MA in Sexual Dissidence
Handbook 2015-16
This handbook refers to the MA in Sexual Dissidence affiliated with the School of English and the School of
Global Studies at the University of Sussex.
The convenors of this course are Dr Rachel O’Connell (r.c.o-connell@sussex.ac.uk) and Dr Paul Boyce
(P.Boyce@sussex.ac.uk).
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Introduction
"Queer studies have become global. Issues like human rights and gay identities, neo-liberalism,
globalisation, border security and immigration, international development and war, particularly the war
on terror, have become more prominent. We have reached a point where it is not possible to think
queer without thinking global queer."
- Cynthia Weber, Professor of International Relations, University of Sussex
The MA in Sexual Dissidence is a unique queer studies programme that is jointly convened by the School of
English and the School of Global Studies at the University of Sussex. This interdisciplinary MA trains
students in a contemporary, global approach to the study of sexuality.
Course structure and specifications
For full-time students the course comprises four taught 12 week modules, two in the Autumn and two in
the Spring, followed by the preparation and writing of a 15,000 word dissertation in the Summer. The fulltime course of study for the MA is one full academic year.
For part-time students, the same requirements are spread over two years, with one module taken in each
of the successive Autumn and Spring terms, and with the writing of the 15,000 word dissertation extended
over two summer periods. Part-time students complete the degree within two years.
The MA involves two required core modules: Critical Issues in Queer Theory (in the School of English) and
Global Queer (in the School of Global Studies). These give you a thorough grounding in issues and
approaches in queer studies.
Two optional modules allow you to tailor the course to your interests. You can study these in the School of
English, the School of Global Studies, the School of Law, Politics, and Sociology, and the School of Media,
Film and Music. You can take one third-year undergraduate module, providing your first consult with one
of the MA convenors.
You are able to select modules from outside the course, provided you have the consent of your course
convenor and that of the convenor of the course whose module you wish to take. If you wish to take a
module outside your course you should consult with your course convenor at the earliest opportunity.
Modules are normally taught by weekly two-hour seminars. Each module attracts 30 credits and the
dissertation 60 credits: the total number of credits constituting the course is 180.
You will be informed of the mode of assessment for your modules by the module tutor. The dissertation
length is 15,000 words and it will be submitted at the start of September 2016. Deadlines, which are final,
can be found on your Study Page on Sussex Direct.
Students on the MA in Sexual Dissidence take modules in a range of Schools, and each module will be
assessed by the standards of the School in which the module is taken. Assessment criteria for all the
Schools that offer modules on the MA in Sexual Dissidence are provided in this document as in Appendix 2.
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The Centre for the Study of Sexual Dissidence
MA students in Sexual Dissidence are an integral part of the busy and active intellectual community in
queer studies at the University of Sussex. This community is centred primarily in the Centre for the Study of
Sexual Dissidence, co-directed by Dr Rachel O’Connell and Dr Sam Solomon. During their MA studies,
students are invited to become leaders and active participants in the many activities of the Centre. This
participation in an intellectual community is regarded as an important part of students’ education on the
MA, fostering professionalization and intellectual maturity.
Sexual Dissidence students are encouraged to attend the Queory visiting speaker series. Queory showcases
queer arts, activism, and research. It provides students with an invaluable opportunity to engage with
contemporary queer cultures and scholarship, learn about research in progress, connect with academic
networks, and start the process of academic professionalization.
Students are also encouraged to participate in the following:
 Sex Diss Film Club, an informal gathering that meets to watch and discuss films selected by
students and faculty members.
 Queer Studies Reading Group, which brings together faculty and students to read and discuss
recent scholarship in the field of queer studies.
Sex Diss Film Club and Queer Studies Reading Group are student-led organisations that depend upon
leadership and participation from PhD and MA students. Sexual Dissidence MA students are strongly
encouraged to participate actively in Sex Diss Film Club and Queer Studies Reading Group, for instance by
facilitating a Reading Group session or suggesting and introducing a film at the Film Club.
Course modules 2015-16
For more details about the modules offered, please see Appendix 1 at the end of this handbook.
