UNIT GUIDE 2016/17
SOCI30097 Modern Slavery: Issues and Debates
Weeks: 1 – 12
Teaching Block: 1
Unit Owner:
Phone:
Email:
Office:
Unit owner
office hours:
Julia O’Connell Davidson
0117 331 7599
[email protected]
G.01, 10 Priory Road
Level:
Credit points:
Prerequisites:
Curriculum
area:
Mondays 11am-12pm and Thursdays 11am-12pm
H/6
20
None
N/A
Scheduled office hours do not run during reading weeks, though you can still contact tutors
for advice by email and to arrange individual appointments
Timetabled classes:
Lecture: Mondays 2-3pm in G.02, 34 Tyndalls Park Road
You are also expected to attend ONE seminar each week. Your online personal timetable will inform you to
which group you have been allocated. Seminar groups are fixed: you are not allowed to change seminar groups
without permission from the office.
Weeks 6, 12, 18 and 24 are Reading Weeks; there is NO regular teaching in these weeks.
In addition to timetabled sessions there is a requirement for private study, reading, revision and assessments.
Reading the essential readings in advance of each seminar is the minimum expectation. The University
Guidelines state that one credit point is broadly equivalent to 10 hours of total student input.
Learning outcomes:
On successful completion of the unit, students will be able to:
 demonstrate familiarity with two different sets of arguments about slavery in the contemporary world
(‘modern slavery’; ‘afterlife of slavery’);
 analyse, assess, and communicate empirical sociological information on at least one phenomena
deemed to be either ‘modern slavery’ or constitutive of transatlantic slavery’s ‘afterlife’;
 Critically evaluate some of the definitional, theoretical and political problems posed by the concept of
slavery;
 demonstrate understanding of how these definitional, theoretical and political problems are manifest in
arguments about slavery in the contemporary world
Requirements for passing the unit:
 Satisfactory attendance at seminars
 Completion of all formative work to an acceptable standard
 Attainment of a composite mark of all summative work to a passing standard (40 or above)
Details of coursework and deadlines
Assessment:
Formative Essay
Word count:
Weighting: Deadline:
Day:
Week:
9.30am on 11th
Friday
7
November 2016
Summative Essay
3,000 words
100%
9.30am on 18th
Wednesday January
Assessment Period
January 2017
 Summative essay questions will be made available on the individual Blackboard unit sites under
‘assignments’.
 Instructions for the submission of coursework can be found in Appendix A
 Assessment in the school is subject to strict penalties regarding late submission, plagiarism and
maximum word count. A summary of key regulations is in Appendix B.
 Marking criteria can be found in Appendix C.
1,500 words
0%
Modern Slavery: Issues and Debates
Unit Description
Slavery, a barbarous pre-modern institution, was abolished in the Western world in the nineteenth century and
completely eradicated in the twentieth century. Or was it? This module starts with a brief historical overview of
transatlantic slavery and a discussion of the definitional conundrums thrown up by slavery, and then considers two
different sets of arguments about slavery in the contemporary world: first, the case made by anti-slavery
campaigners who claim that there are 45 million ‘slaves’ in the world today (including, victims of trafficking, debtbondage, worst forms of child labour, etc.); and second, the argument that transatlantic slavery lives on as a system
of racial domination, and is continued, in particular, through the American prison industrial complex. These
arguments are examined against longer-standing philosophical, sociological and anthropological debates about the
defining features of slavery, in order to address the following questions: in a world where nobody is legally ascribed
the status ‘slave’ and many are oppressed and exploited, how do groups seeking to ‘free the slaves’ decide who
needs emancipating and from what? What is being assumed about modernity, slavery and freedom in campaigns
against ‘modern slavery’? How do the arguments of prison abolitionists and critical race theorists challenge those
assumptions? What can the study of transatlantic slavery teach us about contemporary restraints on freedom
structured along lines of race, gender, class and nationality?
