Undergraduate Handbook

School of Politics and

International Relations

This handbook is for all undergraduate students on

single or joint honours programmes;

L202 Politics
L250 International Relations
L2NF Politics with Business Management*
LL12 Economics and Politics*
LL72 Geography and Politics*
LR21 French and Politics*
LR22 German and Politics*
LR24 Hispanic Studies and Politics*
LR27 Russian and Politics*
LV21 History and Politics*
ML12 Law and Politics*

2011-12
*Joint honour students must also refer to the Student Handbook of their other School
This Handbook should be used together with the Academic Regulations and the Student Guide.

This Handbook provides information specific to the School of Politics and International Relations,
while the Student Guide gives information common to all students at Queen Mary. The Academic
Regulations provide detailed information on progression, award and classification requirements.

Nothing in this Handbook overrides the Academic Regulations, which always take precedence.

The School Handbook is also available online at:

http://www.politics.qmul.ac.uk/undergraduate/index.html

You will receive a copy of the Student Guide at the start of the academic year. It will also be
available online at:
http://www.arcs.qmul.ac.uk

The Academic Regulations are available online at:

http://www.arcs.qmul.ac.uk/policy_zone/index.html#academic_policies

This Handbook is available in large print format. If you would like a large print copy or have other
requirement s for the Handbook please contact Alice Austin, Arts 2.37, 020 7882 5623.

The information in this Handbook is correct as of August 2011. In the unlikely event of substantial
amendments to the material, the School will attempt to inform you of the changes.

Queen Mary cannot accept responsibility for the accuracy or reliability of information given in third
party publications or websites referred to in this Handbook.

2
 4.3 Joint honours programmes
Contents 4.4 Module unit system and calculation of
degrees
1. Preliminary Information 04 4.5 Prerequisites for taking the module
4.6 Graduate Attributes
1.1 School welcome message
4.7 Module level descriptors
1.2 The Handbook
4.8 Marking criteria
1.3 Enrolment and induction
1.4 School mission statement
1.5 QMUL information 5. Writing and Assessment 42
1.6 QMUL mission statement 5.1 Researching and writing essays
1.7 Dates and deadlines 5.2 Preparing seminar presentations
5.3 Plagiarism and referencing
2. School Information 08 5.4 Plagiarism procedures
2.1 School location and contact details 5.5 Help with Study Skills and Essay Writing
2.2 Communications
2.3 Personal adviser 6. Campus & College
2.4 Senior tutor Information 46
2.5 Chair of examinations
6.1 Library resources
2.6 Head of School
6.2 Queen Mary College Library
2.7 Staff contact list
6.3 Other Libraries and Archives
2.8 Safety/emergencies
6.4 Computing facilities
2.9 School prizes
6.5 Languages
2.10 Use of college ID card
6.6 Special needs
6.7 Equal opportunities
3. School Procedures 16 6.8 Central college services
3.1 Submission of assessed work 6.9 Other useful contacts at QMUL
3.2 Deadlines
3.3 Late submission of assessed work
3.4 Penalties
3.5 Help with assessed work
7. Student Guide 49
3.6 Presentation and word length
3.7 Attendance requirements and absence Appendices 50
notification Appendix A
Induction and enrolment schedule
3.8 Deregistration Appendix B
3.9 Extenuating circumstances Dates to remember 2011 - 2012
3.10 Changing or interrupting Appendix C
modules/programmes What is plagiarism?
3.11 Termination of registration Appendix D
Extenuating circumstances pocedures
3.12 Updating personal details Appendix E
3.13 Socrates and study abroad opportunities Extenuating circumstances form
3.14 Teaching methods Appendix F
3.15 Reading week Student complaints policy
3.16 Conduct Appendix G
Style guide for coursework
3.17 Student evaluation Appendix H
3.18 Student complaints Essay cover sheet
Appendix I
Policy for Staff use of Blackboard
4. Programmes and modules of Appendix J
study 24 Draft First Year timetable
Appendix K
4.1 Programme structures Glossary
4.2 Single honours programmes

3
 1. Preliminary Information
1.1 School Welcome Message

Dear Student,

Welcome to the School of Politics and International Relations at Queen Mary, University of
London.

Whether you are studying a single honours programme of Politics or International Relations, or
taking Politics modules as part of a joint degree with another subject, you are an integral part of
our School during your undergraduate studies at Queen Mary.

Our modules cover a broad range of topics in politics and international relations: political theory,
government, public policy, processes of democratisation, global development, globalisation,
international security, US foreign policy and conflict management. We hope that you will find them
informative, stimulating and enjoyable.

In terms of the quality of our teaching, we have been officially recognised as delivering 'excellent'
teaching in a friendly and supportive environment. The Guardian University Guide 2012, places
the School tenth in the country.

In the School of Politics and International Relations you will be part of a multicultural group of
students, working alongside academic staff who are enthusiastic and innovative teachers, as well
as active researchers. We will do our best to give you appropriate support and guidance
throughout your undergraduate degree; it is also up to you to work hard to secure the maximum
benefit from your time in the School.

Items highlighted in grey, should be noted by returning students as changes to previous School
Policies.

Please take time to read through this Handbook which provides information relevant to your
studies.

We hope that you will enjoy your time studying Politics and International Relations at Queen Mary.

Professor Ray Kiely

Head of School

4
1.2 The Handbook
This Handbook has been designed with you
in mind. It is hoped that it will provide the
answers for many of the questions you may
have in your first few weeks and act as a
valuable reference point in the future. It is
designed to be one of your first points of
contact. This handbook covers such areas as
teaching, assessment (examinations and
coursework,) marking criteria, regulations,
School procedures, student support and
welfare. It is not exhaustive and should be
read in conjunction with other Queen Mary
publications such as the Student Guide,
publications from the Students Union etc.
The School is a friendly and vibrant place to
study. We are sure that you will soon settle in
and find that your time with us will be one that
you will always remember.
Dr Monika Nangia
Administrative Director
1.3 Enrolment and Induction
All new students are expected to arrive at
Queen Mary in good time to complete the
formalities of enrolment and induction, so that
they can attend teaching from the first week
of the semester. There are occasions where,
for a good reason, you arrive late. Special
arrangements can be made for late
enrolment, but you may miss the start of the
teaching programme.
NOTE
You are not permitted to enrol after the start
of the fourth week of the teaching
programme, unless there are special
circumstances.
In these cases approval must be given by the
Academic Registrar.
Equally, College regulations do not allow you
to transfer from one module unit to another
after the end of the second week of the
semester 7th October 2011 for semester
one and 20th January 2012 for semester two.
It is judged that you would have missed too
much of the teaching programme to enable
you to pick up on the new unit.
1.4 School Mission Statement
We aim to provide a stimulating
undergraduate programme of study, designed
to offer a broadly based range of modules in
political theory, international relations,
government and comparative politics. We
seek to combine excellence in teaching with a
commitment to research of national and
international standing.
As a School, we are committed to a number
of objectives. They are;
to maintain a high quality, stimulating
and congenial learning environment for
all students engaged in political enquiry.
to provide an academic milieu informed
by innovative research, scholarship of
national and international standing and
excellence in teaching.
to encourage students to develop as
independent, reflective learners who
accept responsibility for the
management of their own learning.
to encourage open-mindedness in
political enquiry and tolerance toward a
diversity of positions and perspectives.
to engage in a continuous process of
curriculum innovation and development,
sensitive to changes within the discipline
and the outside world.
to ensure students acquire a rigorous
understanding of politics and political
processes.
to assist students in acquiring a range of
cognitive and transferable skills relevant
to their intellectual, vocational and
personal development.
On successful completion of our single
honours Politics/International Relations
programmes, you will be expected to:
demonstrate an understanding of the
nature and significance of
politics/international relations.
demonstrate an ability to engage
critically with politics and political
phenomena.
apply a range of approaches to the
analysis of political ideas, institutions
5
 and behaviour and assess the strengths
and weaknesses of such approaches.
gather, organise and interpret evidence
and information from a variety of primary
and secondary sources and consider its
normative significance.
communicate ideas and present
information effectively through reasoned
argument, both in writing and in oral
presentation.
These objectives also apply to joint honours
students, whose exploration of the discipline
in less breadth (but equal depth) will be
balanced by their knowledge of a
complementary discipline.
These objectives form part of Queen Marys
wider goal of helping you to develop
attributes that will prepare you for future
employment. Full details of opportunities to
develop your skills can be found at the
following site:
http://www.mindthegap.qmul.ac.uk/
1.5 QMUL Information
Queen Mary, University of London is one of
the leading research-focused higher
education institutions in London, and the UK.
Amongst the largest of the colleges of the
University of London, Queen Marys 2,800
staff deliver world class degree programmes
and research across a wide range of subjects
in the Humanities, Social Sciences and Laws,
in Medicine and Dentistry and in Science and
Engineering.
Queen Mary, as a research-focused
university, has made a strategic commitment
to the highest quality of research, but also to
the best possible educational, cultural and
social experience for its students. Indeed, we
believe that a vibrant research environment
means that our students have access to the
world's leading experts in their chosen
subjects. We have invested in this principle
through a systematic programme of recruiting
to Queen Mary the best academic staff in
their disciplines from around the world.
Queen Mary's locations span London's
diverse districts. Two of our four campuses
are in east London, in the Borough of Tower
Hamlets between The City and Canary
Wharf, a multicultural and socially diverse
area that is one of the most rapidly
developing parts of London. We have the
advantage of being the London research-
focused university closest to the site of the
2012 Olympic Games, only two miles from
the Mile End site, our main residential
campus. Whitechapel is home to part of Barts
and The London School of Medicine and
Dentistry, focused on the stunning Will Alsop
Blizard Building, housing the largest open
plan laboratories in Europe.
Our other campuses are in central London: at
Charterhouse Square, on the edge of the
Citys key financial district; Barts Hospital,
one of the two campuses of Barts and The
London Medical School; Lincoln's Inn Fields,
in London's legal district, is the home for our
Graduate School of Law and the world-
famous Centre for Commercial Law Studies.
Queen Mary was ranked 13th in the UK in the
2008 Research Assessment Exercise (RAE)
according to the Times Higher Education.
The Guardian places Queen Mary even
higher, 11th in the UK. Our staff members
have been honoured by election to
Fellowships of the Royal Society, the British
Academy, the Royal Academy of Medical
Science and the Royal Academy of
Engineering. Amongst University of London
multi-faculty colleges, Queen Mary was
ranked fourth.
1.6 QMUL Mission Statement
Queen Marys vision is to be an institution
that:
fosters and encourages diversity of
research, scholarship and
interdisciplinary innovation.
regards excellence in research and
teaching as inseparable.
recruits and retains the highest possible
calibre of staff and students and
provides an environment in which they
can flourish.
nurtures talent, encourages personal
achievement and provides an attractive
and stimulating place to work and study.
encourages innovation and enterprise,
in particular through partnerships with
industry, business and the community.
6
 teaches its students in innovative and
effective ways, whether on campus or at
a distance. Semester B:
engages in teaching and research which Teaching Term
is internationally recognised and valued, 9th January to 20th March 2012
building partnerships overseas.
balances its global commitment with a Reading Week
serious engagement with its diverse and 20st 24th February 2012
rapidly changing London environment.
develops life-long relationships with its Revision week
alumni to the mutual benefit of the 23rd -27th April 2012
institution and the individual.
exploits to the full its unique central Exam period:
London campuses for the benefit of 20th April - 8th June 2012
students, staff and stakeholders. (7 May, 4 June and 5th June are Bank
th th