Autumn
Compulsory core module: Critical Issues in Queer Theory (School of English)
Options:
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Feminism, Law and Society (School of Law, Politics, and Sociology)
Gender Politics and Social Research (School of Law, Politics, and Sociology)
Gender, Sexuality and Digital Media (School of Media, Film, and Music)
Literature in the Institution (School of English)
New Configurations in Critical Theory (School of English)
The Renaissance Body (School of English)
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Spring
Compulsory core module: Global Queer (School of Global Studies)
Options:
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Animal Life and the Moving Image (School of Media, Film, and Music)
The Body: Current Controversies and Debates (School of Law, Politics, and Sociology – 3rd year
undergraduate option)
Gender, Sexuality, and the Postcolonial (School of English)
Hate Crime and Sexual Violence (School of Law, Politics, and Sociology)
Queering Popular Culture (School of Media, Film, and Music)
Sexuality and Development (School of Global Studies)
Queer Literatures (School of English – 3rd year undergraduate option)
Dissertation
As mentioned above, a research dissertation of 15,000 words is required for the completion of the MA.
The dissertation is due in September. You will be assigned a dissertation supervisor in the Spring term and
you are encouraged to meet regularly with your supervisor during the supervision period. You will then
complete the dissertation independently over the summer.
Full information on the process for developing and submitting your dissertation is available here:
http://www.sussex.ac.uk/english/internal/forstudents/pginformation/dissertation
You are responsible for familiarising yourself with the guidelines for presentation of the final manuscript
and the conventions for academic writing in the humanities and social sciences; we recommend that you
follow the MLA guidelines.
You are strongly advised to think early about potential research topics for the dissertation. You are also
advised to meet with faculty members at any time during the academic year for feedback and advice on
possible topics.
Learning experience
Timetable and activities
Full-time students will normally take two modules at any one time: each of these will usually involve a
weekly seminar of two hours. Part-time students take one seminar per term of two hours. Seminars are a
central part of your learning experience and attendance at seminars is compulsory. You should come to
seminar prepared to discuss the set readings. In many seminars, some form of presentation will also be
required. Your tutor will give you guidance on the format of presentations and how to prepare them.
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You are expected to spend about 12 hours per week, per module, in preparation time (reading and
writing). Therefore a large and important part of your working time will be spent on individual work for
your modules and dissertation. It is important to organise your time effectively.
You are strongly encouraged to attend the Centre for the Study of Sexual Dissidence events: Queory, Sex
Diss Film Club, and Queer Studies Reading Group. The Centre for the Study of Sexual Dissidence normally
runs an event every one to two weeks. In addition, there will be other relevant open seminars and lectures
at the University of Sussex.
Intellectual community
Although working individually is a key part of your study, you will also be able use your MA as an
opportunity to develop a dynamic intellectual community that supports your work and learning. It is a good
idea to attend a wide range of events such as talks and lectures, and to attend events provided by the
Centre for the Study of Sexual Dissidence. Make sure, also, to develop strong intellectual links with your
fellow students in your cohort and seminar groups. You should discuss the ideas you are exploring with
your peers, not only in seminar but also in your own time outside of the classroom. Your fellow students
can also provide invaluable study support; for example if you have trouble sticking to your schedule you
can organise study sessions with your peers.
Essays and assessment
Most, but not all, modules require a final essay of 5000 words, the mark for which will comprise your final
mark for the module. As the essay counts for 100% of your final mark for the module, you are strongly
advised to take the time to draft, revise, and edit your essays carefully. These will be written during the
Christmas break in December/January for Autumn Term modules and during the Easter break in
March/April for Spring Term modules. The published deadlines are strict and final.
As you are now working at graduate level, it is unlikely that your module tutor will assign you a topic to
write on for your essay. More likely, your module tutor will help you to develop a research topic of your
own. Make sure you discuss your topic with your tutor to ensure that it is appropriate and viable.
We require that your essays be professionally presented: word-processed, with full scholarly references
and a bibliography. The MLA style is the preferred method of presentation of written work, citation of
sources, and bibliography. We also expect you to set up coherent arguments in your essays, develop your
ideas, and write clearly. Please pay particular attention to matters of spelling, style, and punctuation. If you
are unsure about correct punctuation, grammar, or usage, please consult a guidebook.
The School of English provides several training sessions for all MA students on topics such as writing a term
paper and writing a dissertation. These sessions will be advertised to you in advance and we advise you to
attend them.