Knowledge and understanding: On completion of this module, students will have knowledge of the history of
transatlantic slavery and understanding of key theoretical debates surrounding this history; knowledge of the various
phenomena deemed to represent contemporary forms of slavery; understanding of the definitional, theoretical and
political problems posed by the depiction of these phenomena as ‘modern slavery’; understanding of the ways in
which questions about ‘modern slavery’ relate to broader sociological questions about capitalism and free wage
labour, race, gender, age, citizenship, debt and migration. They will further demonstrate:
•
the ability to investigate sociologically informed questions about ‘modern slavery’;
•
competence in using major theoretical perspectives on the concept of slavery;
•
the capacity to identify connections between dominant liberal understandings of slavery and freedom, and
inequalities structured along lines of gender, race, ethnicity, age, sexuality, class and nationality;
•
the capacity to analyse, assess, and communicate empirical sociological information on ‘modern slavery’ and
to critically evaluate research and campaigning materials on ‘trafficking’ and ‘modern slavery’;
•
the ability to understand the ethical implications of sociological research and debate on ‘trafficking’ and
‘modern slavery’;
•
the ability to recognise the relevance of sociological knowledge on these topics to social and public policy
and civil society campaigns against ‘trafficking’ and ‘modern slavery’.
Intellectual skills: the critical application of sociological models and theories on slavery, wage labour, gender, race,
migration and age to empirical evidence on phenomena deemed to constitute ‘modern slavery’, such as ‘trafficking’,
‘worst forms of child labour’, prostitution, domestic work, forced marriage; development of analytical skills;
presenting clear and coherent arguments as shown in essay form and the practice of ‘asking’ relevant questions and
finding an appropriate conceptual framework to discuss them critically; the ability to gather, assess and interpret
evidence and to make reasoned arguments; the capacity to assess the merits of rival theories and competing
explanations, and in particular to make such appraisals in relation to relevant empirical evidence.
Transferable skills: to equip students with some of the knowledge and skills relevant to a range of careers within the
NGO sector, journalism, or civil service, as well as necessary for a career in academia; library and internet-based
independent research; effective written and oral communication skills; information retrieval skills; evaluating
different sources of information (media reports, research and reports from NGOs, academic research); the cognitive
skills of critical thinking, analysis and synthesis, including the ability to identify assumptions, evaluate statements in
terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately, and to
generalise appropriately; the capacity to assess the merits of rival theories and competing explanations, and in
particular to make such appraisals in relation to relevant empirical evidence.
Weekly Class Topics
Week Lecture Topic
Essential reading
Seminar/student presentation topic
1.
Douglass, F. (1855) My Bondage
and My Freedom
What we bring to slavery and what
slavery brings to us…
Introduction – Modern
Slavery: Issues and
Debates
And/or
Hartman, S. (2007) Lose Your
Mother.
2.
Transatlantic Slavery to
“Modern Slavery”, or
Transatlantic Slavery as
Modern Slavery?
Bales, K. (1999) Disposable
People. (Chapter 1)
Slavery: problems of definition
And
Patterson, O. (1982) Slavery and
Social Death. (Introduction, pp114)
Or
Any/all short articles in the
Beyond Trafficking & Slavery
Short Course e book 3, On
history (available online for free
download, see below).
3.
Transatlantic slavery and
unfree labour: wage
labour, convict labour,
and indentured
servitude.
Steinfeld, R. (2001) Coercion,
Contract and Free Labor in the
Nineteenth Century.
(Introduction)
And
Any/all short articles in the
Beyond Trafficking & Slavery
Short Course e book 2, Forced
According to Bales’ definition of new
slavery, were the English workers
described by Engels more than a century
ago slaves? If so, what does this tell us
about the solution to the contemporary
labour problems he identifies as ‘modern
slavery’?
labour in the global economy
State and the law
(available online for free
download, see below).
4.
Slaves, servants, wives,
children and Masters:
ownership and belonging
in the private sphere
Roy, S. (2015) ‘Early marriage
and the limits of freedom’,
Beyond Trafficking & Slavery,
August 24.