Queen Mary, both as an institution and a
community, subscribes to four core values;
1. Excellence in the personal
achievements of staff and students,
supported by Queen Mary in reaching
their goals.
2. Collegiality in all aspects of the life and
work of Queen Mary, treating all other
members of our community with
respect and courtesy and encouraging
success.
3. Diversity in our staff and student body,
valuing our differences as an important
contribution to our research, teaching
and other activities.
4. Respect for the environment and a
commitment to contribute to
environmental sustainability.
Holidays)
Degree ceremonies:
July 2012
You are reminded that attendance is
compulsory during term time. If you require
leave during term time you MUST seek the
permission of the Head of School. Equally,
you should not organise work experience or
holidays until after the examination period
finishes in June.
Please see Appendix A for the full
programme of events for Welcome Week
For further information about important dates
and deadlines for Academic year 2011-12
please see Appendix B.

1.7 Dates and Deadlines

Teaching takes place over two 12 week

semesters. The main examination season
will take place after the Spring Break.

Term dates for the 2011-12 Academic year;

Semester A:
Welcome Week
19th 23rd September 2011

Teaching Term
26th September - 16th December 2011

Reading Week
7th -11th November 2011

7
 2. School Information
2.1 School location and contact details
The School of Politics and International
Relations is based at the Mile End campus,
on the second floor of the Arts One building.
For information about the campus, directions
and travel information, please visit 'How to
find us' on the Queen Mary website.
The School Office is in Arts One room 2.37,
and is manned by the Administrative team:
Dr Monika Nangia Administrative Director
(m.nangia@qmul.ac.uk)
Dr Gina Potts Student Support Manager
(currently on leave)
(g.potts@qmul.ac.uk)
Mr Jason Salucideen Administrative Officer
(j.v.salucideen@qmul.ac.uk)
Mrs Jasmin Salucideen - Undergraduate
Administrator (Admissions and Finance)
(j.salucideen@qmul.ac.uk)
Miss Alice Austin Undergraduate
Administrator (Exams and Assessment
Governance)
(a.l.austin@qmul.ac.uk)
Ms Sanam Javed - Postgraduate
Administrator
(s.javed@qmul.ac.uk)
Mr Andrew Loveland Research Manager
(a.loveland@qmul.ac.uk)
Ms Helen Blockley Communications and
Marketing Officer
(h.a.blockley@qmul.ac.uk)
Opening Hours:
Monday to Friday
10:00am - 12:30pm &
1:30pm - 5:00pm
The School Office is your first point of
contact. If you have any questions or
problems the Office is there to help. It is also
the place where your files are maintained,
where examination papers are prepared,
where you can request various forms and
hand in late work etc.
Contact details:
School of Politics and International Relations
Queen Mary, University of London
Mile End Road
London,
E1 4NS
Tel: +44 20 7882 8600
Email: politics@qmul.ac.uk
Website: http://www.politics.qmul.ac.uk/
Please note that the Arts building and
Campus are non-smoking areas.
2.2 Communications
Queen Mary will communicate with you in a
variety of ways. Formal correspondence will
be sent to you by letter, and it is important
that you keep Queen Mary up to date with
your personal details and address. However,
it is most common for the School, and Queen
Mary, to contact you by e-mail using your
college email address.
You can access your email account by
logging on to any College computer, or, if you
are not on a campus, at:
http://www.stu.qmul.ac.uk/mail/new.htm
NOTE
You are strongly advised to check your
college email daily, or forward your messages
on to an account that you do check daily.
You are also advised to check the plasma
screen and notice boards in the School foyer
for information on undergraduate news and
events, postgraduate news and events,
careers, and Staff-Student Liaison Committee
minutes.
In the School foyer you will also find the
student pigeon holes. These are used for all
paper communication including returned
essays.
Module handouts and information can be
found in the plastic document holders in the
corridor to the left of the School Office
8

Essay cover sheets and Extenuating
Circumstances forms are also located in the
School Foyer
Detailed information on the following can be
found on the Undergraduate area of
Blackboard:
College and School forms
Useful research links
Staff office hours
Staff-Student Liaison Committee
information
Politics Society events.
For contact details for all staff and office
locations please see section 2.7.
2.3 Personal Adviser
During Welcome Week you will be assigned
to a member of the academic staff, who will
act as your Personal Adviser. Where possible
this person will remain your adviser for the
duration of your studies.
Your adviser will help you deal with various
aspects of your degree programme such as
module choices and academic progress and
also provides pastoral support, should you
experience any personal problems during
your time with us.
The role of the adviser is to guide and help
you in both academic and pastoral matters
during your time here. They have a key role
to play in helping you to select your modules
and to formulate a coherent programme of
study, which is in line with your own individual
interests.
During your first year the meetings with your
adviser are crucial. The first contact you will
have with your adviser is to discuss your
modules for the coming year.
Adviser Day session for 2011-12
Semester A
20 September 2011 Second Year
20 September 2011 Final Year
21 September 2011 First Year
Semester B
Jan 2011 Adviser Day tba (All Years)
April 2011 Adviser Day tba (All Years)
A current list of adviser and advisees will be
posted on the School notice board throughout
the year.
Your adviser will also be able to give you
advice if you have any problems, which affect
your studies. They will treat what you say with
complete confidentiality, and will endeavour
to give you practical support and guidance.
Your adviser will also be the one who marks
and comments on your assignments for the
first year module POL105 Political Analysis.
NOTE:
You should inform your adviser of any
problems or issues straight away.
Do not wait for the problem to be acute
before seeking guidance.
In addition to their pastoral and guidance role,
your adviser will be contacted if any
disciplinary action is being considered. Your
adviser will then request a meeting with you
and attempt to resolve the issue.
The relationship between you and your
adviser is a supportive one. Therefore, it is
the responsibility of both you and your
adviser to make the relationship work. You
can only change your adviser if it is proved
that the relationship between you is not
working. You should contact the Student
Support Manager in this instance and request
a change of adviser.
2.4 Senior Tutor
There is one Senior Tutor for each year of
study;
1st Year tutor Dr Lasse Thomassen.
2nd Year tutor Prof. Montserrat Guibernau
Final Year tutor Dr Jean-Francois Drolet.
The Senior Tutors have set office hours that
are clearly displayed on their office doors.
Wherever possible you should try to make an
appointment with them during these hours.
9
The Senior Tutors are also responsible for
managing the Schools extenuating
circumstances procedures and form the main
part of the sub-committee of the Examination
Board that considers extenuating
circumstances affecting the examination
period.

The Senior Tutors will also share the role of

Chair to the Schools Student Staff Liaison
Committee (SSLC.) They works closely with
the Student Support Manager, who acts as
Secretary to the SSLC.

Student Support Manager

If your relevant Year Tutor is not available

then you should contact the Student Support
Manager who may be able to help.

The Student Support Manager is responsible

for the allocation of your adviser and module
choices. They also provide administrative
assistance with the management of
Extenuating Circumstances submission and
requests.

2.5 Chair of Examinations

The Chair of Examination Board is Dr

Madeleine Davis .

The Chair of Examination Board is

responsible for all assessment and
examination issues within the School. S/he
works closely with the Undergraduate
Administrator (Exams & Assessment
Governance ) in resolving any issues relating
to examinations and assessment.

2.6 Head of School

The Head of School is Professor Ray Kiely.

The Head of School has overall responsibility

for the whole School. If you wish to see the
Head of School, he has set office hours
displayed on Reception counter. In the first
instance you should contact the Student
Support Manager who may be able to resolve
any issues.