As mentioned above, students on the MA in Sexual Dissidence take modules in a range of Schools, and
each module will be assessed by the standards of the School in which the module is taken. Assessment
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criteria for all the Schools that offer modules on the MA in Sexual Dissidence are provided in this document
as in Appendix 2.
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Academic advisement
Your academic advisor during your candidacy for the degree is typically one of the Convenors of the MA in
Sexual Dissidence, Dr Rachel O’Connell and Dr Paul Boyce. You are welcome to see your advisor during her
office hours (check the School of English and School of Global Studies websites for details of when these
are) or by appointment. In addition, other Faculty involved in the Centre of the Study of Sexual Dissidence
will often be happy to meet with you to discuss your academic progress, future career plans after
graduation, and possibilities for doctoral or professional study.
Academic faculty in Sexual Dissidence
Academic faculty associated with the Centre for the Study of Sexual Dissidence come from a broad range of
disciplines and from across the Schools of English, Global Studies, Media, Film, and Music, Law, Politics, and
Sociology, and History, Art History and Philosophy. You can explore our affiliated faculty on the people
page of our website: www.sussex.ac.uk/cssd/people.
Module Evaluation
Student evaluation forms are issued at the end of each module through Sussex Direct. These forms are
anonymous and offer an opportunity for you to tell us what you felt about all aspects of the module. We
take your comments and suggestions very seriously and therefore we ask you to please always fill out the
evaluation forms.
Learning outcomes
A student that has completed the MA in Sexual Dissidence successfully should be able to:
1. Demonstrate specialised knowledge of key ideas and issues in the fields of sexuality and gender, based
on interdisciplinary, transnational, and comparative perspectives.
2. Demonstrate a sophisticated understanding of sexuality and gender theories across the humanities and
social sciences, and show the ability to analyse, evaluate, and critique these theories at an advanced
level.
3. Critically relate cross-cultural knowledge of sexuality and gender to contemporary theories of social
transformation.
4. Attend in nuanced and informed ways to the politics of sexuality, relationship, and kinship as these
politics are manifested and remade in texts and other cultural artefacts.
5. Carry out a substantial and original piece of research within the field through the preparation of a
scholarly dissertation according to the conventions for the written presentation of academic work in
the humanities and/or social sciences.
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Appendix 1: Module descriptions
Core Modules
Autumn: Critical Issues in Queer Theory
Tutor: Rachel O’Connell
30 credits
School of English
Queer theory and/or queer studies, which first emerged in the late 1980s and early 1990s, brings
poststructuralist epistemologies and radical political sensibilities to the social, cultural, and historical study
of sexuality - and, indeed, the study of eroticism, relationality, and kinship more broadly. "Critical Issues in
Queer Theory" provides students with the opportunity to gain an overview of key concepts and debates in
queer theory and to read important queer theoretical texts in depth. This module will discuss some
foundational texts in queer theory and will explore some of the intellectual, social, cultural, and political
contexts from which queer theory emerged in the late 1980s and early 1990s. This module will also explore
a selection of key issues and approaches in contemporary queer studies; these might include, for example,
transgender theories, affect studies, transnational contexts, or theorisations of contemporary
neoliberalism. Throughout this module students will work to build up a theoretical foundation that will
allow them to attend in nuanced and informed ways to the politics of sexuality, relationship, and kinship as
these politics are manifested and remade in texts and other cultural artefacts.
Spring: Global Queer
Tutor: Cynthia Weber
30 credits
School of Global Studies
Over the last decade, Queer Studies have become Queer Global Studies, as the theoretical and practical
insights of queer theory have generated significant understandings into key global political processes and
topics. This module guides students through an exploration of Queer Studies through a “Global Queer”
theoretical and empirical lens. It begins by rehearsing theoretical debates about how to think about
“queer,” “the international,” and “the global” and their relationships in theoretical, empirical, and
disciplinary terms. It then applies these ideas to specific topics of interest in global studies like war and
peace, development and underdevelopment, and global protest. While the module takes work at the
intersections of the discipline of international relations and queer studies as its point of departure, it also
draws upon a wide range of interdisciplinary work in anthropology, geography, and development studies.
