Additional information
5.1 Libraries and other resources
5.2 Attendance . . . . . . . . . .
5.3 Information for intercollegiate
5.4 Dyslexia . . . . . . . . . . .
5.5 Feedback . . . . . . . . . . .
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and interdepartmental
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students
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6 Tutors
7 Appendix A: Policies and Procedures 2015-16
(please read carefully)
7.1 General Matters . . . . . . . . . . . . . . . . .
7.2 Coursework . . . . . . . . . . . . . . . . . . . .
7.3 Granting of Extensions . . . . . . . . . . . . . .
7.4 Resources . . . . . . . . . . . . . . . . . . . . .
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This document and other resources are available from the course website:
http://moodle.ucl.ac.uk/course/view.php?id=334
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2015–2016
1
1.1
ARCLG116
3
Overview
Short description
This course offers an introduction to the many different ways in which human societies have
used space and responded to the built, natural and/or culturally-laden spaces around them. It
is a core component of the MSc GIS and Spatial Analysis in Archaeology, but it also has proven
particularly popular with students on the MA Archaeology who have a strong interest in landscape theory. Students are introduced to the major theoretical approaches that archaeologists
and others have employed to consider the human use of space. More specifically, it addresses
issues, techniques and research agendas such as the psychology of spatial representation, space
syntax, landscape phenomenology, catchment analysis, Geographic Information Systems, cognitive maps and fractal mathematics. It places particular emphasis on an awareness of both
emic and etic concepts of route, place and region, as well as how these might be materially
manifested in the archaeological record and/or modelled by archaeologists.
The course is taught using a combination of participatory lectures and seminars, and it is
assessed via one extended ethnographic report and one essay. It would particularly benefit those
seeking a well-rounded and theoretically-balanced view of how archaeologists might approach
spatial questions.
1.2
Week-by-week summary
Week
1
2
3
4
5
–
6
7
8
9
10
1.3
Date
5 Oct
12 Oct
19 Oct
26 Oct
2 Nov
9 Nov
16 Nov
23 Nov
30 Dec
7 Dec
14 Dec
Subject
Space
Mobility
Sedentism
Urbanism
Mapping space
Reading week
Modelling Spatial Processes
LANDscape Archaeology
LandSCAPE Archaeology
GIS in theory and practice
Research Frontiers in Spatial Analysis
Basic texts
There is no single textbook that covers the range of material introduced in this course. Please
see the syllabus below.
1.4
Method of assessment
This course is assessed by means of a total of approximately 4000 words of coursework, divided
into one 950–1050 word practical essay (30%) and one 2850–3150 word standard essay (70%).
4
ARCLG116
1.5
2015–2016
Teaching methods
Teaching will be by a mixture of informal lectures, seminars and in-class group work. Seminars
have recommended readings (made available nearer the time), which students will be expected
to have done in order to follow and actively contribute to discussion.
1.6
Workload
There will be 20 hours of seminars/lectures for this course. Students will be expected to
undertake around 70 hours of reading for the course, plus 60 hours preparing for and producing
the assessed work. This adds up to a total workload of 150 hours for the course.
1.7
Prerequisites
There are no formal prerequisites for this course, but students who have no prior knowledge of
GIS may not gain full benefit from the material covered in week 9.
2
Aims, objectives and assessment
2.1
Aims
The course aims to provide an:
• Introduction to the many different ways in which human societies do and have used space;
• Introduction to the major theoretical approaches to the human use of space;
• Awareness of recent developments in spatial analysis.
2.2
Objectives
The course objectives are that you will be able to:
• Provide a relevant description of the way in which a given society uses space;
• Critically evaluate existing archaeological literature on the human use of space;
• Describe a familiar place from an unfamiliar perspective;
• Argue whether or not, in your view, GIS is ‘just a tool’.
2.3
Learning outcomes
In meeting these objectives you will also be able to demonstrate the following generic learning
outcomes:
• The ability to think critically about culturally specific aspects of your own thought and
behaviour;
• An understanding of the differences between scientific and other forms of reasoning;
• An understanding that the use of specific analytical methods usually occurs within a wider
theoretical context.
2015–2016
2.4
2.4.1
ARCLG116
5
Coursework
Assessment tasks
This course is assessed entirely by coursework consisting of the two assignments described here.
