SMLC Marking Criteria: Glossary

Assignment brief

This document can be found on the Moodle page for each module.

It explains the assignment task and what is expected. It will also tell you if any aspects of the marking criteria (e.g. Academic Research, Engagement & Practice) do not apply to that assignment.

For a video presentation, the assignment brief may provide a list of questions and stipulate the minimum and maximum length in minutes.

It will explain what the module tutor is looking for (e.g. in terms of academic research, creativity, presentation).

Learning Outcomes

Statements that explain what you should know, understand, or be able to do by the end of a course, module, or assignment.

“By the end of this module, students should be able to access, read, and critically analyse primary and secondary source materials in target language.” This is a learning outcome that applies to all culture modules in SMLC.

“A high level of knowledge of the grammatical, discursive and pragmatic conventions that govern language use—and of the societal factors which make language use effective.” This is a learning outcome that applies to all language modules in SMLC.

Each module will also have specific learning outcomes relating to the specific material covered. For instance, “Evaluate literary expressions of cultural and linguistic diversity in the context of the cultural and sociolinguistic diversity of the Hispanic world.”

Argumentation

Argumentation is how you build and explain your point of view in an academic essay. It means giving reasons, using evidence, and showing how your ideas connect to support your overall answer or position. Good argumentation is clear, logical, and helps the reader understand why your point makes sense.

Whatever the assignment type, you will take a certain position or approach, or develop an argument.

If you are asked to apply a concept that you have learned to a contemporary issue, you will have to make clear (a) your understanding of the concept and (b) justify why it helps us to understand better the contemporary event.

In a more traditional assignment with a set question, your overall argument might be: “Populist propaganda relies on clichés to simplify reinforce ideological messages.”

In the different sections of your essay or presentation, you might build up this argument in stages:

• clichés break down complex ideas;
• clichés appeal to the emotions;
• the constant repetition of clichés creates a sense of familiarity and truth.

In each section, you would need to provide evidence to support these points. All these parts work together to support your main idea — that clichés are a powerful tool in populist propaganda.

Structure

Structure is how you organise your work and connect the different points. It should guide the reader or audience from start to finish, so that it is clear what you are trying to achieve and how the different parts fit together.

Most work has an introduction, different sections, and a conclusion. It should be clear how each point builds on what has gone before, as well as how each section contributes to the purpose of the assignment or to your argument.

Analysis

When you analyse a work of art or a translation, you do not just describe what happens in the work or identify relevant features. Instead, you explore how and why it works. You ask:

• Why did the author/translator/artist etc. make this decision?
• What effect does it have?
• How does it shape how we interpret the material?
• What is the deeper meaning of a particular theme or a particular character’s actions?

For literary works, you might pay special attention to characterization, themes, imagery, vocabulary, register, genre, rhetorical features (like irony, alliteration, metaphor), symbolism, changes across the narrative, repetition.

For film, you might also consider elements of mise en scene (lighting, costume, set design, composition, colour, audio etc.).

For translations, you might particularly consider readership, translation purpose, text type, vocabulary, register.

For social media, you might think about author and audience, purpose, the use of images, register, vocabulary, tone, hashtags, reception.

Depth of knowledge

Showing that you understand the topic well, not just at a surface level.

Do not just write, “This novel is about the French Revolution.” Instead, explain what the French Revolution was. Which particular elements are explored in the novel? What makes this novel unique or controversial?

Critical Thinking

Thinking about the brief and the issues that it raises from various angles.

Not taking what others say on face value. Asking: how have they come to this conclusion? What is their evidence? Are there other interpretations?

Being able to interrogate your own assumptions and identify biases in the work of others.

For example, you might be asked to write an essay in response to the statement: “How does post-1945 film criticize Germany’s failure to learn from the past?”

In your answer, you would reflect on what “learning from the past” might means in different contexts. Is it about individual guilt? Or changes to political institutions and social attitudes?

You might consider both sides of the argument, ways in which the sources that you analyse are optimistic and pessimistic.