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Optional modules: Autumn term
Feminism, Law, and Society
Tutor: Charlotte Skeet
30 credits
School of Law, Politics, and Sociology
This module considers different feminist theories and understandings of the role of gender in society. It
reflects upon the consequences of that role on the rules, principles and policies of that society. The
ambition of the module is to explore the extent to which sex and gender inform the rules of law so as to
foster or undermine inequalities in society. In exploring the contours of law as they are informed by gender
considerations the module will also explore the relationship between law and society in the construction of
gender and sexual identities. The module uses traditional legal sources - cases, statutes, legal treatises on
the subject - in addition to academic commentary and analysis from sociology, law, politics, philosophy and
cultural studies. It will also be informed by developments in the politics of gender and by changes
instigated by feminist, critical race, and queer theory.
Gender Politics and Social Research
Tutor: Jessica Gagnon
30 credits
School of Law, Politics, and Sociology
This course approaches feminist theory and methodology at advanced levels, critically exploring feminist
research on a number of different issues and engaging with the politics of the research process itself. As a
core course on the Gender Studies MA, it is intended to prepare students for conducting independent
research and producing their dissertation. The bulk of the course introduces different methodologies and
methods, encouraging students to reflect critically on their strengths and weaknesses, and how feminists
have used them in the service of political projects using example issues such as sexual violence, abortion,
the sex industry and disability. In the last part of the course, students will design research projects on two
case-study issues - sexual violence and social class and the politics of veiling - and attempt to operationalise
key feminist theories.
Gender, Sexuality, and Digital Media
Tutor: Sharif Mowlabocus
30 Credits
School of Media, Film, and Music
This module explores cultures and practise of digital media through the critical lenses of gender and
sexuality. These two paradigms are discrete but regularly operate in concert to shape and inform our
understanding of the worlds we live in, the positions we occupy and the beliefs we hold. Being core aspects
our identities they also intersect with issues of class, race, nationality and embodiment, enriching our
understandings of digital media practices and complicating single axis studies of digital culture.
Technologies (communicative and otherwise) have long shaped our construction, understanding and
performance of both gender and sexuality. This shaping is far older than the digital moment we are
currently living in and encompasses a range of im/materials objects. Due attention to this history will
therefore be borne in mind as we engage in a series of analyses, discussions and critical enquiries that
focus on contemporary configurations of gender and sexuality as they are manifested within the
contemporary digital mediascape. The module is divided into three sections, broadly addressing the
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themes of identity, politics and leisure. The topic of each week sits within one of the three sections while
also communicating with other elements of the module. While key reading will be set for each week,
students will be encouraged to source their own digital examples for in-seminar analysis and discussion.
These objects may also form the content of the weekly ‘curated’ blog.
Literature in the Institution: The University and the Study of Culture
Tutor: Sam Solomon
30 credits
School of English
We live, work, and study in the midst of the large-scale transformation of education at local, national, and
international levels. A related (but not identicial) development is the growing, (although certainly not new),
"crisis" of the humanities characterised by myriad explanations of just what it is that we do and by
contentious justifications for just why do we do it. As students and scholars of literature and culture, we
may wonder how these two interrelated phenomena came into being and what exactly the study of
literatures and cultures can contribute to their resolution. This module will take on these questions
through a range of approaches: we will consider the origins of the European research university and its
connections to moral philosophy, the relatively recent development of the study of "English" in the UK and
its former colonies, the relationship between higher education and the twentieth century welfare state,
the uses of literary and cultural study as parts of social movements within and outside of the University,
and contemporary debates about the privatisation and market-rationalisation of education.
Optional modules: Spring term
Animal Life and the Moving Image
Tutor: Michael Lawrence
30 Credits
School of Media, Film, and Music
This module examines the representation of animal life in a range of moving image media, with a particular
focus on film. The module examines films from the silent period to the present day, including documentary
and fiction films, live action and animation, art and avant-garde cinema, and family and children¿s films.
Students will consider how various moving image technologies have shaped our understanding of, as well
as our imagined and actual relationships with diverse forms of non-human animal life. Students will
examine how different kinds of films depict animal life for the purposes of education, entertainment, or
both. The module explores the politics of anthropomorphism through a focus on scientific, surrealist and
popular natural history films, and considers the exploration of the `otherness’ of the animal in classic and
contemporary art cinema. We will also focus on the relationship between the animal and the child in
popular culture, and the relationship between the animal and animation (including the role played by CGI
in contemporary visualisations of the animal). The module will address how moving images can encourage
a radical and post-anthropocentric understanding of our relations with other animals. These various
representations will be addressed in relation to a wide range of contemporary critical, theoretical and
philosophical considerations of the animal and the animal image.