Practical essay (30%) One 950–1050 word report of your observations on the contemporary
use of space in Britain. The report should consider some well defined aspect of the use of
space. Possible subjects include: pedestrian behaviour; the layout of rooms in domestic
housing; core and periphery of cities; transport networks, etc. The report should be
written in two parts. One part should provide a firsthand account written from the
perspective of someone with a different cultural background (from either the past or the
present) and might take the form of, for example, a diary entry or a letter home. The
other part should provide an academic commentary on the firsthand account, drawing out
what it reveals about the extent to which spatial behaviour is culturally specific. This
part could also include an introduction to the report as a whole, setting out the context
for the firsthand account. You MUST discuss your ideas with the Course Coordinator before you begin writing this piece of coursework. This is to ensure
that you understand the scope of the work and how it will be assessed.
Standard essay (70%) One 2850–3150 word essay giving you an opportunity to critically
evaluate existing archaeological literature on the human use of space. Please choose a
question from the list that will be provided no later than week 5.
If you are unclear about the nature of an assignment then you should discuss it with the
Course Co-ordinator.
You are not permitted to re-write and re-submit coursework in order to try to improve your
marks. However, the Course Co-ordinator is willing to discuss an outline of your approach to
an assignment, provided this is planned suitably in advance of the submission date.
2.4.2
Word length and submission procedures
Please be sure to observe the following specifications:
Report
Essay
Word count
Submission deadline
950–1050
2850–3150
2nd Nov. 2015
18th Jan. 2016
All work should be submitted to Turnitin (http://www.submit.ac.uk/en_gb/home). The
relevant ‘class ID’ is 2969960 and the ‘enrolment password’ is IoA1516.
UCL has strict regulations with regard to word-length, late submission and plagiarism. You should note that these regulations could result in you failing a course and thus
potentially failing the whole degree. Please see the MA/MSc Handbook for further information (https://wiki.ucl.ac.uk/download/attachments/43650495/ioa-mamsc%20general%
20handbook.pdf?version=2&modificationDate=1442243967000&api=v2), or ask!
6
ARCLG116
3
3.1
2015–2016
Schedule and syllabus
Teaching schedule
The course will be taught in Term 1. Classes will be held on Mondays, commencing at 11:00
and lasting until 13:00
Lectures and seminars will be held in room B13. There will be no taught class on 9th November (Reading Week). Except in the case of illness, the 70% minimum attendance requirement
applies to all classes.
3.2
Detailed week-by-week syllabus
The following is an outline for the course as a whole, and identifies essential readings relevant to
each session. Information is provided as to where in the UCL library system individual readings
are available; their location and Teaching Collection (TC) number, and status (whether out on
loan) can also be accessed on the eUCLid computer catalogue system.
Supplementary readings are listed in the weekly handouts, which can be accessed in advance
from the course Moodle pages (http://moodle.ucl.ac.uk/course/view.php?id=334).
Session 1: Space
What is space? How do geographers treat space? Do archaeologists need to worry about the
nature of space?
Group work Practical exercises designed to help you gain an understanding of the differences
between topological and Euclidean space.
Essential reading
Harvey, D., 1969. Explanation in Geography. London: Edward Arnold. Chapter 14. [GEOG
A9 HAR]
Worboys, M.F., 1995. GIS: A Computing Perspective. London: Taylor & Francis. Chapter 3.
[INST ARCH AK 40 WOR]
Session 2: Mobility
A review of the dimensions of variability in the use of space by mobile peoples.
Group work Comparison of specific case studies.
Essential reading
Binford, L. R., 1980. Willow smoke and dog’s tails: Hunter-gatherer settlement systems and
archaeological site formation. American Antiquity 45, 4–20. [INST ARCH Pers]
Kelly, R. L., 1995. The Foraging Spectrum: Diversity in Hunter-Gatherer Lifeways. Washington: Smithsonian Institution Press. [INST ARCH BB 6 KEL, also available as an
“Ebook-on-demand”]
Potts, R., 1991. Why the Oldowan? Plio-Pleistocene toolmaking and the transport of resources? Journal of Anthropological Research 47, 153–176. [ANTHROPOLOGY Pers]
Yellen, J. E., 1977. Archaeological Approaches to the Present: Models for Reconstructing the
Past. New York: Academic Press. Chapter 4. [INST ARCH DCE YEL]
2015–2016
ARCLG116
7
Session 3: Sedentism
A review of the dimensions of variability in the use of space by smaller-scale sedentary societies,
with special emphasis on the village.