And
Hoff, J. (2007) ‘American women
and the lingering implications of
coverture’, The Social Sciences
Journal, 44, pp 41-55.
Or
Do the historical similarities between
wives and slaves persist in the 21st
Century? If so, how does this complicate
talk of forced and early marriage as
‘modern slavery’?
O’Connell Davidson, J. (2015)
Modern Slavery: the Margins of
Freedom. (Chapter 7)
5.
Transatlantic slavery and
race: making freedom
white. Abolition and
citizenship
O’Connell Davidson, J. (2015)
Modern Slavery: the Margins of
Freedom. (Chapter 4)
Or
Afterlives of slavery: the Prison Industrial
Complex. Are US prisoners slaves of the
state? Why don’t they appear as ‘slaves’
in dominant discourse on ‘modern
slavery’?
Childs, D. (2015) Slaves of the
State. (Chapter 1)
And
Any/all short articles in the
Beyond Trafficking & Slavery
Short Course e book 5, Race,
ethnicity and belonging
(available online for free
download, see below).
6.
Reading week
7.
Abolition, the ‘Coolie
System’, race and nation
O’Connell Davidson, J. (2015)
Modern Slavery: the Margins of
Freedom. Chapter 6.
Are temporary migrant workers free?
And
Any/all short articles in the
Beyond Trafficking & Slavery
Short Course e book 4, Migration
and mobility (available online
for free download, see below).
8.
Mobility, freedom and
the construction of
“human trafficking” as a
C21st global social
problem
Soderlund, G. (2005) ‘Running
from the rescuers: New U.S.
crusades against sex trafficking
and the rhetoric of abolition’,
NWSA Journal17, 3: 64-87.
Have state-led efforts to combat ‘human
trafficking’ helped or harmed migrant
women? To be discussed in relation to
domestic work or prostitution.
And/or
Any/all short articles in the
Beyond Trafficking & Slavery
Short Course e book 7, Gender
(available online for free
download, see below).
9.
Childhood(s) and child
slavery
Howard, N. (2014) ‘Teenage
Labor Migration and
Antitrafficking Policy in West
Africa’, Annals of the American
Academy of Political and Social
Science, 653: 1 pp. 124-140
Okyere, S. (2012) ‘Are working
children’s rights and child labour
Are children in what the ILO defines as
‘worst form of child labour’ slaves? What
are the likely consequences of describing
them as such?
abolition complementary or
opposing realms?’, International
Social Work, 0: 0, pp1-12.
And/or
Any/all short articles in the
Beyond Trafficking & Slavery
Short Course e book 6, Childhood
and Youth
(available online for free
download, see below).
10.
Debt and slavery
Peebles, G. (2010) ‘The
anthropology of credit and
debt’, Annual Review of
Anthropology, Vol. 39: 225-240.
Or
If you are in debt, are you free? What
does it mean to run away from your
debts? What can these questions add to
our understanding of dominant liberal
discourse on ‘modern slavery’?
Graeber, D. (2011) Debt: the
First 5000 Years. Brooklyn, NY:
Melville House. (Chapter 1)
11.
Abolition and the
mythology of
emancipation: Slavery,
stigma, and
representation
Woods, T. (2013) ‘Surrogate
selves: notes on anti-trafficking
and anti-blackness’, Social
Identities, 19: 1, pp. 120-134
Wood, M. (2010) The Horrible
Gift of Freedom: Atlantic Slavery
and the Representation of
Emancipation. London:
University of Georgia Press.
(Chapter 1)
Find some examples of NGO- led antitrafficking or anti-modern slavery
campaigns, and critically discuss the way
in which they define the problem,
represent the victims, and the solutions
they prescribe.
And/or
Any/all short articles in the
Beyond Trafficking & Slavery
Short Course e book 1, Popular
and Political Representations
(available online for free
download, see below).
12.
Reading week
Assessment
Formative assessment takes the form of an essay on the following topic:
“How does Kevin Bales define ‘new’ or ‘modern’ slavery, and what criticisms can be made of that definition?”