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The Body: current Controversies and Debates
Tutor: Alison Phipps
30 Credits (Level 6)
School of Law, Politics, and Sociology
The body has recently become a key focus for sociological theorising and research. Much of this work has
focused on defining the body as a socially constructed phenomenon, and exploring how it is produced
through various social and cultural practices and dismodules, and categories such as gender, class, 'race'
and sexual orientation. However, the body is also highly politically charged; a key site at which
oppression is meted out and a focus of regulation and governance at individual, group, national and
international levels. Bodies, and particularly women's bodies, are also at the nexus of some of the most
controversial debates of our time. This module will develop a political sociology of the body, exploring
how debates are constructed around controversial issues such as HIV/AIDS, sexual violence, sex work,
childbirth and breastfeeding, and cosmetic surgery and female genital cutting. Students will think
through these debates in relation to the rhetorics and conceptual frameworks being constructed and the
political allegiances being made. Attention will be paid to the intersection of different social categories
such as gender, class, 'race', sexual orientation, age, and (dis)ability, and how these shape the way
issues are discussed.
Gender, Sexuality, and the Postcolonial
Tutor: Denise de Caires Narain
30 credits
School of English
Feminist notions of ‘a global sisterhood’ were powerfully challenged in the 1980s by black and/or lesbian
feminists (amongst others) who exposed the heteronormative culture and class-specific assumptions of
mainstream feminism and questioned whether all women were subject to patriarchy in identical ways. At
roughly the same time, postcolonial studies began to establish itself as a distinct field within literary and
cultural disciplines. The impact of gender on postcolonial studies was belated but there is now a growing
body of work that seeks to define postcolonial feminism(s) and to revisit, if not revive, ideas of a
transnational or global feminist solidarity. This module explores some of the key debates within this highly
contested field focusing on a selection of key postcolonial texts (Fanon, Said, Bhabha) and on feminist
theoretical interventions (Spivak, Mohanty, Lazreg, Boyce Davies, Boehmer, Kaplan, Ahmed, Alexander
amongst many others). Alongside theoretical material, the module focuses on a range of literary texts by
contemporary postcolonial writers from a wide range of postcolonial locations (including Africa, South Asia,
the Caribbean, the South Pacific and the Middle East) and postcolonial diasporas. The selected writers
include: Jamaica Kincaid (Antigua/USA), Assia Djebar (Algeria/France), Zoe Wicomb (South Africa/Scotland),
Mahasweta Devi (India), Sia Figiel (Samoa), Patricia Grace (New Zealand), Edwidge Danticat (Haiti/USA),
Adhaf Soueif (Egypt/UK) and Erna Brodber (Jamaica), JM Coetzee, Nadine Gordimer (South Africa), VS
Naipaul (Trinidad/UK), Nuridin Farah (Somalia), Yvonne Vera (Zimbabwe). Some of the issues and topics
covered include: reading and representing ‘the other woman’; representations of ‘the’ nation; language;
class; home and belonging; motherhood; sexuality; orality; intertextuality; and migration.
Hate Crime and Sexual Violence
Tutor: Mark Walters
30 Credits
School of Law, Politics, and Sociology
This module will focus on issues relating to hate crime and sexual violence and the criminal justice
system. The module starts by exploring the various conceptualisations of hate crime and how and why its
definition has differed between jurisdictions. Focus is then given to the growing legislative responses to
hate-motivated offences both in the UK and US. Students will examine the extent to which the singling
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out of certain prejudiced motivations for enhanced sentencing (such as, racism, homophobia, antireligion and disablism) can be justified. Students then move on to explore the main criminological
theories that have been put forward to explain the aetiology of hate crime. Attention is also give to
research that has evidenced the often heightened levels of harm that such offences cause to both victims
and minority communities more broadly. The second part of the module focuses on sexual violence.
Students examine the reforms made to the law and practice with regards to sexual assault and will
consider remaining issues, highlighting attrition and problems of attitude. Some academics have argued
that sexual violence should also be classified as hate crime. As such students will explore the arguments
for and against the inclusion of sexual violence under the label of hate crime, noting both the impacts
that inclusion/exclusion under the label may have on the state's responses to such crimes. Students will
also examine the use of alternative criminal justice measures for hate crime and sexual violence.