Essential reading
Binford, L. R., 1983. In Pursuit of the Past: Decoding the Archaeological Record. London:
Thames & Hudson. Chapter 7. [INST ARCH AH BIN, ANTHROPOLOGY C 5 BIN]
Whitelaw, T. M., 1994. Order without architecture: Functional, social and symbolic dimensions in hunter-gatherer settlement organisation. In M. P. Pearson and C. Richards (eds)
Architecture and Order: Approaches to Social Space. London: Routledge, 217–243. [INST
ARCH AH PAR]
Roberts, B. K., 1996. Landscapes of Settlement: Prehistory to the Present. London: Routledge.
Chapters 2, 5 and 6. [INST ARCH AH ROB]
Session 4: Urbanism and globalisation
A review of the dimensions of variability in the use of space by urban societies, including the
impact of communications technology.
Essential reading
Al-Rodhan, N. R. F. and Stoudmann, G., 2006. Definitions of globalization: A comprehensive overview and a proposed definition Occasional Papers, Geneva Centre for Security Policy [http://www.academia.edu/attachments/30929642/download_file?st=
MTQ0MjQ5NjA1OSw4Ni4yOC4xNzkuMTI4LDMzNDA4MDEy&s=work_strip]
Basham, R., 1978. Urban Anthropology: The Cross-Cultural Study of Complex Societies. Palo
Alto: Mayfield Publishing Company. [GEOGRAPHY H 48 BAS]
Childe, V. G., 1950. The urban revolution. Town Planning Review 21, 9–16. [Teaching
Collection INST ARCH 1].
Batty, M. and Longley, P., 1994. Fractal Cities. London: Academic Press. Chapter 1. [TOWN
PLANNING A30 BAT]
Hopkins, A. G. (ed.), 2006. Global History: Interactions Between the Universal and the Local.
Basingstoke: Palgrave Macmillan. [HISTORY 85 f HOP]
Wheatley, P., 1972. The concept of urbanism. In P. J. Ucko, R. Tringham and G. W. Dimbleby
(eds) Man, Settlement and Urbanism. London: Duckworth, 601–637. [INST ARCH BC
100 UCK]
Session 5: Mapping Space
Hunter-gatherer maps. Maps in Classical antiquity. Early modern maps. Metrically accurate
maps. Maps and power.
Group work What is a map?
Essential reading
8
ARCLG116
2015–2016
Harley, J. B., 1988. Maps, knowledge and power. In D. Cosgrove and S. Daniels (eds) The
Iconography of Landscape. Cambridge: Cambridge University Press, 277–312. Chapter 4.
[GEOGRAPHY H 10 COS, ANTHROPOLOGY E 7 COS]
Johnson, M. H., 1996. An Archaeology of Capitalism. Oxford: Blackwell. Chapter 4. [INST
ARCH DAA 200 JOH]
Session 6: Modelling Spatial Processes
The impact of the New Geography on archaeology.
Group work Simulation of trade processes.
Essential reading
Brantingham, J. P., 2006. Measuring forager mobility. Current Anthropology 47, 435–459.
[e-journal]
Clarke, D. L., 1977. Spatial information in archaeology. In D. L. Clarke (ed.) Spatial Archaeology. London: Academic Press, 1–32. [INST ARCH AK 30 CLA]
Harvey, D., 1969. Explanation in Geography. London: Edward Arnold. [GEOG A9 HAR]
Hodder, I. and Orton, C., 1976. Spatial Analysis in Archaeology. Cambridge: Cambridge
University Press. [INST ARCH AK 20 HOD, INST ARCH ISSUE DESK AK 30 HOD]
Session 7: LANDscape Archaeology
A look at the regional approach, including off-site archaeology and catchment analysis.
Essential reading
Butzer, K. W., 1982. Archaeology as Human Ecology. Cambridge: Cambridge University
Press. Chapters 1, 12–14. [INST ARCH AH BUT]
Foley, R. A., 1981. A Model of Regional Archaeological Structure. Proceedings of the Prehistoric Society 47, 1–17. [INST ARCH Pers]
Roper, D. C., 1979. The method and theory of site catchment analysis: A review. Advances
in Archaeological Method and Theory 2, 119–140. [INST ARCH Pers]
Winterhalder, B., Kennett, D. J., Grote, M. N. and Bartruff, J., 2010. Ideal Free Settlement of
California’s Northern Channel Islands. Journal of Anthropological Archaeology 29, 469–
490. [e-journal]
Session 8: LandSCAPE Archaeology
An introduction to some post-positivist approaches to space, including the phenomenological
approach to landscape.