You would also think about the implications of the question: Why is it important to learn from the past? Why is film important to this process?

Originality

Coming up with your own ideas or a fresh way of looking at something, even when using existing research.

Rather than explaining how others have interpreted something, offer your own analysis. Where possible, you might base your analysis on examples not discussed in class—or on a theory or concept that was not the focus of teaching that week.

For creative projects, e.g. the creation of a new book edition, you would consider the existing market and identify gaps or issues with existing editions. Your new edition would attempt to offer something different and valuable (and you would explain the novelty of your edition in the reflective piece that accompanies your work).

Academic Research

Finding and using reliable sources (like academic books, journal articles, and non-biased websites) to fill in gaps in your knowledge and provide evidence for your ideas. Most academic publications have been “peer-reviewed,” which means that other experts have certified that it is well informed, accurate, and objective.

Quoting an article published in an academic journal to explain responses to a particular protest movement, rather than relying on blog posts or websites by authors with unverified expertise.

Engagement with scholarship

When we talk about “engaging” with secondary literature, we mean that we want you to do more than simply “use” it.

“Engaging” goes further than simply including quotations or ideas from other sources written by researchers or experts. It means that you think about what the source is saying, compare it with other views, and explain how it fits into your own argument. “Engaging” is about showing that you fully understand the claims of others and the context in which they are being made. It is also about providing your own evidence to reinforce that point or to offer a different perspective.

If you are discussing the representation of a particular theme of a poem, you might summarise how other scholars have interpreted this issue. You could explain how one scholar’s interpretation of a particular point fits into their discussion as a whole. You could also describe the evidence that they use and provide a different example to further your own analysis. Or you might question the evidence that they have provided and offer some counterevidence.

To give another example. You might extract a definition of “postcolonial” from a theoretical article. For example “According to Edward Said, postcolonialism involves examining how colonial power shaped knowledge and culture.” Here, you have shown that you have read the source and are using it to explain a key idea.

You would demonstrate deeper engagement by thinking about what the scholar is saying, comparing it with other views, and linking it to your own discussion. For instance: “Said argues that colonial powers shaped how the West sees the East through ‘Orientalist’ thinking. While this is a powerful idea, later scholars like Spivak have questioned whether postcolonial theory gives enough voice to colonised people themselves. This debate helps me explore how postcolonialism can both reveal and sometimes repeat power imbalances.” Here, you show that you are not just repeating what others say. You are thinking critically about how others have already received these ideas and how you can use the theory to support your own analysis.

Academic Practice

Academic practice is what helps your readers and audience trust your work. That means making sure that you provide reliable evidence for your claims, so that others can decide whether they agree. It also means showing when your work has been shaped by other sources and tools.

The most important thing is providing full references whenever you paraphrase or quote something that you did not come up with yourself.

In SMLC, we recommend that you copy the models in the MHRA style guide when providing references and producing your bibliography/filmography.

It is okay to use the referencing system preferred in your other department. The most important thing is to include all of the required information and format your references consistently. It should be possible to use your references to look up the exact page or paragraph where you found the information.

Communication

Expressing your ideas clearly so that the reader can understand them.

Using full and grammatically complete sentences (with a predicate, verb, and object).

Avoiding slang and writing in a formal manner.

Not using overly complicated language or words if you are not sure of their meaning.

Making sure that you explain each idea fully.

Presentation

How your work looks on screen or on the page.

Is the spacing consistent? Have you run a spelling and grammar check? Have you proofread to make sure there is no repetition and no accidental deletions and typos?

Anecdotal

When you make claims that are not directly tied to the material and supported with evidence.

Writing things like “the novel feels quite pessimistic,” “Germany is a positive example of learning from the past,” and “Climate justice is a left-wing issue” without examples to back up your claims.

You should avoid making generalisations based on individual accounts with limited evidence.

Evidence

Information that supports your argument and approach—this can include quotations or examples from the work you are analysing or from secondary literature and other reliable sources.

If you argue that the representation of a particular character is stereotypical, provide examples that reinforce your point. Have other scholars made the same argument? If so, quote their work to back up your argument.