10
2.7 Staff Contact List
All rooms are in the Arts building unless stated otherwise, and all email addresses end in
@qmul.ac.uk

Member of staff Contact details Roles

Administrative staff
Dr. Monika Nangia Room: 2.40 Monika is responsible for the overall
Administrative Director Email : m.nangia administration of the School, including quality
assurance, School budgets and HR.
Monika acts as duty adviser to students and is
available to talk to students about all aspects of
life and Queen Mary.

Ms Alice Austin Room 2.37 Alice deals with the collation and administration of
Undergraduate Email: a.l.austin all marks. She is Secretary to the Examination
Administrator (Exams & Board and its Assessment Offences sub-
Assessment Governance) committee. She is the first point of contact for
issues concerning Blackboard and MySiS.
Ms Helen Blockley Room 2.27b Working closely with senior management Helen is
Marketing and Email: responsible for the co-ordination, organisation
Communications Officer h.a.blockley and running of the all events in the School
including open evenings, training events,
research conferences and alumni events.
Ms Sanam Javed Room: 2.37 Sanam deals with all master's student queries and
Postgraduate Email: s.javed maintains student records. She is responsible for
Administrator providing support for all the schools postgraduate
programmes: applications, student record
keeping, registration, induction, secretary to the
Postgraduate Exam Board, and point of contact
for PG Blackboard and MySiS queries
Mr Andrew Loveland Room 2.27b Andrew deals with all postgraduate research
Research Manager Email: students, overseeing registration, performance
a.loveland review and maintaining students files. Andrew
also provides support or the Schools research
strategy and provides expert advice for obtaining
research funding.
Dr Gina Potts Room: 2.37 Currently on leave
Student Support Manager Email: g.potts
Mrs Jasmin Salucideen Room: 2.37 Jasmin deals with all student queries and
Undergraduate Email : maintains student files. She is responsible for
Administrator (Admissions j.salucideen student record keeping, information provision and
and Finance) general support of both students and academic
staff. She is particularly responsible for
undergraduate queries, including UCAS
applications.
Mr Jason Salucideen Room: 2.37 Jason is responsible for managing student
Administrative Officer Email: extenuating circumstances and de-registration
j.v.salucideen procedures, as well as attendance issues. He
allocates adviser and manages pre-registration
and module choices.
He acts as Secretary to the Student Staff Liaison
Committee and the Exam Boards EC Sub
Committee.

11
Member of staff Contact Research Interests Modules
details
Head of School
Prof. Ray Kiely Room: 2.39 Globalisation, imperialism,
BA , MA (Leeds), PhD Email: r.kiely international political
(Warwick) economy of development,
Head of School, East Asia (especially
Professor of China) and globalisation,
International Relations theories of economic crisis

Year Tutors
Dr. Lasse Thomassen Room: 2.30a Tolerance, Habermas, Modern Political
BA, MA, PhD (Essex) Email: Derrida and Thought;
Senior Lecturer l.thomassen deconstruction, post-
1st Year Tutor structuralist theories of
democracy and politics
Prof. Montserrat Room: 2.28a Nationalism, national and European Politics;
Guibernau Email: ethnic diversity, European National Identity and
Licenciatura m.guibernau politics, Spanish and Ethnicity
(Barcelona), MPhil, PhD Catalan politics
(Cambridge)
Professor of Politics
2nd Year Tutor
Dr Jean-Franois Room: 2.33b International Political War and Security in
Drolet Email: j.drolet Theory, History of Ideas, World Politics
BA (Lund), MSc (LSE), Ethics, War, Conflict and
DPhil (Oxford) Political Violence, US
Senior Lecturer Foreign Policy
Final Year Tutor
Academic Staff
Dr. Judith Bara Room: 2.32 Party policy and ideology, Electoral Behaviour
BSc Economics (LSE), Email: j.l.bara interplay between party
MA(Essex),PhD and public policy priorities,
(London) whether parties keep their
Senior Lecturer promises.
Dr Claes Belfrage Room: 2.20b International political Research Project;
BA (Sussex), MA, PhD Email: economy; neoliberalistion, Theories of State,
(Birmingham), c.a.belfrage financialisation, critical Economy and Society
Lecturer social theory.
Dr. Franoise Boucek Room: 2.19b Political parties, European Integration
BA (Toronto), MSc and Email: f.boucek factionalism, electoral and the European
PhD (LSE) reform, legislative politics, Union as a Political
Teaching Fellow coalitions and bargaining, System
dominant parties in mature
and emerging
democracies, EU policy
and institutions,
comparative politics, public
choice, new
institutionalism.
Dr Clive Gabay Room: 2.20a International and critical Intro to IR;
BA (Leicester), MA Email: c.gabay political theory, human International Politics of
(Birkbeck), PhD (Open geography and post the Developing World
University). structuralism.
Lecturer

12
Dr. Madeleine Davis Room: 2.28b Political theory and history (On leave Autumn
BA, MA PhD (London) Email: m.j.davis of political thought, the 2011)
Lecturer British New Left, aspect of Politics of the New Left
Latin American and
Hispanic politics,
especially human rights in
democratisation processes
Prof. James Dunkerley Room: 2.13 The politics of Latin
BA (York), Mphil, Dphil Email: America and modern
(Oxford) j.c.dunkerley history
Professor
Prof. Adam Fagan Room: 2.36 Post-communist politics Global Governance
BSc (Bradford), MA, Email: a.fagan and civil society
PhD (Manchester) development; EU
Professor enlargement and
assistance to the Western
Balkans (Bosnia, Serbia
and Kosovo); NGOs and
global governance.

Prof. Jeremy Jennings Arts 2.24 History of political thought, (on leave Autumn
BA, MA (Swansea), Email: with special reference to 2011)
Dphil (Oxford) j.r.jennings France, role of intellectuals Modern Political
Professor of Political in politics, contemporary Thought; Liberalism,
Theory political theory and Past and Present
ideologies
Dr Lee Jones Room 2.34 State-society relations, Political Analysis;
BA(Warwick), MPhil, Email: l.c.jones governance, political International Relations:
DPhil(Oxford) economy, sovereignty and Theories &
Lecturer intervention, Southeast Contemporary Issues
Asia
Prof. Mike Kenny Room 2.18 History of European
BA (Cambridge), MA, Email: m.kenny political thought; British
PhD (Manchester) politics; Nationhood in
Professor of Politics Britain; intellectuals;
political ideologies
Prof. Raymond Kuhn Room: 2.16 The politics of the mass Politics and the Mass
MA (Glasgow), MA, PhD Email: r.kuhn media, contemporary Media; French Politics
(Warwick) French politics
Professor of Politics
Dr. Bryan Mabee Room: 2.21 US foreign policy, US Foreign Policy;
BA, MA (Manitoba), Email: b.mabee globalisation and War and Security in
PhD (Aberystwyth) international security; World Politics
Lecturer historical sociology of
international relations
Dr. Rainbow Murray Room: 2.22 Women in politics; French Gender and Politics
BA (Manchester), Email: r.r.murray politics; political parties;
MRes, PhD (London) elections; election
Senior Lecturer candidates and candidate
selection; comparative
politics
Dr. Catherine Room: 2.35 Public policy, citizenship, British Politics; Select
Needham Email: political communication Topics;
BA (Leeds), MSc , Dphil c.e.needham
(Oxford)
Senior Lecturer

13
Dr. Brendan ODuffy Room 2.19a Nationalism and ethnic Comparative
BA (Boston), MA Email: b.p.oduffy conflict regulation, Government and
(McGill), PhD (London: Northern Ireland, Cyprus Politics; Nations,
LSE) and Sri Lanka, States and
Senior Lecturer radicalisation and political Nationalism; Case
violence Studies inEthnic
Conflicts;
Representative
Democracy in Practice
Prof. Wayne Parsons Room 2.29 Politics of economic ideas, (On leave 2011-12)
BSc , MSc (Econ) Email: public policy and public
(Wales), PhD (London), d.w.parsons management
FRSA, AcSS
Prof. Of Public Policy
Dr. Mark Pennington Room 2.25 Public policy, the politics of The Politics of
BA, PhD (London) Email: environmentalism, liberal Economic Ideas.
Reader m.pennington political economics,
liberalism and the
environment
Dr. Chris Philips Room: 2.33a Politics of the Middle East Politics of Post
BA (Cambridge) MSc, Email: c.philips Colonial Middle East
PhD (LSE)
Lecturer
Dr. Richard Saull Room: 2.31 International Relations International Relations:
BA (Portsmouth), MSc, Email: r.g.saull theory, Marxism and Theories &
PhD (LSE) international relations, Contemporary Issues
Senior Lecturer historical sociology and
international politics of the
Cold War, revolutions and
international political
change
Dr Robbie Shilliam Room: 2.15 Research Interests: Race
BA (Sussex), MA, DPhil Email: and Racism in World
(Sussex) Politics; Colonial histories
Senior Lecturer and their interconnections;
Slavery and its legacies;
Rastafari; Decolonial
thought; Caribbean
Thought
Dr Jeffery Webber Room: 2.30b Latin American Politics, Globailsation: issues
BA, MA (McGill), PhD Email: j.r.webber Political Economy, and Debates;
(Toronto) Imperialism, empire, International Politics of
hegemony, globalisation, the Developing World
social movements and
critical race theory
Dr. Caroline Williams Room: 2.23 Modern and contemporary Intro to Politics;
BA (Manchester), PhD Email: c.a.williams political theory; theories of Ideology and Political
(Wales) ideology Critique; Theories of
Lecturer the Self