Group work Discussion of published studies.
Essential reading
Bradley, R., 1998. The Significance of Monuments: On the Shaping of Human Experience in
Neolithic and Bronze Age Europe. London: Routledge. Chapter 8. [INST ARCH DA 140
BRA]
2015–2016
ARCLG116
9
Bender, B., 1993. Landscape: Politics and Perspectives. Oxford: Berg. Chapters 1 and 8.
[INST ARCH BD 5 BEN]
Ashmore, W. and Knapp, A. B. (eds), 1999. Archaeologies of Landscape: Contemporary
Perspectives. Oxford: Blackwell. Chapter 1. [INST ARCH AH ASH]
Feld, S. and Basso, K. H. (eds), 1996. Senses of Place. Santa Fe: School of American Research
Press. Chapter 1. [ANTHROPOLOGY D 9 FEL]
Hamilton, S., Whitehouse, R., Brown, K., Combes, P., Herring, E. and Seager-Thomas, M.,
(2006). Phenomenology in Practice: Towards a Methodology for a ‘Subjective’ Approach.
European Journal of Archaeology 9, 31–71. [e-journal]
Tilley, C., 1994. A Phenomenology of Landscape: Paths, Places and Monuments. Oxford:
Berg. Chapter 1 and your choice of chapters 3–5. [INST ARCH AH TIL].
Session 9: GIS in theory and practice
Consideration of some theoretical issues surrounding the use of GIS for spatial analysis. Is GIS
a tool or a science? Is it theory neutral? Does its use have ethical considerations?
Group work Debate.
Essential reading
Conolly, J. and Lake, M. W., 2006. Geographical Information Systems in Archaeology. Cambridge: Cambridge University Press. Chapter 1. [INST ARCH AK 40 CON]
Lake, M. W. and Woodman, P. E., 2003. Visibility Studies in Archaeology: A Review and
Case Study. Environment and Planning B: Planning and Design 30, 689–707. [e-journal]
Thomas, J., 2004. Archaeology and Modernity. London: Routledge. Pages 198–201. [INST
ARCH AH THO]
Curry, M. R., 1998. Digital Places: Living with Geographic Information Technologies. London:
Routledge. Chapter 8. [INST ARCH AK 40 CUR]
Wheatley, D., 2000. Spatial technology and archaeological theory revisited. In K. Lockyear,
T. J. Sly and V. Mihăilescu-Bı̂rliba (eds) CAA 96 Computer Applications and Quantitative Methods in Archaeology, number 845 in British Archaeological Reports International
Series. Oxford: Archaeopress, 123–132. [INST ARCH AK 20 Qto COM]
Wright, D. J., Goodchild, M. F., and Proctor, J. D., 1997. Demystifying the persistent ambiguity of GIS as “tool” versus “science”. The Annals of the Association of American
Geographers 87, 346–362. [http://dusk.geo.orst.edu/annals.html]
Session 10: Research Frontiers in Spatial Analysis
Some pointers to recent approaches spatial analysis, including those inspired by fractal mathematics, space syntax theory, complexity theory, agent-based modelling and contemporary spatial
statistics.
Essential reading
Batty, M., (2006). Rank clocks. Nature 444, 592–596. [e-journal]
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ARCLG116
2015–2016
Batty, M., (2005). Cities and Complexity: Understanding Cities with Cellular Automata,
Agent-Based Models and Fractals. Cambridge, MA: The MIT Press. Chapters that you
find interesting. [TOWN PLANNING A 10 BAT][GEOGRAPHY H 49 BAT]
Bevan, A., Crema, E., Li, X, and Palmisano, A., 2013. Intensities, Interactions, and Uncertainties: Some New Approaches to Archaeological Distributions. In Bevan, A. and Lake,
M. (eds), Computational Approaches to Archaeological Spaces. Walnut Creek, California:
Left Coast Press. Pages 27–52. [INST ARCH AL 15 BEV]
Brown, C. T., Witschey, W. R. T. and Liebovitch, L. S., (2005). The Broken Past: Fractals
in Archaeology. Journal of Archaeological Method and Theory 12, 37–78. [e-journal]
Cutting, M., 2003. The use of spatial analysis to study prehistoric settlement architecture.