If you write that the 1960s were a time of great upheaval in Europe, list events showing that this was the case.

Progression

Your work should be like a puzzle in which all the pieces fit together seamlessly.

Good progression helps the reader follow your thinking and shows that your your thinking step by step.

An essay might start by identifying a problem, then explore the causes, and finally suggest solutions—this shows clear progression.

In a reflective piece on a creative assignment, progression might look like this: You begin by explaining the reason behind your choice of subject. Then you describe how you developed the design. Finally, you reflect on what the output means to you and how it might affect others. Each part builds on the last to show your thought process and personal engagement with the topic.

In a policy document, progression might mean: You begin by outlining the problem, then present evidence and analysis for different aspects, and finally propose clear recommendations. Each section leads logically to the next, helping the reader understand your reasoning and proposed solutions.

Nuance

Nuance means showing that an issue or idea is complex, with different layers, perspectives, or exceptions. Often nuance involves recognising that there may be different sides to a topic, exceptions to a rule, or limits to a theory. Nuanced writing avoids oversimplifying and shows careful, thoughtful thinking.

In an essay on how Germany’s federal political system has shaped its domestic agenda, a nuanced argument would not just say “Federalism gives states more power.” Instead, it might explore how federalism allows for regional flexibility in areas like education and healthcare, while also creates challenges in coordinating national responses to issues like climate policy or migration. This shows that the system has both strengths and limitations, depending on the context.

If you were giving a presentation on the representation of toxic masculinities in a particular film, you might look at how the representation of masculinity is inflected by other issues such as race and class, demonstrating that you understand the complexities and tensions in the filmmaker’s approach.

Signposting

Signposts are words and phrases that spell out the structure of your work and explain how different sections and ideas relate to each other.

Without these guiding words and phrases, it may be hard for somebody else to understand the relevance of what you are saying.

“Although these aspects of the film arguably sanitise the critique expressed in the original novel, in other areas the director’s anger at the political situation is undeniable. First, the actions of the journalist raise questions about the regulation of the press.”

These sentences are a form of signposting. They explain what you have just argued and signal what you are going to consider next.

Transitions

Words or phrases that connect ideas and paragraphs smoothly. Transitions help your writing feel connected and logical, rather than jumpy or disjointed.

Words like “however, “furthermore,” “on the other hand,” and “in conclusion” are transitions. You can also use phrases like “Having demonstrated …, I will now explore ..” to show that you are moving on to a new part of your discussion.

Topic sentences

The first sentence of a paragraph that tells the reader what the paragraph is about.

“As well as reflecting anxieties about modernity, public reactions to UFO sightings in 1950s Italy responded to Cold War tensions” is a topic sentence that introduces the main idea of the paragraph. It suggests that the rest of the paragraph will provide examples and analysis to back up this focal point.

Underdeveloped

When you make a point but do not explain the “how?” “Why?” “So what?”

Claiming that “the character is unsympathetic” is not a fully developed point. What evidence do you have for this claim? If the character is unsympathetic, how does this affect how we understand the rest of the plot, the themes of the novel, what the author is trying to say about a particular issue?

Analyse

Evaluating a statement, image, or event rather than just describing what it says or does. Going deeper to consider why translators/authors/filmmakers etc. made certain choices and how these choices impact on the audience.

Description: The action of La Haine takes place in a 24-hour period and frequently refers to time.

Analysis: The countdown structure builds suspense and mirrors the characters’ limited opportunities to escape their circumstances. It also reflects the pressure cooker environment of the banlieue, where every moment feels like it could tip into violence.

Description: The “Melonian Youth” exposé by Fanpage.it used undercover video footage to show members of Gioventù Nazionale giving Nazi salutes, making racist and anti-Semitic remarks, and expressing admiration for Mussolini.

Analysis: This exposé reveals how far-right ideologies persist within mainstream political structures in Italy, particularly among younger activists. By documenting these behaviours, Fanpage challenges the public image of Fratelli d’Italia as a modern conservative party and raises questions about the limits of political accountability.