Summative assessment takes the form of an essay. Questions will be made available on the individual Blackboard
unit sites under ‘assignments’. The student presentation topics are relevant to the essay questions, so that by
preparing for these presentations, students will also be preparing for their summative assessment.
Essential Reading:
Bales, K. (2005) Understanding Global Slavery. Berkeley: University of California Press.
Childs, D. (2015) Slaves of the State. Minneapolis: University of Minnesota Press.
Hartman, S. (2007) Lose Your Mother: A Journey Along the Atlantic Slave Route. New York: Farrar, Straus and Giroux.
O’Connell Davidson, J. (2015) Modern Slavery: The Margins of Freedom. London: Palgrave Macmillan.
A series of open access e books that are essential reading for this module are also available on the openDemocracy
platform Beyond Trafficking & Slavery website, https:/www.opendemocracy.net/beyondslavery
Please also feel free to join my Critical Modern Slavery Studies Facebook page, where people post and discuss
relevant news items, information about new articles, etc.: https://www.facebook.com/groups/CriticalMSS/
Further Reading:
Agustin, L. (2007) Sex at the Margins. London: Zed.
Alexander, M. (2010) The New Jim Crow. New York NY: The New Press.
Allain, J. (ed.) (2012) The Legal Understanding of Slavery. Oxford: Oxford University Press.
Anderson, B. (2013) Us and Them: The Dangerous Politics of Immigration Control. Oxford: Oxford University Press.
Andersson, R. (2014) Illegality, Inc. Oakland, CA: University of California Press.
Andrijasevic, R. (2007) ‘Beautiful dead bodies: gender, migration and representation in anti-trafficking campaigns’,
Feminist Review 86, 24–44.
Aradau, C. (2004) ‘The perverse politics of four-letter words: Risk and pity in the securitisation of human trafficking’,
Millennium: Journal of International Studies, 33: 2, pp. 251–277.
Ashworth, J. (1992) ‘The relationship between capitalism and humanitarianism’, in T. Bender (ed.) The AntiSlavery
Debate. Berkeley CA: University of California Press.
Baker, C. (2015) Humane Insight: Looking at Images of African American Suffering and Death. Chicago: University of
Illinois Press.
Bales, K. (1999) Disposable People: New Slavery in the Global Economy. Berkeley, CA: University of California Press.
Bales, K. and Soodalter, R. (2009) The Slave Next Door. Berkeley: University of California Press.
Bastia, T. (2005) ‘Child trafficking or teenage migration? Bolivian migrants in Argentina’, International Migration, 43:
4.
Batstone, D. (2007) Not for Sale: The Return of the Global Slave Trade--and How We Can Fight It. New York: Harper
Collins.
Beckles, H. (1989) Natural Rebels: A Social History of Enslaved Black Women in Barbados, London: Zed Books.
Beckles, H. (1998) ‘Taking liberties: Enslaved women and anti-slavery in the Caribbean’, in C. Midgley (ed) Gender
and Imperialism. Manchester: Manchester University Press. Pp137 -160.
Bernstein, E. (2007b) “The Sexual Politics of the ‘New Abolitionism.’” differences: Journal of Feminist Cultural Studies,
18(3): 128-151.
Best, S. (2004) The Fugitive’s Properties: Law and the Poetics of Possession. Chicago: University of Chicago Press.
Bhambra, G. (2007) Rethinking Modernity: Postcolonialism and the Sociological Imagination. Basingstoke: Palgrave
Macmillan.
Blackburn, R. (1988) ‘Slavery – its special features and social role’, in L. Archer (ed) Slavery and Other Forms of Unfree
Labour. London: Routledge. Pp262-279.
Boyden, J. and Hart, J. (2007) ‘The statelessness of the world’s children’, Children and Society, 21, pp 237-248.
Brace, L. (2004) The Politics of Property: freedom and belonging, Edinburgh: Edinburgh University Press.
Brace, L. (2014) ‘Bodies in abolition: Broken hearts and open wounds’, Citizenship Studies, 18: 5, pp. 485 – 498.