Oxford Journal of Archaeology 22, 1–21. [INST ARCH PERS]
Hillier, B. and Hanson, J., 1984. The Social Logic of Space. Cambridge: Cambridge University
Press. Chapters 1 and 3. [ARCHITECTURE A20 HIL]
Lake, M., (2000). MAGICAL Computer Simulation of Mesolithic Foraging. In Kohler, T. A.
and Gumerman, G. J. (eds) Dynamics in Human and Primate Societies: Agent-Based
Modelling of Social and Spatial Processes. Oxford: Oxford University Press. Pages 107–
143. [ANTHROPOLOGY B 36 KOH]
Lake, M., (2014). Trends in Archaeological Simulation. Journal of Archaeological Method and
Theory 21:258–287. [e-journal]
Lake, M., (2008). Interpreting the Record / Computer Simulation Modeling. In Pearsall, D.
(ed.) Encyclopedia of Archaeology. Elsevier/Academic Press. Pages 1034–1040. [http://
www.sciencedirect.com/science/article/pii/B9780123739629000273/pdfft?md5=
75c276e48b7a88d97638d8de023a60d3&pid=3-s2.0-B9780123739629000273-main.pdf]
4
Online resources
The full UCL Institute of Archaeology coursework guidelines are given here: https://wiki.
ucl.ac.uk/display/archadmin/Students.
The full text of this handbook is available at http://www.ucl.ac.uk/archaeology/
studying/masters/courses/ARCLG116.
The Moodle pages for this course are available at https://moodle.ucl.ac.uk/course/
view.php?id=334.
5
5.1
Additional information
Libraries and other resources
In addition to the Library of the Institute of Archaeology (5th floor), other libraries in UCL
with holdings of particular relevance to this course are the Science Library (D.M.S. Watson
building on the central UCL site) and the Environmental Studies Library in Wates House on
Gordon Street. You may also wish to consult the list of electronic journals available through
UCL (http://metalib-c.lib.ucl.ac.uk/). A full list of UCL libraries and their opening
hours is provided at http://www.ucl.ac.uk/library/.
2015–2016
ARCLG116
11
The University of London Senate House Library (http://www.ull.ac.uk/) also has holdings which may be relevant to this course.
5.2
Attendance
A register will be taken at each class. If you are unable to attend a class, please notify the
lecturer by email. Departments are required to report each students attendance to UCL Registry
at frequent intervals throughout each term. You are expected to attend at least 70% of classes.
5.3
Information for intercollegiate and interdepartmental students
Students enrolled in Departments outside the Institute of Archaeology should collect hard copy
of the Institute’s coursework guidelines from the Academic Administrator’s office (Room 411A).
5.4
Dyslexia
If you have dyslexia or any other disability, please make your lecturers aware of this. Please
discuss with your lecturers whether there is any way in which they can help you. Students with
dyslexia are reminded to indicate this on each piece of coursework.
5.5
Feedback
In trying to make this course as effective as possible, we welcome feedback from students during
the course of the year. All students are asked to give their views on the course in an anonymous questionnaire which will be circulated at one of the last sessions of the course. These
questionnaires are taken seriously and help the Course Co-ordinator to develop the course. The
summarised responses are considered by the Institute’s Staff-Student Consultative Committee,
Teaching Committee, and by the Faculty Teaching Committee.
If you are concerned about any aspect of this course we hope you will feel able to talk to the
Course Co-ordinator, but if you feel this is not appropriate, you should consult your Personal
Tutor, the Academic Administrator (Judy Medrington), or the Chair of Teaching Committee
(Dr. Karen Wright).
6
Tutors
The course tutor is:
Dr Mark Lake (ML), who is available for consultation in room 115 at the times posted on
his door, or by appointment.
Tel: 020 7679 1535
Ext: 21535
Email: mailto:mark.lake@ucl.ac.uk
7
Appendix A: Policies and Procedures 2015-16
(please read carefully)
This appendix provides a short précis of policies and procedures relating to courses. It is not a
substitute for the full documentation, with which all students should become familiar. For full
12
ARCLG116
2015–2016
information on Institute policies and procedures, see the following website: http://wiki.ucl.
ac.uk/display/archadmin. For UCL policies and procedures, see the Academic Regulations
and the UCL Academic Manual: http://www.ucl.ac.uk/srs/academic-regulations; http:
//www.ucl.ac.uk/academic-manual/.