14

2.8 Safety/Emergencies
You should familiarise yourself with
emergency procedures for all areas in which
you work, noting the location of emergency
exits, assembly points and equipment.
In case of a fire, immediately leave the
building by the nearest exit point. Do not use
the lifts. Fire action notices are displayed in
corridors and by fire escapes.
In an emergency, dial 3333 from any internal
phone and clearly state the nature and
location of the problem, your name, and the
number you are calling from (if known). If
there is no internal phone available, call 999
and follow the normal procedure.
You should ensure that corridors and
doorways are not obstructed and that
firefighting equipment is not removed from its
station.
First aid assistance for minor accidents can be
obtained by dialing 3333 from an internal
phone, or 020 7882 3333 from any other
telephone.
2.9 School Prizes
The school awards a number of prizes each
year following the exam board:
David Black Prize:
Awarded to the best single or joint honours
Politics student in the field of International
Politics.
The Professor William J Fishman Prize:
Awarded for the best undergraduate work in
the field of Labour History, East London or
Migration.
The Professor Lord Smith of Clifton Prize:
Awarded for the best undergraduate work in
the field of the History of Ideas, Government
or Public Policy.
College Prizes:
In addition to this the department has been
allocated a number of college Prizes. These
are to be awarded to 2nd and final year
students. The sole criterion for the award of
these prizes is academic excellence. For final
year students this means First Class Honours;
for those in the penultimate year, the students
yearly average must not be less than 70%.
Students who are awarded prizes are notified
by the Head of School.
2.10 Use of College ID Card
You will receive a College photo-ID card upon
enrolment. This card is very important, and
must be carried at all times on campus. If you
do not produce this card upon request and
satisfy staff that it is your card through
comparison of your face and the photograph,
you may be removed from the building, or
from campus.
The card shows your Student Number. You
must take your card into all examinations, and
display it on your table for inspection. You will
also need to copy your Student Number onto
your paper.
The card also serves as your library card, and
as an access card for certain buildings. Many
buildings have security points at which you
must show your card, and others require you
to scan your card to release the doors.
It is vital that you keep your card safe and with
you at all times on campus. If you lose your
card, or if your card is stolen, you should
contact the Registry, who will be able to help
you. A fee may be charged to replace lost ID
Cards.
15
 3. School Procedures
3.1 Submission of Assessed Work
All students must submit electronic and paper
copies of all assignments;
The Electronic copy must be submitted via
Queen Marys Virtual Learning Environment
(Blackboard). Only your student number and
assignment number should appear in the top
header of your work. Your electronic copy
must be submitted by the deadline date and
time, and will be retained and screened by
anti-plagiarism software. (Please see
Appendix J for more information on
Blackboard).
Second and Final Years must hand in TWO
paper copies to their module seminar tutor on
the date stated. One of these copies will be
returned to you with comments and a
provisional mark. The other copy will be kept
for second marking and/or moderation by the
external examiner.
First year students must hand in ONE paper
copy to their Seminar tutor on the date stated.
The exception to this rule is POL105 Political
Analysis students, who hand in their paper
submission via the essay submission box in
the School foyer.
NOTE:
The School has a policy of anonymous
marking. Your name should not appear
anywhere on your work, instead you should
state your student number clearly.
You must attach a coursework cover sheet to
your paper submissions. Any coursework
work submitted which does not have a
coversheet attached will NOT be marked.
Coversheets can be collected from the foyer
of the School Office or downloaded from the
Undergraduate shared area on Blackboard
(Please see Appendix H)
REMEMBER:
All copies of assignments (both paper
and electronic) must be submitted by
the deadline date and time.
Marks will be deducted if the
submission is incomplete (i.e. only one
hard copy and/or no electronic copy).
If the coursework is submitted 14 days
or more after the deadline, without an
approved extension, the work will not
be assessed and will automatically
receive a mark of zero FL.
3.2 Deadlines
Each piece of work that you submit will be
subject to a strict deadline. It is important that
you meet all deadlines.
NOTE:
The final deadline for all coursework is
27th April 2012.
No extensions will be given beyond this date.
Including Extenuating Circumstances granted
for Semester 2.
The Office and/or your tutor will refuse to
accept any work handed in after this date.
Extensions will not be given just because you
have to submit multiple assessments on the
same day. It is your responsibility to ensure
you manage your time efficiently to meet the
demands for all of your modules.
If you are unable to meet any of your
deadlines due to unforeseen circumstances,
such as medical problems or a family tragedy,
you must complete an Extenuating
Circumstances form and submit this, complete
with supporting documentation, to the Office.
If you are unable to come into college you
should contact the Student Support Manager
so that a form can be sent to you.
If your circumstances are genuine, and the
relevant Year Tutor considers it appropriate,
you may be granted an extension.
NOTE:
You should not expect extensions to be
granted automatically.
Please see section 3.9 for full details of EC.
3.3 Late Submission of Assessed Work
Any assignment submitted after the deadline
must still be submitted electronically via
Blackboard. Your paper copies must be
16
handed in to the School Office. Your essay
will be marked as usual and given a
provisional grade. If you have submitted an
extension request, the EC Sub-board of the
Subject Examination Board, will consider each
request on its merits and decide whether
provisional grades should stand.
NOTE:
Late work pushed under doors or handed
directly to tutors, will be given an automatic
zero. It is your responsibility to hand late work
into the Office during office hours.
This also applies to the Research Project.
3.4 Penalties
Marks will be deducted at the rate of five
marks for each day that the essay is late
without an agreed extension. An assignment
handed in 14 days or more late will not be
marked and awarded a mark of zero FL to
indicate it was received too late.
College academic regulations state that
students must complete all components of a
module i.e. coursework and examination to
pass that module.
NOTE
If you do not submit an item of coursework
and do not have extenuating circumstances
(see 3.9), you may fail the module.
If you are experiencing genuine difficulties, of
any kind, which are affecting your studies, let
your seminar tutor, personal adviser or the
Student Support Manager know before you fall
too far behind. (See 3.9 Extenuating
Circumstances)
3.5 Help with Assessed Work
Your seminar tutor is there to give you
assistance and guidance on what is expected
with regards to assessed work. Although they
can recommend specific reading and discuss
essay plans they cannot read and comment
on complete rough drafts of essays.
(see 5.5 for information on study skills
workshops)
3.6 Presentation and Word Length
Requirements for coursework will vary from
module to module. However a few general
guidelines can be given to help you ensure
that your coursework meets the School
requirements;
Word Limit;
In general, first year essays should be around
2,000 words. Length of essays in the second
and final year is dependent upon the
requirements of the particular module see
individual module handbooks for guidance.
Any piece of coursework that is over length
will be penalised at the rate of 5 marks per
10% it is over. i.e. a submitted essay of 2,200
where the word length should be 2,000 will be
deducted 5 marks; a submitted essay of 2,400
words will be deducted 10 marks etc.
Presentation;
All written work must meet high standards of
academic presentation. Essays must be word-
processed, double-spaced with adequate
margins to give room for your tutors
comments. Spelling, punctuation and syntax
are also important.
The essay question should be used as the title
for your essay, and displayed as such.
Footnotes or endnotes should be clearly
indicated and numbered in the body of your
assignment. All references must be correctly
cited in full, and essays must have a
bibliography listing all sources consulted in
alphabetical order by author. (See Appendix G
for complete School requirements)
Any work submitted without any citations may
be deemed inadmissible as a piece of
assessed work and may be awarded a mark
of zero.
NOTE:
You are strongly advised to back up all word-
processed work.
Extensions cannot be granted for computer
failure or for lost work.
17
3.7 Attendance Requirements and Absence
Notification
You are required to attend all seminars and
lectures for all of your modules.
If you know in advance of any days that you
will be absent i.e. for religious festivals, you
should email both your seminar tutor and the
Office (politics@qmul.ac.uk).
Registers are taken for each seminar, and
persistent non-attendance at seminars may
result in de-registration from the module
concerned. (See 3.8 Deregistration)
You are expected to be available to attend
classes 9am - 5pm Monday to Friday.
NOTE:
It is a College requirement that you must
supply a medical certificate for illness that
lasts longer than five days.
Persistent non attendance and failure to
submit coursework, may also lead to de-
registration and termination of your enrolment
with Queen Mary.
It is your responsibility to check the School
Plasma screen, blackboard and your email for
notifications concerning changes to the
timetable and Staff Office Hours.
You should be aware that persistent non
attendance whether for good reason or not
may affect your ability to pass a module
successfully. If you do not pass sufficient
modules to progress you will be registered to
resit out of attendance the following
academic year. This means that you do not
return to full time study until you have re-sat
and passed sufficient modules to progress.
(see 4.4)
NOTE
If you have not attended regularly your ability
to successfully pass any re-sits out of
attendance will be seriously hampered, which
can lead to your failing the whole programme.
3.8 Deregistration
De-registration is where your registration on a
module is removed. This means you will no
longer be able to attend lectures and
seminars, and you will not be able to attend
the examination. You will receive a mark of 0
DR, and the module will be flagged on your
final transcript as deregistered.
Deregistration may occur for:
Persistent non-attendance in Seminars
Non submission of assessment
You will be given written warnings before
deregistration occurs, to give you the chance
present your case to the School.
De-registration may lead to termination of your
enrolment with Queen Mary.
If you are unable to attend a seminar for a
good reason, such as illness, you should let
your seminar tutor and the School Office know
in advance. When you return, you should see
your seminar tutor to discuss how to catch up
with missed work.
If you have had a series of absences, you may
be required to produce a medical certificate to
confirm that your absences have been due to
medical problems.
3.9 Extenuating Circumstances
If you believe that your ability to attend or
submit a particular item of assessment has
been negatively impacted by circumstances
outside of your control and so as to cast doubt
on the likely validity of the assessment as a
measure of your achievement, you may wish
to submit a claim for extenuating
circumstances (EC).
Extenuating Circumstances include illness,
death of a close relative, etc. EC do not
include computer problems, misreading your
exam timetable, planned holidays or local
transport delays.
If you do not feel you are well enough to
attend any invigilated examination then you
should not attend and submit a claim for EC
instead. You should note that the Academic
Regulations state that if you attend an
examination then you will be deemed to have
declared yourself well enough to sit it and as a
result any EC claim will not be considered
18
See appendix D for a copy of the form which
is also available from the racks opposite the
School office or from the Student Support
Manager. If you believe that you have a case
for consideration, you should complete this
form and supply supporting documentation
(for example medical certification, death
certificate, police report and crime number, or
other written evidence from a person in
authority), and submit the paperwork to the
Student Support Manager by the end of the
affected semester. EC requests covering
examinations must be handed in one week
before the examination board meets.
You will be given a receipt for the claim form
you have submitted, you must keep this safe
for the duration of your studies. In accordance
with the Academic Regulations all claims must
be received no later than three working days
before the examination board meets, which is
on the 26th June 2012.
NOTE
Although accompanying documentation
can be submitted late, claims without any
evidence cannot be considered.
It is in your best interest to provide
evidence and supporting documentation
that is as comprehensive as possible.
All cases of extenuating circumstances are
kept confidential until they are considered by
the EC sub-committee. All proceedings of the
subcommittee are strictly confidential, and will
not be discussed fully at the examination
board meeting.
It is your own responsibility to submit any
claims for extenuating circumstances, not that
of your tutor. Please ensure that if you do
have what you believe is a valid case, you
complete the submission process in
accordance with the Schools guidelines and
deadlines.
It is not possible to make a retrospective claim
for extenuating circumstances, specifically
once you know your results. Therefore,
claims submitted after the deadline will not be
considered by the examination board. Please
refer to the full guidance notes on extenuating
circumstances from the Advice and
Counselling service or online at
http://www.welfare.qmul.ac.uk/
Important EC deadlines:
Semester 1 coursework16th December 2011
Semester 2 coursework 30th March 2012.
Examination 19th June 2012
3.10 Changing or interrupting modules and
programmes
Interruption of studies:
If you are thinking of interrupting your
programme of study you must make an
appointment to see your Personal Adviser or
the relevant Year Tutor who will be able to
advise you further.
If you wish to proceed with an interruption of
study, you must obtain an interruption of study
form from Academic Registry or the Queen
Mary website. Once you have completed this
form you will need the Head of Schools
signature before submitting it to Academic
Registry in CB05 Queens Building.
Withdrawal from College:
If you are thinking about withdrawing from
college you must meet with your adviser first.
You will need to complete the form, available
from Academic Registry or the Queen Mary
website. Once you have completed this form
you will need the Head of Schools signature
before submitting it to Academic Registry in
CB05 Queens Building.
The deadline for an interruption or
withdrawal of studies request is the last
date of the second semester:
30th March 2012.
Change of Programme:
If you are thinking about changing your
programme of study you must seek the
guidance of your Adviser. You also need to
ensure that you meet any requirements of the
School you wish to join. Generally these are;
Average 60% in your current studies
2 references
Personal Statement giving your
reasons for requesting a transfer
19