The exposé contributes to ongoing debates about Italy’s “divided memory” of fascism and the tension between historical reckoning and political denial.

Primary sources

These are the sources you analyse, interpret, or translate in your project. Primary sources are created at the time of the subject you are studying or by people directly involved.

E.g. a novel, film, poster, newspaper article, essay, social media post.

Aesthetic contexts

What was happening at the same time that the work was produced? Does the work belong to a particular genre or cultural/political movement?

If you were analysing a play like Goethe’s Faust, you might consider:

• Romanticism and the Sturm und Drang Movement
• The conventions of tragic theatre

Concepts and principles that underpin the teaching

Your module will be designed to introduce you to certain concepts, terms, and ideas that will deepen your understanding of the core material. These will be highlighted and explained in lectures and any core reading.

In Translation and Transcultural modules, ideas like coherence and cohesion will be core to the teaching.

In other modules, your tutor might introduce you to ideas like decolonization, community, capitalism, freedom, realism, idealism, symbolic violence, populism, trauma etc.

You will be expected to show your understanding of these concepts in your work.

Developments and debates

What was happening when the material was produced?

What sorts of historical, political, social, intellectual, philosophical discussions were happening at the time?

How are these reflected in the work?

If you were writing on Cervantes, you would be expected to acknowledge that he wrote during the late Renaissance, a period marked by renewed interest in classical learning, individualism, and human potential.

If you were analysing Nicolas Sarkozy’s media strategy, you might reflect on the quinquennat reform (2000), which reduced the presidential term from seven to five years, increasing pressure to deliver results quickly and visibly. Other factors include the celebrification of politicians, constitutional reforms to modernize government and consolidate the role of the president, and the financial crisis, which fostered a particularly public kind of crisis management.

Finer details

Going beyond just summarising what happens and what a work is about.

Looking at the different components of a passage, scene, or even sentence.

Noticing how a writer uses punctuation to create tension in a story.

Thinking about who the narrator is and if the narrative perspective shifts would be another example.

Analysing the use of colour or background music in a social media post.

Considering elements of repetition or parallelism in political speeches or newspaper articles.

Surface-level

Surface-level discussion focuses on what is said, rather than how or why it is said. It is not interested in deeper or implicit meanings, rhetorical strategies, or underlying implications.

Saying “the filmmaker uses flashbacks to reveal the protagonist’s childhood experiences” remains at the surface level, because it does not tell us anything about those childhood experiences or why the filmmaker wants her audience to understand the protagonist’s childhood.

Descriptive

Providing a summary of a novel/film/translation/article without thinking about what it means.

Description: “The translator uses Cockney slang” is descriptive.

Analysis: “The translator uses Cockney slang to mimic the regional dialect used in The Tin Drum, which was set in Danzig. These dialects have a functional equivalence and suggest similar social positioning and linguistic distinctiveness” is more analytical.

Retelling

Simply repeating what a text or source says, without analysing the details or adding your own perspective

Summarising what your teacher said during a lecturer rather than providing examples and performing your own analysis.

Critical Approach

A critical approach means looking at a topic, text, or idea in a thoughtful and questioning way. Instead of just accepting things on face value, you explore different perspectives, ask why things are the way they are, and consider the context (e.g. historical and political developments, cultural trends).

When studying memorials in post-dictatorship Chile, a critical approach might involve asking:

• Who created this memorial and why?

• Whose memories are being represented—and whose are left out?

• How does this memorial shape public understanding of the dictatorship?

Critical Rigour

Being thorough and precise in your thinking throughout your assignment.

You can demonstrate critical rigour by backing up your ideas with evidence, carefully crafting each stage of your argument, checking facts, considering multiple viewpoints, and explaining your reasoning clearly.

Innovative elements

New or creative ideas in your work that go beyond what was expected or taught.

A memorial project decides to focus on a lesser-discussed aspect of the histories introduced in class or chooses a format different from those studied on the module.