Breman, J. (2013) At Work in the Informal Economy of India. A Perspective from the Bottom Up. New Delhi: Oxford
University Press.
Brown, V. (2009) ‘Social death and political life in the study of slavery’, American Historical Review, December, pp.
1231- 1249.
Burnard, T. (2004) Mastery, Tyranny, and Desire: Thomas Thistlewood and His Slaves in the Anglo Jamaican World.
Chapel Hill: University of North Carolina Press.
Camp, S. (2004) Closer to Freedom. London: University of North Carolina Press.
Campbell, G., Miers, S. and Miller, J. (2008) ‘Strategies of women and constraints of enslavement in the modern
Americas’, in G. Campbell, S. Miers, and J. Miller, (eds) Women and Slavery. Athens: Ohio University Press. pp 1-26.
Carey, B. and Kitson, P. (eds) (2007) Slavery and the Cultures of Abolition: Essays Marking the Bicentennial of the
British Abolition Act of 1807
Cohen, A. (2009) Slave Hunter: One Man’s Global Quest to Free Victims of Human Trafficking. New York: Simon
Spotlight Entertainment.
Cohen, R. (2006) Migration and its Enemies: Global Capital, Migrant Labour and the Nation State. Aldershot:
Ashgate.
Cole, J. and Booth, S. (2007) Dirty Work: Immigrants in Domestic Service, Agriculture and Prostitution in Sicily. New
York: Lexington.
Constable, N. (2009) ‘The commodification of intimacy: Marriage, sex and reproductive labor’, Annual Review of
Anthropology, 38: 49-64.
Constable, N. (2003) Romance on a Global Stage: Pen pals, virtual ethnography and “mail order” marriages.
Berkeley, CA: University of California Press.
Costello, C. and Freedman, M. (2014) (eds) Migrants at Work. Oxford: Oxford University Press.
Craig, G., Gaus, A., Wilkinson, M., Skrivankova, K., and McQuade, A. (2007) Contemporary Slavery in the UK:
Overview and Key Issues. York: Joseph Rowntree Foundation.
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P. Lovejoy and N. Rogers (eds) Unfree Labour in the Development of the Atlantic World, London: Routledge.
Cugoano, Q. (1999) [1787] Thoughts and Sentiments on the Evil of Slavery. London: Penguin.
Davis, A. (2003) Are Prisons Obsolete? New York, NY: Seven Stories Press.
Davis, D. (2003) Challenging the Boundaries of Slavery. Cambridge, MA: Harvard University Press.
Davis, D. (2014) The Problem of Slavery in the Age of Emancipation. Penguin.
Day, S. (2010) ‘The re-emergence of trafficking: sex work between slavery and freedom’, Journal of the Royal
Anthropological Institute,16, pp. 816-834.
Dayan, C. (2011) The Law is a White Dog. Princeton University Press.
Douglass, F. (1986) Narrative of the Life of Frederick Douglass, An American Slave. Harmondsworth: Penguin.
Dow, M. (2005) American Gulag: Inside US Immigration Prisons. University of California Press
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Academy of Political and Social Science, 653: 1 pp. 124-140
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James, C. L. R. (2001) The Black Jacobins. London: Penguin.
James, J. (2005) The New Abolitionists: (Neo)Slave Narratives and Contemporary Prison Writings. Albany: State
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Kara, S. (2009) Sex Trafficking: Inside the Business of Modern Slavery. New York, NY: Columbia University Press.
Kegan, C. (2011) Experiences of Forced Labour Among Chinese Migrant Workers, London: Joseph Rowntree
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Paradigm.
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Asian Diasporas: New Formations, New Conceptions. Stanford, CA: Stanford University Press.pp 253-278.
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the 1840s’, in G. Campbell, S. Miers, and J. Miller (eds) Women and Slavery. Athens: Ohio University Press. Pp 155171.
Molland, S. (2012) The Perfect Business? Anti-trafficking and the Sex Trade along the Mekong. Honolulu: University
of Hawai’i Press.