You will need to complete the relevant form,
available from Academic Registry or the
Queen Mary website, and obtain the relevant
signatures. You cannot change your
programme after the second week of
Semester A, although you can complete the
form during term so that you can begin your
new programme in the following academic
year.
Change of programmes within Queen Mary
are not automatic, and you must contact the
intended School for further information.
Changing Modules:
You will be given the chance to select your
modules with the help of your adviser; at the
beginning of the academic year for new
students and during the second semester for
continuing students.
If you wish to change your module choices,
you may do this within the first 2 weeks of the
Semester. You should note, however, that
most modules will be full and there is no
guarantee of a space on another module. It
is, therefore, very important that you give your
module selection plenty of thought and seek
the guidance of your Adviser and fellow
students.
If you have taken a full year (30 credit)
module, you cannot change the module after
week 2 of the Autumn semester.
3.11 Termination of registration
Your registration with Queen Mary may be
terminated for the following reasons:
Non-payment of fees or debt to Queen
Mary
Failure to meet progression
requirements
Failure to re-enrol
Failure to register for re-sits
Misconduct
Queen Mary reserves the right to charge an
administration fee in respect of reinstating the
record of any student whose registration has
previously been terminated.
3.12 Updating Personal Details
It is important that the School and Queen
Mary have your correct personal details. You
are able to update your address and contact
details on line using MySIS. However, a
change in name must be done in person at
Academic Registry with Accompanying
identification.
Communications will be sent to your college
email account, and you must ensure you
check this email regularly.
Failure to check your college email, for
whatever reason, will not be accepted as
grounds for lack of knowledge of information,
including warnings of deregistration.
3.13 Erasmus/Socrates and Study Abroad
Programme
The School runs an exchange programme
with Politics Departments in continental
European universities under the Erasmus
scheme.
The scheme provides students with the
opportunity to spend a semester or full
academic year in Germany, Italy, Belgium or
France. You may only apply for this scheme if
you are entering the second year of your
programme of study.
Erasmus is the European Commissions
educational exchange programme and forms
part of the EU Lifelong Learning Programme.
Further details are available on the British
Council website -
http://www.britishcouncil.org/erasmus.htm
In addition the Queen Mary International
Office runs the International Exchange
Programme which enables students to study
at one of our partner institutions. You will
apply for the scheme in your first year and will
study abroad in your second year. Full details
of the scheme are available from the Study
Abroad Officer, Harry Gibney -
http://www.qmul.ac.uk/qmlearning/exchanges/
Details of both schemes can be obtained from
the Study Abroad Adviser, Dr Rick Saull and
all requests to study abroad must be approved
by him. Rick will also act as your adviser
whilst you are abroad.
20

You will need to meet with Rick to select and
confirm your module choices before leaving to
study abroad.
NOTE
To study abroad, you must achieve a
minimum of grade C in all of your first year
modules.
The School will not support an exchange if
you fail to meet this condition.
3.14 Teaching Methods
Now that you are studying at degree level, the
prime responsibility for study and learning
rests with you, as the student.
You will be given module handbooks and
reading lists for all of the modules you take.
These will also be available on Blackboard.
They are not exhaustive, but are designed to
give a base from which to develop your own
knowledge and study plans.
Each module that you study as part of your
degree programme will have a timetabled day
and time. It is expected that you will attend all
lectures and seminars for the modules you are
studying. Registers will be taken and you may
face de-registration from a module if you do
not attend.
In a normal week you will be timetabled for
somewhere between 6 to 8 hours per week of
contact time. This means that you will be
required to be in College for these times.
Alongside your contact time, you are expected
to complete several hours of self guided
study such as preparing for seminars,
researching assignments and completing
assessments etc. You are not expected to be
in College during this time, therefore, it is up to
you to ensure that you manage your study
time effectively. You need to devote enough
time to each module that you are studying. As
a general guide, you should expect to be
studying for about 30 hours per week,
including both contact and self guided learning
time.
For most Politics and International Relations
modules, teaching takes place via lectures
and seminars. Most modules will have a one
hour lecture and a one hour seminar each
week, although some modules may be taught
by means of a two-hour seminar format.
Lectures are designed to give you the
necessary factual and conceptual background
for the topics you are studying. Seminars give
you the opportunity to discuss your ideas and
opinions about the module topics with other
students and your seminar tutor. The format of
seminars will vary from module to module, but
you must prepare and attend each seminar as
you may:
be asked to prepare short individual or
group presentations
undertake research on a particular topic
for open discussion
need to do some role-playing.
Whatever format is adopted, you will always
be required to prepare for seminars by reading
around a given topic or question. It is essential
that you do this, since it is through informed
discussion and debate with others that you will
best develop your ideas and arguments.
Note
Seminar groups are intentionally small
to allow equal discussion and debate.
It is important that you attend every
seminar and turn up on time so as not to
disrupt the whole group.
3.15 Reading Week
During each semester there will be one
reading week. Reading week is usually week
7 of both semesters. (See appendix B for
dates.) There are no timetabled lectures or
seminars during Reading Week.
NOTE:
Reading Week is not to be viewed as extra
weeks of vacation. You are expected to be
able to attend although there are no formal
timetabled sessions.
Reading weeks are designed to provide you
with a week in each semester where you can
concentrate on individual study and research.
This time should be used effectively.
21
Many students find that these two weeks are a
very useful time in which to work on major
pieces of assessment. Queen Marys library
and computing facilities will remain open to
assist your studies.
Although the Office will be open during
reading week, many tutors may not be
available. It is advisable to email your tutor in
advance if you wish to see them during this
time.
3.16 Conduct
For information regarding student
responsibilities, the school code of conduct,
and general behavioural expectations, please
visit:
http://www.arcs.qmul.ac.uk/student_complaint
s/index.html
3.17 Student Feedback
Your views are important to both the School
and Queen Mary. There are a variety of ways
in which you can communicate your opinions
to us.
At an institution level, there are student
representatives on committees across Queen
Mary, including at Academic Board and
Faculty Board. At School level there is the
Student Staff Liaison Committee (SSLC). If
you have any issues for this committee you
can raise them with the relevant year rep or
email them to the Student Support Manager
who acts as Secretary to the SSLC.
Module Evaluation.
To ensure our teaching meets the needs of
students, it is our policy to review our teaching
every semester. To help us do this, you will
be asked to fill out a computerised module
evaluation for each of the modules you take.
The questionnaire is completed during the
seminar and takes roughly 10 minutes to
complete.
Your responses are anonymous, and will be
analysed by the Academic Registry and
Council Secretariat. Their report will be
released to the module convenor as well as
the Student Staff Liaison and the Learning
and Teaching committee.
We ask that you take care when filling out
these questionnaires as we are keen to know
our strengths and weaknesses. They are also
a vital source of feedback for the member of
staff concerned.
National Student Survey
All final year students in all UK higher
educational institutions take part in the
National Student Survey (NSS). This is your
opportunity to share your experiences of
QMUL with the wider world and future
students.
It is important for us that you complete the
NSS honestly. As a final year student, you
will normally be contacted by email in the
spring term.
The results of the survey are important as they
are used in compiling university league tables,
which can determine national university
rankings in the press.
3.18 Student Complaints
We hope that you will enjoy your time with the
School. However, if you do experience a
problem, we aim to solve this quickly and
simply.
Full details on the Schools Student
Complaints Policy and the more formal
process of Queen Mary, can be found in
Appendix F.
In essence, if you have a complaint you
should raise this with the member of staff
concerned. If you do not feel able to
approach the member of staff concerned you
should talk with your Personal Adviser or the
relevant year Tutor.
You can make an appointment to see the
Administrative Director or the Head of School
to discuss the matter further, if you feel the
above approach did not resolve your issue.
You are reminded that issues which affect a
whole group of students should be brought to
the attention of the Schools Student Staff
Liaison Committee.
Equally, each School has Course Reps who
are elected through the Student Union.
22
Details of Course Reps for the School can be
found on the Student Union website -
http://www.qmsu.org/coursereps/

