Higher Education Field Academy
Written assignment
Writing a Report on a Test Pit Excavation
Your assignment, following the completion of your test-pit excavation, is to produce a written
account of your excavation and its findings structured as a technical report which will tell
anyone who reads it what found and how you interpreted your findings, while also presenting
them with enough information to allow them to assess your conclusions for themselves. A report
is an informative piece of writing with a formal structure to contextualise, describe and analyse
the methods and results of a process, such as digging an archaeological test-pit.
Technical report writing is widely used in both higher education and the workplace, and one of the
main aims of the Higher Education Field Academy to help participating students develop and refine
a range of skills which will be of benefit in the future. The assignment part of the Field Academy,
therefore, involves participants in preparing a piece of written work which will be formally assessed
by the University of Cambridge. At the end of this process, students should have an improved
knowledge of, and skills in, the preparation and organisation of written work and its effective
communication to its intended audience. Your report will also provide an opportunity to apply skills in
the following areas: research, writing and IT.
General Points
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You must each complete your own unique written assignment, although you can work with
others who attended the HEFA in discussing and planning your experiences, evidence, ideas
and work plans. 
The minimum amount of time you should spend on this assignment is about 4 hours. There is no
maximum amount of time we recommend but the more time you put into it, the more you will get
out of it. 
Most set assignments have a word limit to ensure that students only include relevant points and
develop a clear and succinct writing style. Your written assignment should be between 2,000 and
3,500 words long. Words included in the main text, tables, footnotes and headings all count
towards this limit, but words in the title page, contents page, appendices and references do not.
You will need to indicate the final word count on the front page of your submitted work. 
Assignments must be handed in to the teacher who accompanied you on the Field Academy
to be sent by them to Access Cambridge Archaeology (McDonald Institute for Archaeological
Research, Downing Street, Cambridge, CB2 3ER) before the deadline date on the HEFA
Assignment webpage (http://www.access.arch.cam.ac.uk/schools/hefa/report/) 
The completed assignments will be assessed by Cambridge University, and returned to you
via your school, with comments and a certificate to mark your successful completion of the
Higher Education Field Academy. 
1. Preparation for Writing your Assignment
1.1 Resources
The information you will need to write this report can be found in (a) the record booklet you filled
in while you were digging, (b) the pottery report, (c) the map of the settlement you were in, (d) the
internet/local library and (e) this document. You will have your own copy of the record booklet
following the end of the Field Academy and the pottery report and maps can be downloaded from
the HEFA Assignment webpage (http://www.access.arch.cam.ac.uk/schools/hefa/report/).
Photographs taken on the field academy are also available to download, and you may have your
own to include or need to contact other group members for copies of theirs.
In order to gain the highest marks, we encourage students to search for information about the
archaeological and historical background of their settlement to add to the introduction of their
assignment and draw on in their analysis and conclusion of the test-pit excavation results. See
section 3 on ‘Research Skills’ about how to find and reference external sources before starting
your assignment.
1.2 Planning
Before embarking on your assignment, read the mark scheme criteria carefully, and note the
differences between the low, middle and high range descriptors. You will only gain marks for the
criteria undertaken so keep referring to the mark scheme throughout your writing-up to ensure that
you have met the requirements of each of the areas assessed. It will be useful at this stage to
make a note of any specific details, such as the inclusion of maps at three different scales, in order
to meet the high range descriptor for J4.
Plan what you intend to write beforehand to decide what information you need to include, the
content, and in what order to present it, the format. Using the suggested framework below, you
may find it helpful to begin writing a set of bullet-points for each section, outlining the information
and diagrams you need to include in each paragraph.
Check your submission deadline date and, using your bullet-pointed notes, plan what needs to be
done when, making sure to factor in other school and personal commitments. Note that compiling
maps, tables, graphs and diagrams may take longer than you expect, so make sure you leave
yourself sufficient time to edit and proof-read your report before submission.