Particular focus is given to the use of restorative justice and students will assess the potential benefits
and pitfalls of using such an approach.
Queering Popular Culture
Tutor: Andy Medhurst
30 credits
School of Media, Film and Music
This option offers students the chance to explore lesbian, gay, bisexual and queer contributions to, and
perspectives on, some of the key fields of popular culture - film, television, popular music, fashion, online
culture, the press. Although emphasis will be placed on contemporary popular culture, we will also strive
for historical perspective by looking, where relevant, at texts from the 1960s, 1970s and 1980s. Topics for
study will include lesbian and gay representation in mainstream film and television; queer discourses in,
and queered consumptions of, popular music; lesbian and gay 'community television'; histories of lesbian
and gay magazines and newspapers; online queer spaces and identities; sexuality and style politics; genres
and stereotyping; and the pleasures and problematics of camp. The module encourages students to reflect
on their own involvements and investments in popular culture and on the ways in which those of us
located in (or interested in) sexual minorities have been obliged to make particular negotiations with the
output of the popular culture industries.
Sexuality and Development
Tutor: Paul Boyce
School of Global Studies
30 credits
The module will explore sexualities as sites of political contestation, claims to rights, and intimate
aspirations in context of global socio-economic transformations, international health, and development
practice. The module will bring together theoretical perspectives on sexual subjectivity and sexual lifeworlds with a range of applied concerns relating to health, activism and development policy and
programming internationally. In particular the module will examine ways in which “dissident sexual
subjects” have been figured and imagined globally, often both included and marginalized in different
domains, such as the community, the state and international policy fora. Themes and issues addressed by
the module will include: sexual subjectivities, intimate lives, and global transformations; heteronormativity
in international development and health; citizenship economies: queer belongings and abandonments;
sexuality, law, and the state: homonational contestations over sexual rights; UN agencies and (im)possible
sexual subjects; HIV and AIDS: epidemiology, anthropology and policy - contested engagements with sexual
lives and “key populations”; sexualities in transition: trans-subjectivities, trans-bodies, and transnationalisms; viral and virtual intimacies: global flows, media and the sexual; intimate economies: sex
work, sex, and work; collaborative action: working with NGOs on sexual rights and health; creative
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engagement: visual ethnographic work on sexual life-worlds – globally; advocacy and exclusions: global
dialogues, sexual rights, well-being and marginalizations. The module will be interdisciplinary in focus,
drawing on literature from anthropology and the social sciences, queer epistemologies, international
development, health, gender and sexuality studies. In particular the module will seek to explore a range of
literatures comparatively, bringing theoretical perspectives on sexuality into dialogue with more practicebased literature, such as reports by UN agencies, NGOs and so on. Through class readings, and drawing on
the experience of the tutor and students, the aims will be explore, contest and consider differing modes of
engaging with sexualities on a global scale - as academics, health practitioners, activists, development
professionals and so on. The module will be taught via a combination of seminar-based readings and
discussions, (ethnographic) film, reflexive class exercises and group presentations.
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Appendix 2: Assessment Criteria
School of English
Band
Percentage
Variation
Qualities
Distinction
70-100%
80-100%
Truly exceptional work that could be published with
little or no further development or alteration on the
strength of its original contribution to the field, its
flawless or compelling prose, its uncommon
brilliance in argument and its demonstration of
considerable knowledge of the topics and authors
treated on the module.
70-80%
Outstanding work that might be fit for publication
or for development into a publishable article. Work
that is exceptional for its originality of conception
and argument, its conduct of analysis and
description, its use of research and its
demonstration of knowledge of the field and of the
core materials studied on the module.
Merit
60-69%
Good or very good work that is thoughtfully
structured or designed, persuasively written and
argued, based on convincing use of research and
fairly original in at least some of its conclusions.
Pass
50-59%
Satisfactory work that meets the requirements of
the module and sets out a plausible argument
based on some reading and research but that may
also include errors, poor writing, or some unargued
and improbable judgments.
Fail
0-49%
35-49%
Unsatisfactory
Work that is inadequate with respect to its
argument, its use and presentation of research and
its demonstration of knowledge of the topics and
authors treated on the module, or that is poorly
written and difficult to follow or understand.
15-34%
Very
unsatisfactory
Work that plainly does not meet the requirements
of the course and that fails to make any persuasive
use of research or to conduct any argument with
clarity or purpose.