Individuality

Each student will approach a task in a unique way. This does not simply mean how they view and interpret the material in relation to their differing frames of reference (e.g. other modules, existing knowledge). It means the particular aspects of the question or task that jump out at them, or the (dimensions of the) primary materials on which they choose to focus. Each student will also do their own wider reading for the module.

Two students write essays on the same topic, but one focuses on economic impacts and the other on cultural effects—each offering a unique angle.

For a short close reading of a film scene, two students might choose to foreground different aspects of mise en scène, with one student particularly interested in scene composition and actor blocking with another more interested in symbolism and how it is expressed through colour, costume, and props.

If you are producing a multimedia project or video presentation applying a concept from the module to a current issue, your individuality will shine through in the match between concept and event.

Intellectual ownership

Taking responsibility for your ideas and showing that your work is genuinely your own. It is about showing that you have responsibly worked with primary and secondary sources to form your own evidence-informed opinions.

You plan your essay, choose your sources, and write in your own words—while giving credit to others where needed.

Straightforward or narrow approach to the brief

Essays that go beyond a straightforward approach tend to explore the topic in more depth, make connections between ideas, and considering the deeper implications of the question or task.

For the question, “Consider how questions of gender and ethnicity intersect in work x and work y,” a straightforward approach might involve discussing gender and ethnicity separately.

A more developed approach could explore how gender and ethnicity interact in different ways to shape characters’ experiences—e.g., how an Indigenous woman’s voice is silenced differently than a male character’s. It might also involve recognising

For a question like, “Omer Bartov states that ‘the history of the Holocaust is conventionally written from only one perspective…’ Discuss this statement with reference to ONE OR MORE of the texts or films discussed in this module, ”straightforward approach might
agree or disagree with Bartov’s statement and summarise a text from the module.

A more developed approach would
critically engage with Bartov’s idea by analysing how a chosen text complicates the binary of victim/killer.

Academic Databases

Searchable collections of academic research and newspaper articles. You can search for research on particular authors, works, or general topics.

The library has links to subject-specific databases.

Two of the most focused and reliable databases are:

• Web of Science
• MLA International Bibliography

Bibliography

A list of all the sources that someone has used to prepare their work.

Bibliographies can be a good way to find further reading on a topic.

Books, articles, websites listed at the end of an essay or book.

Your module tutor will normally also ask you to provide a bibliography with full details of the secondary sources that you have consulted and cited in your assignment.

Filmography

A list of films you watched or referred to in your work.

Referencing

Giving credit to the authors of the ideas or quotes you use.

In SMLC, we recommend that you copy the models in the MHRA style guide when providing references and producing your bibliography/filmography.

All references should have a page number (or paragraph number for online sources) showing the bit of the book/essay/website to which you are specifically referring.

Your references should be verifiable. That means that it should be easy for anybody else to locate the page/paragraph where you found the information that you are citing.

Authorised Tools for Proofreading

Tools you are allowed to use to check your writing.

In most cases, this will be the spelling and grammar checks in your word processing software—as well as your own efforts to read through and double check your work.

See Warwick's policy: https://warwick.ac.uk/services/aro/dar/quality/categories/examinations/policies/v_proofreading/

Module reading list

A list of books, articles, and other materials recommended by your module tutor.

You can find the reading list for your module on Talis Aspire. Some teachers might provide recommended reading on the Moodle page for your module.

High-quality sources

High-quality sources are reliable, well-researched materials that support your academic work. They are usually written by experts and have been published after “peer-review” (i.e. after other experts have reviewed the data and arguments and certified that they are objective and valid).

These sources help you build strong arguments and show critical rigour.

Examples:

• Peer-reviewed articles in academic journals
• Books published by academic presses
• Reports from respected organisations (e.g. UNESCO, WHO) Credible news outlets with investigative journalism

Secondary sources

Secondary sources are texts that analyse, interpret, or comment on primary sources (like archival materials, novels, artworks, films, essays). They help you understand how others have studied or responded to a topic, and they are essential for building your own argument.