23
 4. Programmes and modules of
study
When you enrol at Queen Mary you will be
enrolled on to a Programme of Study. You will
then need to register for modules associated
with that programme.
Modules are either 30 credits (full year
modules) or 15 credits (single semester
modules.) You need to take 120 credits in
each academic year and your final
classification is calculated on all 360 credits
taken as part of your degree programme.
4.1 Programme Structures
The module system offers you freedom to
shape your own programme of study, while
providing a sound grounding in the core
concepts and methods of the discipline(s) you
are studying.
To ensure a grounding in your subject, all
Politics and International Relations students,
whether single or joint honours, take some
compulsory modules in their first and second
years (see individual programmes for full
details.)
Joint honours students may find that all their
first year modules are compulsory. Whilst
Modern Political Thought is a compulsory
second year module for both single honours
Politics and joint honours History and Politics.
You are required to undertake your own
research in their final year, and the majority
will be required to take the
Politics/International Relations Research
Project.
In general, as you progress through the
degree, the element of choice increases. It is,
of course, desirable that your choice of
modules makes academic and intellectual
sense. You should discuss your plans with
your Personal Adviser each year before
finalising your module choices. You may also
want to discuss module options with existing
students.
To ensure academic progress, many second
and final year modules have pre-requisites,
i.e. modules that you must have already
taken. Pre-requisites for Politics modules are
outlined in section 4.5.
By choosing particular modules that
complement each other, you will build upon
what you have studied in each academic year,
and make your own pathway through the
degree.
4.2 Single Honours Programmes
BA in Politics (L202)
The BA in Politics is designed to provide
students with a strong grounding in various
aspects of Political Studies, including political
theory, political institutions, political practice,
comparative politics, political analysis and
international politics.
The programme is designed to provide
students with a grounding in all of these
central issues (especially at levels 4 and 5),
but at the same time provide sufficient
flexibility to specialise in particular themes,
topics and areas if they so wish (especially at
level 6, but also to some degree at level 5).
The programme is designed to help students
develop a strong sense of intellectual integrity,
acquire substantial knowledge in the broad
fields of Politics and apply these skills to wider
situations.
In your second year, you take the module
Modern Political Thought (POL206). This
requirement reflects the schools view that all
single honours Politics students should be
exposed to the work of the major political
thinkers, whose ideas have had such impact
on the formation of the modern European
world.
The study of political ideas and concepts will
also enhance your understanding of the
working of political institutions, and you will
quickly discover that every aspect of Politics
has a theoretical component to it. Crucial
intellectual skills of analysis and criticism will
also be developed in this largely text-based
module.
In your final year you will undertake your own
piece of extended research; Politics Research
Project (POL310). You will select your topic
and will be guided through your research by
the School and your project superviser.
24

Your remaining credits can be taken from
modules offered by Politics and International
Relations or another School within the faculty.
L202 Politics Options:
Year 1 (Level 4)
Introduction to Politics (30 credits) &
Comparative Government and Politics
(30 credits) &
Political Analysis (30 credits) &
Either Introduction International
Relations (30 credits)
or 30 credits from another School
Year 2 (Level 5)
Modern Political Thought (30 Credits)
At least one from the following;
Theories of State, Economy and
Society (30 credits)
British Politics (30 Credits)
Representative Democracy in Practice
(30 Credits)
Further credits can be selected from
within the School. You may include 30
credits from another School
Year 3 (Level 6)
Politics Research Project &
A further 90 credits from within the
School. You may include 30 credits
from another School
BA in International Relations (L250)
The BA in IR programme is designed to
provide students with a strong grounding in
International Relations, including international
political theory, international security,
international development and debates
around globalisation. The programme is also
designed to provide students with some
grounding in the relationship between
international and comparative politics,
providing students with the opportunity to
examine the international politics of specific
regions.
The programme is designed to provide
students with a grounding in all key areas of
international relations, especially at levels 4
and 5, but at the same time provide sufficient
flexibility for students to specialise in particular
topics, regions, and so on (especially at level
6 but also level 5).
L250 International Relations Options:
Year 1 (Level 4)
Introduction to International Relations
(30 credits) &
Introduction to Politics (30 credits) &
Political Analysis (30 credits) &
either Comparative Government and
Politics (30 credits)
or 30 credits from another School
Year 2 (Level 5)
International Relations: Theories and
Contemporary Issues (30 Credits)
At least one from the following;
Global Governance (30 credits)
War and Security in World Politics (30
credits)
International Politics of the Developing
World (30 Credits)
Further credits can be selected from
within the School. You may include 30
credits from another School
Year 3 (level 6)
IR Research Project (30 credits) &
A further 90 credits from within the School
recommended options being. You may
include 30 credits from another School
BA in Politics with Business Management
(L2NF)
This is a major/minor degree programme that
links the complementary subjects of Politics
and Business Management.
It provides students with the opportunity to
pursue Business Management modules with a
vocational slant, while also giving them a
general intellectual framework of
understanding provided by Politics modules.
Students follow the single-honours Politics
programme, and are permitted to take
additional options in Business Management.
Note: this is not a joint honours degree
programme.
L2NF Politics with Business Management
Options
25
Year 1 (Level 4)
Introduction to Politics (30 credits) &
Comparative Government and Politics
(30 credits) &
Introduction to International Relations
(30 credits)
Business Management modules:
Fundamentals of Management (15
credits)
Economics for Business (15 credits)
Year 2 (Level 5)
Up to 90 credits at Level 5 from the
School.
Business Management modules
Financial Accounting (15 credits)
Marketing (15 credits)
Year 3 (Level 6)
Politics Research Project (30 credits) &
A further 60 credits from the School
Business Management modules
Strategy (15 credits)
Managing Human Resources (15
credits)
4.3 Joint Honours Programmes
Joint honour students must also consult
the Undergraduate Handbooks for their
other subject.
Joint honours programmes combine the study
of politics with another arts, social science, or
law subject. Generally, students on these
programmes divide their time more or less
equally between the two Schools in their first
year. In your second and final years, you may
wish to continue to study both disciplines in
equal proportions, or to specialise in one or
the other.
With the exception of ML12 Law and Politics,
you may also take modules of up to 30 credits
in another discipline during your second and
final years. Joint honour students with a
language must take a minimum number of
module units in that language to qualify for the
degree. Note that language programmes are
usually four years in length with your third year
spent abroad.
BA in History and Politics (LV21)
This degree is jointly taught by the Schools of
History and Politics and International
Relations, reflecting the close links between
the two Schools and their subject areas. It
provides an opportunity to understand the
modern world by studying the evolution of
political ideas and institutions side by side with
the historical development of the major
powers.
Year 1 (Level 4)
Politics Options:
Introduction to Politics &
Plus one of the following:
Comparative Government and Politics
(30 credits) OR
Introduction to International Relations
(30 Credits)
History Options:
Making History (training module
60 credits from History
Year 2 (Level 5)
Politics Options:
Modern Political Thought [or the
alternative offered by History] &
Further 30 credits from Politics
History Options:
60 credits from History
Year 3 (level 6)
Politics Options:
Up to 60 credits in Politics (excluding
Research Project)
History Options:
History Research Dissertation (60
credits)
OR
Special Subject. (60 credits)
BSc (Econ) in Economics and Politics
(LL12)
Politics and Economics are closely
associated, and, given the School's particular
strength in the area of public policy, this
degree programme is especially suited to
those with an interest in public policy and
governmental decision making.
Students take both introductory Politics and
Economics modules (including some
statistics) in the first year. You are then free
26
to determine the balance of your studies in
your second and final years.
Year 1 (Level 4)
Politics Options:
Introduction to Politics &
Plus one of the following:
Comparative Government and Politics
(30 credits) OR
Introduction to International Relations
(30 Credits)
Economics Options:
Minimum of 30 credits from:
ECN113 Principles of Economics (15
Credits,)
ECN114 Mathematical Methods in
Economics and Business 1 (15 Credits)
ECN111 Microeconomics 1 (15 Credits)
ECN106 Macroeconomics 1 (15 Credits)
ECN110 Statistical Methods in Economics
1 (15 Credits)
Year 2 (Level 5)
Politics options:
Minimum of 30 credits
Economics Options:
Minimum of 30 credits note those
credits not taken in Semester B of year
one must be taken in Semester B of
year 2.
Year 3 (Level 6)
Politics Options:
Politics Research Project &
Possible further 30 credits
Economics Options:
Minimum of 30 credits
BA in Law and Politics (ML12)
This joint honours degree, the first of its kind
in the University of London, offers students the
opportunity to study the closely related
disciplines of Law and Politics in a three-year
programme.
The programme is not designed for those
students wishing to qualify for a career in legal
practice. However, the programme is
designed so that you could, by choosing the
appropriate law options, obtain the usual
exemptions from legal professional
examinations.
The aim of the programme is to give you the
knowledge of both legal and governmental
systems, and it should appeal especially to
those wishing to study public policy in its legal
context. Your first and second years will be
spent studying Law and Politics equally. In
your final year you may continue with this
equal balance, or specialise in either
discipline.
Year 1 (Level 4)
Politics Options:
Introduction to Politics.
One of the following:
Comparative Government and Politics
(30 credits) OR
Introduction to International Relations
(30 credits)
Law Options:
Foundations of Legal Study & Legal
Writing Programme (training module)
Law001 Public Law (30 Credits)
Law003 Common Law I (Contract) (30
Credits)
Year 2 (Level 5)
Politics Options:
60 credits
Law Options:
Law105 Law of the European Union (15
credits)
Law106 Administrative Law (15
Credits)
Further 30 credits
Year 3 (Level 6)
Politics options:
60 credits
Law Options:
60 credits
BA in Geography and Politics (LL72)
This degree programme is suitable for those
students interested in exploring the spatial and
social aspects of government activity, or who
wish to extend their knowledge of political
theory and practice by relating politics to its
geographical context.
In the first year your studies are divided more
or less equally between the two disciplines.
27