0-15%
Unacceptable or not submitted.
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School of Global Studies
0-29 A mark in this range is indicative that the work is far below the standard required for a pass mark at
postgraduate level. It indicates that the work is very weak and seriously inadequate. This will be because
either the work is far too short, is badly jumbled and incoherent in content, or fails to address the essay
title or question asked. It will show very little evidence of knowledge or understanding of the relevant
module material and may exhibit very weak writing and/or analytical skills.
30-49 A mark in this range is indicative that the work is below, but at the upper end is approaching, the
standard required for a pass mark at postgraduate level. It indicates weak work of an inadequate standard.
This will be because either the work is too short, is very poorly organized, or is poorly directed at the essay
title or question asked. It will show very limited knowledge or understanding of the relevant course
material and display weak writing and/or analytical skills. Essay work will exhibit no clear argument, may
have very weak spelling and grammar, inadequate or absent references and/or bibliography, and may
contain major factual errors. Quantitative work will contain significant errors and incorrect conclusions.
50-59 (PASS) A mark in this range is indicative that the work is of an acceptable to satisfactory standard at
postgraduate level. Work of this type will show adequate knowledge and understanding of relevant course
material. It will focus on the essay title or question posed and show evidence that relevant basic works of
reference have been read and understood. The work will exhibit adequate essay writing and analytical
skills. It will be reasonably well presented, but the essay or answer may be weakly structured, cover only a
limited range of the relevant material, or have a limited or incomplete argument. Essay work should exhibit
satisfactory use of footnotes and/or a bibliography, and in more quantitative work it should be possible to
follow the logical steps leading to the answer obtained and the conclusions reached, even if there are flaws
in the logic. Arguments and issues should be discussed and illustrated by reference to examples, but these
may not be fully documented or detailed.
60-69 A mark in this range is indicative of that the work is of a good to very good standard at postgraduate
level. Work of this quality shows a good level of knowledge and understanding of relevant course material.
It will show evidence of reading a wide diversity of material and of being able to use ideas gleaned from
this reading to support and develop arguments. Essay work will exhibit good writing skills with wellorganized, accurate footnotes and/or a bibliography that follows the accepted ‘style’ of the subject.
Arguments and issues will be illustrated by reference to well documented, detailed and relevant examples.
There should be clear evidence of critical engagement with the objects, issues or topics being analyzed.
Any quantitative work will be clearly presented, the results should be correct and any conclusions clearly
and accurately expressed.
70 – 79 A mark in this range is indicative that the work is of an excellent standard for a postgraduate level.
The work will exhibit excellent levels of knowledge and understanding comprising all the qualities of good
work stated above, with additional elements of originality and flair. The work will demonstrate a range of
critical reading that goes well beyond that provided on reading lists. Answers or essays will be fluently
written and include independent arguments that demonstrate an awareness of the nuances and
assumptions of the question or title. Essays will make excellent use of appropriate, fully referenced,
detailed examples. Marks at the upper level of this range will indicate that the work is of near publishable
standard.
80 - 100 A mark in this range is indicative of outstanding work. Marks in this range will be awarded for
work that exhibits all the attributes of excellent work but has very substantial elements of originality and
flair. Marks in this range will indicate that the work is of a publishable academic standard.
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School of Media, Film, and Music
Band
Distinction
Percentage
70-100%
Variation
85-100%
Qualities
Work above 85% will demonstrate the qualities of work
in the 70-85% band. In addition it will be highly
insightful, distinctive, critical and/or creative with
potential for publication and/or exhibition and
performance.
70-85%
Excellent work will be insightful, distinctive, critical or
creative, showing excellence in one or more of the
following: quality of research; substance of method and
approach; knowledge of the literature or field of
practice; substance of argument; substance of
perspective or idea; quality of aesthetics, design,
technique or style. It will show a nuanced and/or
authoritative understanding of the issues, excellence in
presentation and use of academic conventions, and a
robust structure or design. It will also demonstrate a
distinct style or voice.
For work carrying 60 credits or more (dissertation or
project) the work will make a significant contribution to
one or more of the following: research methods and
approaches; critical theory and reflection; debates or
practices in the field.
Merit
60-69%
Good work will reflect a coherent response to the issues
and demonstrate critical or creative evaluation. There
will be some evidence of complex, critical or evaluative
work. Practice work at this level will reflect more than
imitation and respond creatively to the field of practice.