Examples:

• A journal article discussing a novel, film, song, or work of art
• A book chapter analysing historical events or media controversy
• A critique of an essay

Unreliable sources

Sources that may be biased, inaccurate, or not based on evidence. Using unreliable sources can weaken your argumentation and lower your marks.

• Wikipedia (can be edited by anyone)
• Personal blogs or opinion pieces without evidence
• Social media posts
• Material generated by artificial intelligence.

Non-academic sources

Sources that are not written by experts or not published in academic settings. These can be useful for context or real-world examples, but they should be used carefully and not as your main evidence.

• News articles
• YouTube videos
• Popular magazines

Existing scholarship and/or practice

This means showing how your ideas connect to, build on, or challenge what other scholars or practitioners (e.g. translators, activists, artists, curators, editors) have already said or done. It helps place your work within a wider academic conversation and shows that you understand the context of your topic.

Positioning your work shows that you are not just writing in isolation—you are engaging with others’ ideas and contributing something new or thoughtful.

In an analysis of a retranslation that you have produced, you might reflect on existing critiques of the original translation and explain how your retranslation acknowledges these critiques, as well as how it responds to other issues that you have identified in the original translation. You might show that you are aware of particular conventions for analysing certain genres.

If you are producing a social media product to clarify a particular issue, then you would show that you understand content creators use that medium and established methods for targeting certain types of audience. You might also identify approaches that tend to be overlooked.

If you are analysing a primary source, explain what sort of work has already been done by scholars. Why have they shown interest in the primary work? How does your work support particular understandings of the primary text, or indeed how might it provide new perspectives?

Complex sources

Through your reading lists and independent research, you will likely encounter secondary sources that have been tailored to different kinds of audience. It can be tempting to focus on short essays written in your first language and for undergraduate students. However, you might be able to showcase the depth of your understanding if you engage with longer works, works in the target language, or more conceptual or theoretical texts. These sources often require careful reading and interpretation—but they also offer rich material for analysis and deeper thinking.

Some of the major academic publishers produce “encyclopaedias” or “handbooks” that introduce students and researchers to key issues or terms. These tend to be summaries that give a quick overview of the key issues. For some traditional topics, there will also be academic essays and “readers” tailored specifically to undergraduates or to broader publics. These works can be extremely useful as a starting point.

However, you will be able to demonstrate deeper understanding if you engage with more complex works too.

Communicative performance

How clearly and effectively you express your ideas, including verbal and non-verbal cues.

Verbal communication: how clearly you pronounce different words, avoiding fillers (e.g. “erm,” “like”),

Speaking at a comfortable speed, with appropriate pauses, varying your pitch and emphasis to highlight key points.

Non-verbal cues: Gestures, posture, and movement that support or distract from the message.

Adjusting delivery based on audience reactions or needs. Handling questions or interruptions with confidence and respect.

Polished

Polished work demonstrates attention to detail, whether in writing, speaking, or visual design. A polished submission feels professional—it’s easy to follow, free from distracting errors, and communicates ideas effectively.

A polished essay or report has a clear structure without repetition, uses precise language and appropriate academic tone, is free from spelling, grammar, and formatting errors, includes properly referenced sources, shows thoughtful editing and revision.

A polished presentation is well-paced and clearly spoken, may use visuals or slides that support the message (and do not distract from it), shows preparation, guides the audience with clear transitions and signposting, avoids filler words and technical issues.

Jargon

Specific words or phrases used in a particular subject that may be confusing to people outside that field.

It can be tempting to copy academic writers who have a tendency to use overly complex language and technical terminology. However, it takes real skill to explain complex issues using simple language.

If you use theoretical terms like “epistemology” or “hegemony,” make sure that you always make clear how you are using them.

If you employ a term that you would not normally use, double check the meaning in an online dictionary. Your lecturers do this all the time in order to ensure that they have selected the best possible word to convey their point!

Technical Execution

Technical execution refers to how well the practical aspects of your work are carried out. It includes things like formatting, structure, timing, audio/visual quality, and correct use of tools or conventions. Strong technical execution helps your ideas come across clearly and professionally.