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2. Report structuring and data presentation
2.2 Introduction and Background
An overview of the wider context of your research will familiarise a reader with the subject if it is
new to them and clarify why it is both relevant and valuable to study. You should explain to the
reader how the information contained in your report will make a unique contribution to the present
understanding of the subject.
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Summarise the history of archaeological research into medieval rural settlements generally, and
why there is now a need for attention to be focussed on Currently Occupied Rural Settlements
(CORS). 
Provide a short summary of the history of the settlement where you were digging and of
any previous archaeological finds from it. 
Give a short summary of what the medieval settlement pattern in the region around the
settlement you were digging in is currently thought to have been like. 
2.3 Aims and objectives
Clear statements about the issues your investigation intends to address (the project aims), and
how you intend to pursue them (the project objectives), will demonstrate your understanding of the
subject to the reader, give reasoning and a framework to your investigation and will enable the
reader to review your data with the same questions in mind. Describe (1) the overall aims of your
test pit excavation – ie and what it was hoped this would reveal; (2) the specific achievable step-bystep objectives of the excavation.
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Outline the aims of undertaking to dig an archaeological test-pit - why it was carried out and
what you hope will be achieved by it. 
Outline the specific achievable objectives of the investigation – what you intended to actually do. 
Relate this to your introduction by explaining how the objectives will produce data which will
aid our understanding about the individual site, the whole settlement and the bigger picture of
rural settlement nationally since the end of the Roman period. 
2.4 Methods
The accuracy and reliability of any data is dependent on the procedures employed to collect it. You
need to describe the methods used for your data collection and justify why these were well suited
to address the aims and objectives already outlined.
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Describe the methods and equipment used in the test pit excavation, and why these were
appropriate to the aims of the task and relate to the aims outlined in the introduction. 
2.5 Location
Any investigation report needs to record where the data was sourced from. For test pit excavations,
a key aim is to map where data of different dates was found, so it is important the location of your
excavation is recorded accurately in your report.
 Include a detailed description of where the excavation took place, as well as a national map,
village Ordnance Survey (OS) map and individual site sketch plan, a National Grid
Reference (NGR) and aerial image of the test-pit site. 
2.6 Data/Results
You should present the information recorded during your investigation, including all observations
and measurements, to the reader. This section should focus on presenting factual observations
(for the reader and for posterity), not on interpretation.
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Present the data from each layer (context) separately, successively in the order in which it
was excavated. Explain what the information tells us and draw attention to anything you think
was particularly interesting about it. 
Include a combination of plans, tables, photographs and text to describe all recorded aspects
of the physical appearance of each layer and the finds from it. 
Include clear, annotated and accurately scaled plans of each context, and of all four sections
of the test pit, describing and explaining any layers or features observed. 
Suggest and justify a date for each context, and say whether you think it has been
intensively occupied or not, explaining why you think this. 
2.7 Discussion and Conclusion
In the final part of your report, you should discuss your data and present your ideas about what it
means, using your knowledge and thinking skills to give substantiated, reasoned interpretations.
Draw attention to patterns in your data such as changes over time, and pose possible explanations
for these. You are aiming to provide an informed interpretation of the data and your deductions
about what new insights this gives us and its significance, with reference to the research outlined in
the introduction. You should be critical and self-reflective in assessing whether the stated aims
have been achieved, including any limitations to the dataset or avenues for further research.
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Summarise generally what the finds from your test-pit have told you about what was going on in
the area of your test-pit at different times in the past. 
Review the finds from the other test-pits (using the information in the pottery report and the
maps on the ACA ‘excavation results’ web page for the settlement you excavated in) and say
what you think all of the information together has told us about the history of the settlement from
the earliest period there is evidence for onwards. Describe which parts of the village were lived
in at different times and whether the settlement stayed in the same place or moved around at
different times. 
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3. Research Skills
Other information sources may be consulted may be consulted to support or report the theories
you develop in analyzing your data. To prove that these sources are relevant and have been
understood, you need to refer to them in your report and cite the information correctly.