Year 1 (Level 4)
Politics Options:
Introduction to Politics &
Plus one of the following:
Comparative Government and Politics
(30 credits) OR
Introduction to International Relations
(30 Credits)
Geography Options:
Introduction to Geographical Ideas and
Practice (15 credits)
Critical Human Geographies (15
Credits)
Further 30 Credits.
Year 2 (Level 5)
Politics Options:
60 Credits
Geography Options
Students planning to take the final year
Independent Study in Geography must take
Research Skills & Project Management
in Human Geography OR
GEG246 Geographical Research in
Practice
Possible further 30 credits.
Year 3 (Level 6)
You are advised to take either:
Politics Research Project (30 credits) or
Independent Geography Study (30
credits)
Remaining credits from each subject.
Language and Politics:
BA in German & Politics (LR22) 4 years
BA in French & Politics (LR21) 4 years
BA in Hispanic Studies &Politics (LR24) 4
years
BA in Russian &Politics (LR27) 3 or 4 years
The study of a language with politics will give
you the chance to combine two contrasting,
but often complementary, areas of interest.
Whichever programme you take, you will
follow the core modules in Politics and those
language modules designed to help you
develop your skills in writing and speaking that
language.
You will normally spend a year abroad in a
country where the language is spoken. Your
time will be spent either studying or working
depending on where you go
Year 1 (Level 4)
Politics Options:
Introduction to Politics.
ONE of the following:
Comparative Government and Politics
(30 credits) OR
International Relations since 1914 (30
credits)
Language Options:
Language I (30 Credits)
Core content (30 credits)
Year 2 (Level 5)
Politics Options:
60 credits
Language Options:
Language II (15 Credits)
Further 45 credits
Year 3
Year Abroad Assessment (30 credits)
Year 4 (Level 6)
You are advised to take either:
Politics Research Project (30 credits) or
Language Research Project (30
credits)
Remaining credits from each subject.
4.4 Academic Credit Unit system and
Calculation of Degrees
All degrees programmes (with the exception of
BA Law and Politics) are taught on a module
unit basis.
The module unit system gives you the
opportunity to take modules from outside your
home School. This enables you to tailor-
make your degree according to your
developing interests and career plans -
subject to timetabling constraints, school
requirements and the overall necessity of
ensuring academic coherence.
Modules can be either full year (30 credits) or
single semester (15 credits). You will select
your modules with the help of your adviser to
ensure an even balance over the year. Each
module is taught and assessed separately.
28

In the case of joint honours students, the title
of the degree awarded will reflect the actual
balance of subjects studied.
NOTE:
You are required to take 120 credits in
any academic year; 60 credits in each
semester.
Progression to your second year is
conditional upon your passing 90 of the
120 credits taken in your first year.
Progression to your final year is
conditional upon your passing 180 of
the 240 credits taken in your first and
second year.
You cannot be classified on less than
270 credits.
Your degree result will be calculated on
the basis of ALL 360 credits taken
regardless if you have passed them or
not.
The School only offers late summer resits, for
students whose Extenuating Circumstances
prevented them from progressing onto the
next year of their degree.
If you fail a module, you will be given the
chance to resit the following May/June and the
mark will be capped at 40%. If you have not
passed sufficient modules to progress, you do
not return to full time study until the modules
have been taken and passed.
Given the above, it is important that you work
steadily and continuously throughout your time
with us. You should submit all coursework and
attend all examinations.
Failure to attend regularly or failure to submit
coursework will affect your final classification
and may result in your being deregistered
from that module.
Deregistration means that you will not
receive a grade for that module. This can
prevent progression and will affect your
overall classification. (See 3.8)
Law and Politics
The Law and Politics programme does not
operate according to the module unit system,
and has its own regulations.
If you are taking this programme you must
pass ALL your modules to progress to the
subsequent year. A failure in the final year
may result in the failure of the whole degree.
Full details are in the Student Handbook
issued by the Law School.
4.5 Prerequisites for taking a module
During the second semester of your first and
second years, the School will ask you to
choose modules for the following year. You
will be informed of the modules available with
the relevant timetabling information, and
asked to list your choices.
This procedure serves three purposes;
1. It gives you information about the
Politics and IR options available in the
following academic year.
2. It gives you the opportunity to list your
choices in order of preference complete
with reserve choices.
3. It gives the School an early indication of
the popularity of certain modules, which
allows us to plan ahead.
Full instructions will be emailed to you nearer
the time. Your personal adviser will be on
hand to help you with your choices and further
information can be obtained from the Student
Support Manager.
NOTE:
If you fail to pre-register, you are unlikely to
obtain places on your preferred Politics
modules.
When selecting your modules you must take
modules appropriate to your level of study.
This includes modules taken outside of the
School; i.e level 5 modules in your second
year and Level 6 modules in your final year.
If you are in any doubt, speak with your
adviser or the Student Support Manager.
Pre-registration does not guarantee you a
place on the modules of your choice.
However, it does increase your chance of
getting a place on the more popular modules.
If you decide to replace a module choice with
one outside of the School, you must let the
Student Support Manager know immediately.
29
This allows us to offer your place to another
student.
NOTE:
If you wish to take a module in another
School, you must confirm your place with that
School. The School cannot pre-register you
for modules offered by other Schools without
confirmation from the other School.
4.6 Graduate Attributes
Queen Mary wants you to make the most of
your student experience. For that reason, we
want to help you identify the opportunities that
exist to develop your graduate attributes.
These attributes reflect the location, profile of
the student body and research-intensive
nature of the university and are detailed in the
Queen Mary Statement of Graduate
Attributes;
http://www.qmul.ac.uk/gacep/statement/index.
html
We have identified 32 attributes and grouped
into 7 themes that will help you prepare
yourself for your future employment. The main
ways that you can ensure that you develop the
knowledge, skills values and behaviors that
employers value before you graduate are;
1. Engage fully in your degree programme
learning; Make sure that you identify
where in your degree programme the
opportunities for developing graduate
attributes occur and engage fully in these
learning activities.
2. Engage in work experience and other
forms of extra-curricular activity; Make
sure you take up some of the wide range
of opportunities open to you, such as
work experience, volunteering, and
enterprise education and
entrepreneurship opportunities.
3. Enhance your ability to reflect on your
learning and monitor your progress for
employability; Sign up to an award or
certificate designed to ensure you gain
the most from your student experience.
4. Be active in career decision making and
preparation for employment from your
arrival at Queen Mary; Make sure you
attend the careers programme in your
school and use the Careers Service
(http://www.careers.qmul.ac.uk/)
5. Make employability information work for
you; Look at these resources early on
and plan ahead by using the following
site: http://www.mindthegap.qmul.ac.uk/
4.7 Module Level Descriptors
All modules in Politics are assigned a level,
this corresponds to the year of study. The
relevant level influences the design, method of
assessment and level of achievement for all
modules. This ensures that your skills and
knowledge develop over the course of your
studies.
Levels are formulated on the assumption that
as you progress through your degree, you
acquire greater competence so that you will
be able to work more independently, perform
evaluative and comparative tasks more
effectively, acquire more specialised
knowledge, and will be able to apply your
skills to tasks that require a higher degree of
intellectual challenge and sophistication.
This progression is reflected in the design of
modules and their forms of assessment, and
also in the amount of direction given to you by
individual tutors.
Using the generic descriptors formulated by
the Southern England Consortium for Credit
Accumulation and Transfer (SEEC), and to the
national standards set out in the QAA Politics
Subject benchmark statement. The School
has identified three areas of the learning
process:
Context - the framework within
responsibility for learning is managed,
the intellectual parameters of study.
Cognition - knowledge and
understanding, and the skills required
to apply them.
Transferable skills - including
communication and presentation, and
group skills.
Level descriptors are:
30
 Level 4
Context Work is directed, with limited autonomy and clearly defined guidelines.
Students will largely work to prescribed texts and will perform well-defined tasks
in class and assessed work.
Tutors will be expected to devise modules and forms of assessment that allow
the following abilities and skills to be acquired and tested.
Cognition You will be expected to;
Demonstrate familiarity with, and understanding of, key principles, concepts and
terminology associated with the selected area of study (these may include
definitions of the political, the contested nature of political concepts and ideas,
the vocabulary of political debate, the social, cultural and historical contexts of
political behaviour, the structure and operation of different political systems.)
Apply this knowledge and understanding to describe, synthesise and interpret
political texts, issues and problems in specified contexts.
Demonstrate awareness of different methodological and/or theoretical
approaches to the analysis of political ideas, institutions and behaviour.
Show awareness of the social, cultural, historical or ethical issues implicit in the
subject of study and discuss these in relation to their own beliefs and values.
Transferable You will be expected to;
Skills Communicate accurately and effectively, both orally and in writing. Using
structured and coherent arguments.
Demonstrate research skills - including the ability to use libraries and
information technology - to gather and select evidence, data and information for
specific purposes.
The ability to use appropriate procedures for documentation including accurate
referencing and the construction of bibliographies.
Work effectively as a member of a group and participate fully in group
discussions
Organise their studies efficiently, and meet work obligations.
Level 5
Context Work is guided, but students are expected to work more independently than at
Level Four.
They are given broad guidelines, and introduced to areas that may demand
application of a range of techniques and/or approaches.
They may work to set texts, and attend to defined tasks in class, but may also
be expected to move beyond prescribed reading to identify and engage with
other relevant sources and to bring their independent study to bear productively
on class discussion.
Forms of assessments should allow students to demonstrate both detailed
knowledge and an awareness of the wider issues associated with their study
(e.g. methodological, social, ethical). They should also allow them to
demonstrate the results of independent study.
Cognition You will be expected to;
Demonstrate sound knowledge and critical understanding of a range of
principles, concepts and terminologies associated with the study of political
ideas, institutions and behaviour.
Apply this knowledge and understanding to describe, synthesise and analyse
political texts, issues and problems within a range of contexts.
Compare critically the appropriateness of different methodological and/or
theoretical approaches to the analysis of political ideas, institutions and
practices.
Demonstrate an ability to discuss issues in relation to wider social, cultural,
historical or ethical perspectives.
31
Transferable You will be expected to;
Skills Communicate accurately and effectively, orally and in writing, developing
structured and coherent arguments and showing a good command of
appropriate terminologies and style.
Apply research skills, including the ability to find, critically evaluate, and use
appropriate learning resources, technology and procedures in the context of
specific tasks; the ability to present information clearly and accurately, adhering
to scholarly conventions.
Show readiness to collaborate with others to achieve common goals through,
for example, group work, group presentations and peer-reviewing exercises,
and to respond creatively to varieties of opinion and approach in group
activities.
Evaluate their own performance, identify strengths and learning needs.
Demonstrate self-organisation and time-management.
Level 6
Context Work is guided, but students are expected to exercise a relatively high degree
of autonomy in pursuing their studies.
They are given a coherent framework within which they can exercise and
develop their research skills.
They may work to set texts, but will also be expected to explore the subject
independently, and contribute to the content and direction of group discussion in
the light of such exploration.
Forms of assessment should allow students to demonstrate in-depth knowledge
of specialised areas, methodological and theoretical sophistication, and
independent research.
Cognition You will be expected to;
Demonstrate systematic and critical knowledge and understanding of a range of
principles, concepts and terminologies associated with the study of political
ideas, institutions and behaviour. This knowledge will include specialist areas
and be informed by current thinking and research.
Apply this knowledge and understanding, selecting and using established
techniques and a range of sources, to describe, synthesise and critically
evaluate political texts, issues and problems within the field of study.
Select and apply appropriate methodological and/or theoretical approaches to a
range of problems and issues in the field of politics, and demonstrate an
awareness of the limitations of those approaches and of the potential
uncertainty and limits of knowledge in the field.
Demonstrate a sophisticated awareness of the wider social, historical, cultural
or ethical implications of issues explored in the field of study.
Transferable You will be expected to;
Skills Communicate complex information, arguments, ideas and issues effectively and
appropriately, both in writing and orally.
Apply and develop research skills, including the ability to identify, search for,
critically evaluate and deploy appropriate information (including statistical and
numerical information where appropriate) in complex contexts and in a self-
directed way; the ability to present research findings clearly and accurately,
adhering to scholarly conventions.
Develop professional working relationships within a group, and help to establish
a learning agenda through negotiation.
Work independently, demonstrating initiative, self-organisation and time
management. Plan and evaluate their own learning and performance, and apply
learning strategies to improve performance.