In multimedia presentations or creative projects, good technical execution means:

• Clear audio and visuals
• Smooth transitions between sections or slides
• Appropriate pacing and timing
• Clear visuals

Production Values

Production values refer to the overall quality of how a multimedia or creative project is put together. This includes the visual and audio quality, editing, design, and how well the different elements (like images, sound, text, and transitions) work together to support the message. High production values make a project feel polished, professional, and engaging.

Evidence of strong production values might include:

• Clear audio and visuals (e.g. no background noise, good lighting, readable text)
• Smooth editing (e.g. transitions, pacing, timing)
• Consistent design choices (e.g. colour scheme, font, layout)
• Effective use of media (e.g. music, video clips, subtitles, animations)
• Attention to detail (e.g. no glitches, typos, or abrupt cuts)

Style

The way you write, including your tone, sentence structure, and word choice.

Academic style usually means writing formally, avoiding slang, and using clear, precise language.

For a piece of work designed for a general audience, you are likely to have to use formal but straightforward language.

Register

How formal your writing is in accordance with the audience and purpose.

For an essay, your audience is academic. You should therefore write formally without slang or contractions (wasn’t, didn’t etc.)

The aim is to be objective, and your language should generally be neutral. You should aim to persuade via the evidence you present rather than the words you use.

Some work might be addressed to policy makers or the general public. The style and language you use should reflect the target audience and your intentions. You can look at existing examples of similar work to get a sense of the appropriate register.

Word-level errors

Mistakes in the writing of individual words. Or choosing the wrong word to express an idea.

The main things to look out for are spelling, as well as ensuring that there is agreement between the subject of the sentence and the verb (e.g. “the authorareis”).

Try not to use words unless you are sure of the meaning. Use dictionaries to double check definitions and see how words are used in context. You can also search for phrases or words (in quotation marks) via a search engine to see if you have chosen a common way of expressing something.

Sentence-level errors

Mistakes that affect the structure or clarity of whole sentences.

Examples would be sentences that are missing core grammatical elements like a verb, or which have used the wrong punctuation.

The longer your sentences, the more complex the grammar and punctuation that you will need to use. It is therefore best to keep things short and simple.

When you use quotations, make sure that they make sense within the grammar of the preceding sentence. If you are using a quotation in the target-language, translate it back into English to make sure that it works as part of the English-language sentence.

Examples of quotations thatdo notwork grammatically include:

• The author is clear “but disagree.”
• Jealousy is an important theme: “orange and red.”
• The protagonist explains that they are frustrated: “and I wish that you had acted differently.”

Colloquial Language

Colloquial language refers to informal, everyday expressions that people use in casual conversation. It often includes slang, idioms, contractions, and regional phrases. While it can make writing or speech feel natural and relatable, it is usually not appropriate for formal academic work unless you are analysing it or using it deliberately for effect.

Just a few examples:

• “gonna” instead of “going to”
• “can’t” instead of “cannot”
• “kids” instead of “children”
• “a bunch of” instead of “many”
• “It was a total mess” instead of “It was highly disorganised”

Creative Elements

Creative elements are the imaginative and expressive features that make your project engaging and original. Creative elements help your audience connect with your message in a memorable way.

Depending on the assignment type, creative elements might include visual design, music, or storytelling techniques.

Professional presentation

Professional presentation means your project looks and sounds polished, well-organised, and thoughtfully produced. It shows care in how the content is delivered, making it easy for your audience to follow and take seriously.

You can ensure that your presentation is professional by:

• running spelling and grammar checks.
• carefully proofreading to make sure that font, spacing, use of punctuation etc. is consistent throughout.
• ensuring that all visuals are clear.

Leverage the format

To leverage the format means using the strengths of your chosen medium (video, podcast, digital poster, etc.) to enhance your message. It’s about making the most of what the format can do that a written essay cannot—like using sound, movement, or interactivity.

Think about what your format offers—then use those features to make your ideas clearer, more engaging, or more impactful.

For a video essay on a film, for instance, you could use slow motion to highlight important features of a scene.