3.1 Consulting Information Sources
In order to learn more about the history and archaeology of the settlement where you dug, and more
about medieval settlement studies in general, you may begin by using an internet search engine to find
primary and secondary digital resources. It is important to make sure that you are accessing reliable
information, and that it is cited correctly in your report (see below). If a website has not included a list of
its own references then you have no means of verifying the information you read. Here are a few
suggestions of websites with national coverage, but also see the University of Cambridge HEFA
Excavation Reports webpage (http://www.access.arch.cam.ac.uk/reports).
The British History Online website (http://www.british-history.ac.uk/) is a reliable source
for local history which may have covered your settlement. A local village website may
exist which may also have some village history but may not be as reliable.
The Heritage Gateway website (http://www.heritagegateway.org.uk/gateway/) provides
information about archaeological finds, sites and monuments and historic buildings
which can be searched by parish or by grid reference previous.
The University of Cambridge HEFA Excavation Reports webpage provides information
about other Currently Occupied Rural Settlements which have been subject to test pit
excavation with the University of Cambridge (http://www.access.arch.cam.ac.uk/reports).
A University of Cambridge webpage for students completing their HEFA reports
(http://www.access.arch.cam.ac.uk/schools/hefa/report/) includes maps of settlement form
which will help identify the pattern in settlement in the area around the settlement you
excavated
Your local library and school library are likely to have books on local history and geography. If it is
not obvious where you should begin to look, ask the librarian for advice and to search the
catalogues with you. If public libraries do not have certain books available on their shelves, you will
find that most can request books to be delivered from any of the county libraries, so ensure that
you expand online catalogue searches to include them.
3.2 Referencing Information Sources
Remember to make a careful note of any books or websites you read so that you, or your reader,
know how to find them again. You will also find it useful to see what books or websites are
referenced by those you read to learn how to reference other authors correctly and to identify other
sources to find.
In order that the reader knows what external sources have been consulted, and to avoid plagiarism,
they need to be listed at the end of your report but also identified in the main body of text. Plagiarism
is:
‘defined as submitting as one's own work, irrespective of intent to deceive, that which derives in part or
in its entirety from the work of others without due acknowledgement’ (University of Cambridge Statement
on Plagiarism - http://www.admin.cam.ac.uk/univ/plagiarism/students/statement.html).
The Harvard referencing system is widely used to reference external sources in higher
education. You will find extensive guidance on the internet about using the system, but here is a
basic introduction.
When citing an author in your text, you should include their name and the year of publication,
with page numbers if including a direct quote.
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Rural settlement has long been a crucial area of research for medieval archaeology (Lewis
et al. 1997). 
“The settlement is an artefact which gives us some help in understanding medieval
ideas and culture.” (Lewis et al. 1997, p8) 
In listing your references at the end of the report, you need to include all of the following details for
books cited: author(s), date published, title, publisher and place published, or journal title volume
number and pages.
 Lewis, C., Mitchell Fox, P., and Dyer, C. (1997) Village, Hamlet and Field
(Manchester University Press, Manchester) 
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 Lewis, C. (2005) ‘Test pit excavation within occupied settlements in East Anglia in 2005’
in Medieval Settlement Research Group (MSRG) Report Vol.20 p9-16 
For a website, you should include: author or source, date published, title of web document
or webpage, website address/URL, date accessed.
  Salzman, L.F. (1948) A History of the County of Cambridgeshire and the Isle of Ely: Volume 
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Available
at
British
History
Online:
http://www.britishst
history.ac.uk/source.aspx?pubid=254
(accessed
21
September
2012)
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 Blinkhorn, P. (2012) Pottery from Peakirk HEFA Test-Pits, (PEA/12) HEFA. Available at
Access Cambridge Archaeology:
http://www.access.arch.cam.ac.uk/reports/cambridgeshire/peakirk/2012 (accessed 5th
December 2013) 
For images found on the internet, you should reference: author, year (image created), title of work,
website address/URL, date accessed. Where the author is not known, begin with the title of work.