7.1
7.1.1
General Matters
Attendance
A minimum attendance of 70% is required, except in case of illness or other adverse circumstances which are supported by medical certificates or other documentation. A register will be
taken at each class. If you are unable to attend a class, please notify the lecturer by
email.
7.1.2
Dyslexia
If you have dyslexia or any other disability, please discuss with your lecturers whether there
is any way in which they can help you. Students with dyslexia should indicate it on each
coursework cover sheet.
7.2
7.2.1
Coursework
Submission Procedures
You must submit a hardcopy of coursework to the Coordinator’s pigeon-hole via the Red Essay
Box at Reception (or, in the case of first year undergraduate work, to room 411a) by stated
deadlines. Coursework must be stapled to a completed coversheet (available from IoA website;
the rack outside Room 411A; or the Library). You should put your Candidate Number (a
5 digit alphanumeric code, found on Portico; please note that this number changes each year)
and Course Code on all coursework. It is also essential that you put your Candidate
Number at the start of the title line on Turnitin, followed by the short title of the
coursework (example: “YBPR6 Funerary practices”).
7.2.2
Late Submission
Late submission is penalised in accordance with UCL regulations, unless prior permission for
late submission has been granted and an Extension Request Form (ERF) completed. The
penalties are as follows:
1. A penalty of 5 percentage marks will be applied to coursework submitted the calendar
day after the deadline (calendar day 1).
2. A penalty of 15 percentage marks will be applied to coursework submitted on calendar
day 2 after the deadline through to calendar day 7.
3. A mark of zero will be recorded for coursework submitted on calendar day 8 after the
deadline through to the end of the second week of third term. Nevertheless, the assessment
will be considered to be complete provided the coursework contains material than can be
assessed.
4. Coursework submitted after the end of the second week of third term will not be marked
and the assessment will be incomplete.
2015–2016
7.3
ARCLG116
13
Granting of Extensions
New UCL-wide regulations with regard to the granting of extensions for coursework have been
introduced with effect from the 2015–16 session. Full details will be circulated to all students
and will be made available on the IoA intranet. Note that Course Co-ordinators are no longer
permitted to grant extensions. All requests for extensions must be submitted on a new UCL
form, together with supporting documentation, viaJudy Medrington’s office and will then be
referred on for consideration. Please be aware that the grounds that are now acceptable are
limited. Those with long-term difficulties should contact UCL Student Disability Services to
make special arrangements.
7.3.1
TURNITIN
Date-stamping is via Turnitin, so in addition to submitting hard copy, you must also submit
your work to Turnitin by midnight on the deadline day. If you have questions or
problems with Turnitin, contact mailto:ioa-turnitin@ucl.ac.uk.
7.3.2
Return of Coursework and Resubmission
You should receive your marked coursework within four calendar weeks of the submission deadline. If you do not receive your work within this period, or a written explanation, notify the
Academic Administrator. When your marked essay is returned to you, return it to the Course
Co-ordinator within two weeks. You must retain a copy of all coursework submitted.
7.3.3
Word Length
Essay word-lengths are normally expressed in terms of a recommended range. Not included
in the word count are the bibliography, appendices, tables, graphs, captions to figures, tables,
graphs. You must indicate word length (minus exclusions) on the cover sheet. Exceeding
the maximum word-length expressed for the essay will be penalized in accordance with UCL
penalties for over-length work.
7.3.4
Citing of Sources and Avoiding Plagiarism
Coursework must be expressed in your own words, citing the exact source (author, date and
page number; website address if applicable) of any ideas, information, diagrams, etc., that
are taken from the work of others. This applies to all media (books, articles, websites, images,
figures, etc.). Any direct quotations from the work of others must be indicated as such
by being placed between quotation marks. Plagiarism is a very serious irregularity, which
can carry heavy penalties. It is your responsibility to abide by requirements for presentation,
referencing and avoidance of plagiarism. Make sure you understand definitions of plagiarism
and the procedures and penalties as detailed in UCL regulations: http://www.ucl.ac.uk/
current-students/guidelines/plagiarism.
7.4
7.4.1
Resources
MOODLE
Please ensure you are signed up to the course on Moodle. For help with Moodle, please contact
Nicola Cockerton, Room 411a (mailto:nicola.cockerton@ucl.ac.uk).