It will be well developed and show accuracy and
technical competence. Work at this level will also be well
presented.
Pass
50-59%
Satisfactory work will demonstrate some knowledge of
secondary sources, some investigation of primary
sources or creative work and some critical reflection.
Argument or execution may contain some errors, or be
incomplete or lacking an original or distinctive style.
Fail
0-49%
35-49%
Unsatisfactory
Work at this level may demonstrate a very limited
knowledge, understanding or appreciation of the module
content. It may lack focus, be patchy or weak. It may also
offer very incomplete research and incomplete
referencing, engage with a narrow range of ideas or
practices and provide few sources. It may also be poorly
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presented, demonstrate limited accuracy and technical
competence. The work will not meet the module
Learning outcomes.
15-34%
Very
unsatisfactory
0-15%
The lower range of fail may demonstrate an almost
complete lack of knowledge and understanding of the
issues, problems or topics. It will offer irrelevant or
missing references and resources; very poor
presentation, accuracy or technical competence.
Absolute fail will meet almost no academic and/or
practical criteria.
School of Law, Politics, and Sociology
80 - 100 A mark in this range is indicative of outstanding work. Marks in this range will be awarded for
work that exhibits all the attributes of excellent work but has very substantial elements of originality and
flair. Marks in this range will indicate that the work is of a publishable academic standard.
70 – 79 A mark in this range is indicative that the work is of an excellent standard for a postgraduate
level. The work will exhibit excellent levels of knowledge and understanding comprising all the qualities of
good work stated above, with additional elements of originality and flair. The work will demonstrate a
range of critical reading that goes well beyond that provided on reading lists. Answers or essays will be
fluently written and include independent arguments that demonstrate an awareness of the nuances and
assumptions of the question or title. Essays will make excellent use of appropriate, fully referenced,
detailed examples. Marks at the upper level of this range will indicate that the work is of near publishable
standard.
60-69 A mark in this range is indicative of that the work is of a good to very good standard at
postgraduate level. Work of this quality shows a good level of knowledge and understanding of relevant
course material. It will show evidence of reading a wide diversity of material and of being able to use ideas
gleaned from this reading to support and develop arguments. Essay work will exhibit good writing skills
with well-organized, accurate footnotes and/or a bibliography that follows the accepted ‘style’ of the
subject. Arguments and issues will be illustrated by reference to well documented, detailed and relevant
examples. There should be clear evidence of critical engagement with the objects, issues or topics being
analysed. Any empirical work will be clearly presented, the results should be correct and any conclusions
clearly and accurately expressed.
50-59 (PASS) A mark in this range is indicative that the work is of an acceptable to satisfactory standard
at postgraduate level. Work of this type will show adequate knowledge and understanding of relevant
course material. It will focus on the essay title or question posed and show evidence that relevant basic
works of reference have been read and understood. The work will exhibit adequate essay writing and
analytical skills. It will be reasonably well presented, but the essay or answer may be weakly structured,
cover only a limited range of the relevant material, or have a limited or incomplete argument. Essay work
should exhibit satisfactory use of footnotes and/or a bibliography, and in more empirical work it should be
possible to follow the logical steps leading to the answer obtained and the conclusions reached, even if
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there are flaws in the logic. Arguments and issues should be discussed and illustrated by reference to
examples, but these may not be fully documented or detailed.
30-49 A mark in this range is indicative that the work is below, but at the upper end is approaching, the
standard required for a pass mark at postgraduate level. It indicates weak work of an inadequate
standard. This will be because either the work is too short, is very poorly organized, or is poorly directed at
the essay title or question asked. It will show very limited knowledge or understanding of the relevant
course material and display weak writing and/or analytical skills. Essay work will exhibit no clear argument,
may have very weak spelling and grammar, inadequate or absent references and/or bibliography, and may
contain major factual errors. Empirical work will contain significant errors and incorrect conclusions.
0-29 A mark in this range is indicative that the work is far below the standard required for a pass mark at
postgraduate level. It indicates that the work is very weak and seriously inadequate. This will be because
either the work is far too short, is incoherent in content, or fails to address the essay title or question
asked. It will show very little evidence of knowledge or understanding of the relevant module material and
may exhibit very weak writing and/or analytical skills.
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