 Access Cambridge Archaeology (2012) Peakirk HEFA 2012 Test Pit Locations. Available
at Access Cambridge Archaeology:
http://www.access.arch.cam.ac.uk/reports/cambridgeshire/peakirk/2012/Peakirk122.pdf
(accessed 5th December 2013) 
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 Peakirk, Peterborough PE6. Available at Google Maps: http://goo.gl/maps/mJbi5 (accessed
21st September 2012) 
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4. Writing Skills
4.1 Structuring a Report
Your assignment will be assessed to determine how closely it follows the suggested guidelines and
the criteria specified in the mark scheme. You also need to include a title page, contents, page
numbers and a list of references to complete your report. It is important to structure your assignment
correctly so that the sections follow on from each other and that the reader understands the
direction of your points.
4.2 Spelling, Grammar and Punctuation
Errors in spelling, grammar and punctuation can reduce your reader’s confidence in the care,
accuracy and reliability of your work. Do not simply rely on the spell checker of your word
processing software, as they are often set to US rather than UK English and may not recognise
specialist terminology used. You (and preferably someone else) need to read through to make sure
that your writing makes sense.
4.3 Writing Style
Technical report writing requires concise and direct language, and use of appropriate
terminology. Assume that the reader has no prior knowledge of the subject, which will help you to
make clear statements of explanation and include relevant definitions and references. It usually
helps to start with general observations and go on to specific information, and then sum up.
Reports are usually written in the third person (i.e. the test pit was located…/this could suggest…)
but it is perfectly acceptable to write in the first person (i.e. our test pit was located…/I suggest
that…), particularly when expressing an opinion or describing the steps undertaken in your
investigation. You may find you have to employ different writing styles for different sections of
your report, dependent on whether you are describing or analysing your data.
Although it helps to draw on a wide range of vocabulary to express yourself clearly, do not select
elaborately ambiguous words if a simpler word conveys the meaning of what you intend to say
better. Also, do not forget to include metric units for all measurements in your text, tables, maps
and diagrams.
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5. IT Skills
5.1 Data Presentation
Data can be presented in a range of different ways including tables, graphs, pie charts, bar charts
and diagrams. The most appropriate style will depend on the point you are trying to make and the
format of the information you want to include. You need to make sure that the data presented has
a purpose in the section you are writing and is explicitly referred to in the main body of the text.
Digital generation of your images, maps and tables will make sure that they are legible to the
reader and convey information effectively and engagingly. Remember to include as much detail as
possible, including (but not limited to) legends, descriptive captions and units of measurement. All
maps require a north arrow, an indication of scale and a title, whether your own or sourced
elsewhere.
5.2 Word Processing
Reports should be word processed to present a professional finish. A range of formatting tools
can be used to accentuate the structure of the report, such as bullet-points and numbering.
Separating the sections with headings and sub-headings will act as sign-posts to the reader, and
you should separate your writing into paragraphs rather than a continuous body of text.
The typography should appear legible and consistent, so ensure that you select font styles,
font sizes, alignment styles and paragraph spacing which will make your report look
professionally typeset.
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6. After Completing the Written Assignment
Once you have completed writing your assignment, you should proof-read your work to ensure that
you have identified and corrected any spelling and grammatical errors. You also need to make sure
that what you have written makes sense and is structured in a clear logical order, including the
presentation of your data, diagrams and photographs and references to external sources are
labelled. To make certain that you have fulfilled the brief, read through the mark scheme alongside
your assignment and check that you have included all the relevant information required to
maximise your marks.
Finally, ask someone who has not been involved with the course to read through what you have
written and ask them to tell you whether they understand what you are saying, and whether there
is anything else they would like to see in it.
If you have any questions, either ask your teacher
or e-mail Access Cambridge Archaeology on access@arch.cam.ac.uk
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