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Press.
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O’Connell Davidson, J. (2006) ‘Will the real sex slave please stand up?’, Feminist Review, No. 83, pp 4-22.
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Appendix A
Instructions on how to submit essays electronically
1.
2.
3.
4.
5.
6.
Log in to Blackboard and select the Blackboard course for the unit you are submitting work for. If you cannot see
it, please e-mail [email protected] with your username and ask to be added.
Click on the "Submit Work Here" option at the top on the left hand menu and then find the correct assessment from
the list.
Select ‘view/complete’ for the appropriate piece of work. It is your responsibility to ensure that you have selected
both the correct unit and the correct piece of work.
The screen will display ‘single file upload’ and your name. Enter your name (for FORMATIVE ASSESSMENTS
ONLY) or candidate number (for SUMMATIVE ASSESSMENTS ONLY) as a submission title, and then select the
file that you wish to upload by clicking the ‘browse’ button. Click on the ‘upload’ button at the bottom.
You will then be shown the essay to be submitted. Check that you have selected the correct essay and click the
‘Submit’ button. This step must be completed or the submission is not complete.
You will be informed of a successful submission. A digital receipt is displayed on screen and a copy sent to your
email address for your records.
Important notes
 You are only allowed to submit one file to Blackboard (single file upload), so ensure that all parts of your work
– references, bibliography etc. – are included in one single document and that you upload the correct version.
You will not be able to change the file once you have uploaded.
 Blackboard will accept a variety of file formats, but the School can only accept work submitted in .rtf (Rich Text
Format) or .doc/.docx (Word Document) format. If you use another word processing package, please ensure
you save in a compatible format.
 By submitting your essay, you are confirming that you have read the regulations on plagiarism and confirm that
the submission is not plagiarised. You also confirm that the word count stated on the essay is an accurate
statement of essay length.
 If Blackboard is not working email your assessment to [email protected] with the unit code and title in the
subject line.
How to confirm that your essay has been submitted
 You will have received a digital receipt by email and If you click on the assessment again (steps 1-4), you will
see the title and submission date of the essay you have submitted. If you click on submit, you will not be able
to submit again. This table also displays the date of submission. If you click on the title of the essay, it will open
in a new window and you can also see what time the essay was submitted.
Appendix B
Summary of Relevant School Regulations
(Further information is in the year handbook)
Attendance at classes
SPAIS takes attendance and participation in classes very seriously. Seminars form an essential part
of your learning and you need to make sure you arrive on time, have done the required reading and
participate fully. Attendance at all seminars is monitored, with absence only condoned in cases of
illness or for other exceptional reasons.
If you are unable to attend a seminar you must inform your seminar tutor, as well as email [email protected]. You should also provide evidence to explain your absence, such as a selfcertification and/or medical note, counselling letter or other official document. If you are unable to
provide evidence then please still email [email protected] to explain why you are unable to
attend. If you are ill or are experiencing some other kind of difficulty which is preventing you from
attending seminars for a prolonged period, please inform your personal tutor, the Undergraduate Office
or the Student Administration Manager.
Requirements for credit points
In order to be awarded credit points for the unit, you must achieve:
 Satisfactory attendance in classes, or satisfactory completion of catch up work in lieu of poor
attendance
 Satisfactory formative assessment

An overall mark of 40 or above in the summative assessment/s. In some circumstances, a mark
of 35 or above can be awarded credit points.
Presentation of written work
Coursework must be word-processed. As a guide, use a clear, easy-to-read font such as Arial or Times
New Roman, in at least 11pt. You may double–space or single–space your essays as you prefer. Your
tutor will let you know if they have a preference.
All pages should be numbered.
Ensure that the essay title appears on the first page.
All pages should include headers containing the following information:
Formative work
Name: e.g. Joe Bloggs
Unit e.g. SOCI10004
Seminar Tutor e.g. Dr J. Haynes
Word Count .e.g. 1500 words
Summative work
**Candidate Number**: e.g. 12345
Unit: e.g. SOCI10004
Seminar Tutor: e.g. Dr J. Haynes
Word Count: e.g. 3000 words
Candidate numbers are required on summative work in order to ensure that marking is anonymous.
