Criteria For Marking Gobbet Questions

In general the criteria used for evaluating essays also apply to the marking of gobbet questions (i.e. commentary questions on short passages of text or images). It is particularly important that gobbet answers should be relevant to the passage or image set for discussion, not a general, all-purpose essay on a related subject.

Upper First Class (80%):

Some or all of the following:
Shapes coherent and fluent argument. Excellent knowledge of the context of the passage or image and the significance of this context. Sophisticated treatment of the points of interest in the passage. Sophisticated treatment of relevant scholarly debates about or approaches to interpretation of the material or topic.

First Class (70%+)

:Some or all of the following:
A well-organised answer which sets out clearly and concisely the main relevant points, which identifies, for instance, the author and work, or which identifies the passage as an inscription, extract from source-book etc, which discusses the context, if relevant, and which explains names and other specific details. An answer which explains the importance of the passage as a piece of evidence for our understanding of a specific topic or issue in the study of antiquity. An answer which discusses any obscurity, ambiguity, or special stylistic feature in the passage; one which considers how scholars have interpreted this evidence.

Upper Second Class (60-69%)

A competent and clear answer which sets out the main relevant points (e.g. identification of passage, explanation of value of evidence) and which comments on any obvious ambiguity or obscurity in the passage.

Lower Second Class (50-59%)

An answer which contains some of the relevant points (e.g. which identifies the passage in general terms, which indicates its importance, and which explains some of the names or other details) and is fairly clearly written.

Third Class (40-49%)

An answer which gives only a vague or inaccurate impression of the source or context of the passage, which conveys its importance as evidence in a sketchy way, and which offers little explanation for names and other specific details; an answer which is not written clearly or concisely.

Fail (39%-)

An answer which fails to identify the passage, and which does not being out its importance as evidence, and which does not explain names and other details; an answer which is badly expressed or presented.