Note that your candidate number is not the same as your student number.
Assessment Length
Each piece of coursework must not exceed the stipulated maximum length for the assignment (the
‘word count’) listed in the unit guide. Summative work that exceeds the maximum length will be subject
to penalties. The word count is absolute (there is no 10% leeway, as commonly rumoured). Five marks
will be deducted for every 100 words or part thereof over the word limit. Thus, an essay that is 1 word
over the word limit will be penalised 5 marks; an essay that is 101 words over the word limit will be
penalised 10 marks, and so on.
The word count includes all text, numbers, footnotes/endnotes, Harvard referencing in the body of the
text and direct quotes. It excludes, the title, candidate number, bibliography, and appendices.
However, appendices should only be used for reproducing documents, not additional text written by
you.
Referencing and Plagiarism
Where sources are used they must be cited using the Harvard referencing system. Inadequate
referencing is likely to result in penalties being imposed. See the Study Skills Guide for advice on
referencing and how poor referencing/plagiarism are processed. Unless otherwise stated, essays must
contain a bibliography.
Extensions
Extensions to coursework deadlines will only be granted in exceptional circumstances. If you want to
request an extension, complete an extension request form (available at Blackboard/SPAIS_UG
Administration/forms to download and School policies) and submit the form with your evidence (e.g.
self-certification, medical certificate, death certificate, or hospital letter) to Catherine Foster in the
Undergraduate Office.
Extension requests cannot be submitted by email, and will not be considered if there is no supporting
evidence. If you are waiting for evidence then you can submit the form and state that it has been
requested.
All extension requests should be submitted at least 72 hours prior to the assessment deadline. If the
circumstance occurs after this point, then please either telephone or see the Student Administration
Manager in person. In their absence you can contact Catherine Foster in the UG Office, again in
person or by telephone.
Extensions can only be granted by the Student Administration Manager. They cannot be granted by
unit convenors or seminar tutors.
You will receive an email to confirm whether your extension request has been granted.
Submitting Essays
Formative essays
Summative essays
Unless otherwise stated, all formative essay
submissions must be submitted electronically
via Blackboard
All summative essay submissions must be
submitted electronically via Blackboard.
Electronic copies enable an efficient system of receipting, providing the student and the School with a
record of exactly when an essay was submitted. It also enables the School to systematically check
the length of submitted essays and to safeguard against plagiarism.
Late Submissions
Penalties are imposed for work submitted late without an approved extension. Any kind of
computer/electronic failure is not accepted as a valid reason for an extension, so make sure you back
up your work on another computer, memory stick or in the cloud (e.g. Google Drive or Dropbox). Also
ensure that the clock on your computer is correct.
The following schema of marks deduction for late/non-submission is applied to both formative work
and summative work:
Up to 24 hours late, or part thereof
For each additional 24 hours late, or
part thereof
Assessment submitted over one week
late



Penalty of 10 marks
A further 5 marks deduction for each 24 hours,
or part thereof
Treated as a non-submission: fail and mark of
zero recorded. This will be noted on your
transcript.
The 24 hour period runs from the deadline for submission, and includes Saturdays, Sundays,
bank holidays and university closure days.
If an essay submitted less than one week late fails solely due to the imposition of a late
penalty, then the mark will be capped at 40.
If a fail due to non-submission is recorded, you will have the opportunity to submit the essay
as a second attempt for a capped mark of 40 in order to receive credit points for the unit.
Marks and Feedback
In addition to an overall mark, students will receive written feedback on their assessed work.
The process of marking and providing detailed feedback is a labour-intensive one, with most 2-3000
word essays taking at least half an hour to assess and comment upon. Summative work also needs to
be checked for plagiarism and length and moderated by a second member of staff to ensure marking
is fair and consistent. For these reasons, the University regulations are that feedback will be returned
to students within three weeks of the submission deadline.
If work is submitted late, then it may not be possible to return feedback within the three week period.
Fails and Resits
If you fail the unit overall, you will normally be required to resubmit or resit. In units where there are
two pieces of summative assessment, you will normally only have to re-sit/resubmit the highestweighted piece of assessment.
Exam resits only take place once a year, in late August/early September. If you have to re-sit an exam
then you will need to be available during this period. If you are not available to take a resit examination,
then you will be required to take a supplementary year in order to retake the unit.
Appendix C
Level 6 Marking and Assessment Criteria (Third / Final Year)
1st (70+)
o
o
o
o
o
2:1 (60–69)
o
o
o
o
o
2:2 (50–59)
o
o
o
o
o
3rd (40–49)
o
o
o
o
o
Marginal
o
Fail
o
(35–39)
o
o
o
Outright
Fail
(0–34)
o
o
o
o
o
Excellent comprehension of the implications of the question and critical
understanding of the theoretical & methodological issues
A critical, analytical and sophisticated argument that is logically structured and wellsupported
Evidence of independent thought and ability to ‘see beyond the question’
Evidence of reading widely beyond the prescribed reading list and creative use of
evidence to enhance the overall argument
Extremely well presented: minimal grammatical or spelling errors; written in a fluent
and engaging style; exemplary referencing and bibliographic formatting
Very good comprehension of the implications of the question and fairly extensive and
accurate knowledge and understanding
Very good awareness of underlying theoretical and methodological issues, though
not always displaying an understanding of how they link to the question
A generally critical, analytical argument, which shows attempts at independent
thinking and is sensibly structured and generally well-supported
Clear and generally critical knowledge of relevant literature; use of works beyond the
prescribed reading list; demonstrating the ability to be selective in the range of
material used, and the capacity to synthesise rather than describe
Very well presented: no significant grammatical or spelling errors; written clearly and
concisely; fairly consistent referencing and bibliographic formatting
Generally clear and accurate knowledge, though there may be some errors and/or
gaps and some awareness of underlying theoretical/methodological issues with little
understanding of how they relate to the question
Some attempt at analysis but a tendency to be descriptive rather than critical;
Tendency to assert/state opinion rather than argue on the basis of reason and
evidence; structure may not be entirely clear or logical
Good attempt to go beyond or criticise the ‘essential reading’ for the unit; but
displaying limited capacity to discern between relevant and non-relevant material
Adequately presented: writing style conveys meaning but is sometimes awkward;
some significant grammatical and spelling errors; inconsistent referencing but
generally accurate bibliography.
Limited knowledge and understanding with significant errors and omissions and
generally ignorant or confused awareness of key theoretical/ methodological issues
Largely misses the point of the question, asserts rather than argues a case;
underdeveloped or chaotic structure; evidence mentioned but used inappropriately or
incorrectly
Very little attempt at analysis or synthesis, tending towards excessive description
Limited, uncritical and generally confused account of a narrow range of sources
Poorly presented: not always easy to follow; frequent grammatical and spelling
errors; limited attempt at providing references (e.g. only referencing direct quotations)
and containing bibliographic omissions.
Unsatisfactory level of knowledge and understanding of subject; limited or no
understanding of theoretical/methodological issues
Very little comprehension of the implications of the question and lacking a coherent
structure
Lacking any attempt at analysis and critical engagement with issues, based on
description or opinion
Little use of sources and what is used reflects a very narrow range or are irrelevant
and/or misunderstood
Unsatisfactory presentation: difficult to follow; very limited attempt at providing
references (e.g. only referencing direct quotations) and containing bibliographic
omissions
Very limited, and seriously flawed, knowledge and understanding
No comprehension of the implications of the question and no attempt to provide a
structure
No attempt at analysis
Limited, uncritical and generally confused account of a very narrow range of sources
Very poorly presented: lacking any coherence, significant problems with spelling and
grammar, missing or no references and containing bibliographic omissions