32

4.8 Marking Criteria
Almost all modules are assessed by a mixture
of continuous assessment (written
coursework) and examination. Few modules
are assessed by written coursework alone.
If a module is assessed by means of
coursework alone, this will usually be in the
form of a research project or dissertation, and
your tutor/project supervisor will offer
guidance and support in the researching and
writing of this.
All first year modules, are assessed by
coursework and examination. With the
exception of POL105 Political Analysis, the
assessment is weighted 25% coursework and
75% examination. Individual module
handbooks will be issued at the start of term
and will give full details of assessment
requirements and deadlines.
Most second and final year modules are
assessed by coursework and examination.
Assessment is weighted 40% coursework and
60% examination. Individual module
handbooks will be issued at the start of term
and will give full details of assessment
requirements and deadlines.
Your module / seminar tutor will give you
some assistance with assessment such as
talking through essay plans. Suggested
reading lists will be provided in module
handbooks and via the Virtual Learning
Environment - Blackboard.
NOTE:
Under no circumstances can staff read and
comment on complete rough drafts of essays.
The Learning Language Unit runs workshops
throughout the year to help with essay writing
and study skills. (See Section 5.5)
All coursework is marked against the following
criteria. You will see that there are six general
assessment criteria relating to the integration
of knowledge and skills;
1. Task fulfilment
Addressing the question/task at hand.
Reflection on feedback from previous
assessments.
2. Research
Selection of primary/secondary
sources, including the appropriateness,
quality and range of sources. Selection
and application of methodology.
Selection of theoretical framework.
Evidence of sustained research,
reflection on impact of research and the
ability to synthesize literature.
Appropriate use of empirical data.
3. Quality of Argument
Discussion of and ability to situate
argument in both academic and non-
academic debates. Clarity and depth of
knowledge, persuasiveness (including
such that is intended to lead to further
questions and/or calling for further
exploration). Logical coherence and
appropriate level of analysis. Use of
theoretical framework. Originality.
Critical use of sources. Reflection upon
limitations of argument
4. Structure
Ability to support argument with
logically unfolding, clear paragraphs.
Appropriate use of headings and
subheadings. Organisation of ideas
and argument.
5. Presentation
Correct syntax, spelling, and
punctuation. Clarity and
appropriateness of images, graphs,
Within word length
6. Representation of Sources
Proper and correct formatting of citation
and bibliographical detail according to
School guidelines. Awareness of under
and over representation of sources.
You should refer to the above and the
following criteria when receiving feedback
from your tutor, to help you interpret their
comments and feedback fully.
33
 First Class
Overall: Apart from the minor deviation on the odd general assessment criterion, work
demonstrates knowledge/skill which is excellent for the level. In the High end of the Normal
1st subclasses at level 6, this is of a publishable/professional standard, although substantial
supervision would be required to bring it to such a level. Towards the Low end of the
subclasses, the piece of work clearly demonstrates a fluency in carrying out the task at hand
according to the demands of the level, but lacks publishable/professional qualities.
Exceptional 1st - Mark range 90-100
Task Fulfilment: Explores tasks to instruction and with exceptional clarity. Shows
exceptional perceptiveness in reflecting on the nature, ethics and context of the task.
Integrates, with exceptional efficiency, feedback from previous assessments (intra-modular,
unless specified) into work.
Research: Demonstrates exceptional ability to demonstrate research skills and methods, including
the ability to select, critically evaluate, and use learning resources, technology and procedures. The
work displays an exceptional awareness of methodological issues and concepts as well as of
theoretical approaches to the analysis of political ideas, institutions or behaviour. Work testifies to an
impressive research effort. When relevant, there is a clear awareness of the relationship between
scholarship and politics/international relations.
Quality of Argument: Demonstrates an exceptional ability to discuss issues in relation to
both academic and wider social, cultural, historical or ethical perspectives, where
appropriate. Provides critical descriptions, syntheses and interpretations of political texts,
issues and problems in the specified context(s) with exceptional insight. The depth and
clarity of knowledge presented is exceptional. Shows exceptional ability to construct a
persuasive and logically coherent argument, including such that is intended (when an option)
to lead to further questions and/or calling for further exploration, at the appropriate level of
analysis. Nevertheless, shows strong ability to reflect upon limitation(s) of argument.
Structure: The structure of the work supports the argument made in a highly effective
manner. All required sections are included and are clearly signposted.
Presentation: The style of presentation is exceptionally effective, including e.g. in the use
made of rhetorical emphases and body language (where appropriate), and the language is
technically highly proficient. The work is, in relation to the designated handbook, flawlessly
presented with, if appropriate, highly effective visualisations.
Representation of Sources: The work follows, to perfection, academic conventions in terms
of citation and bibliography.
High 1st - Mark range 83-89
Task Fulfilment: Explores tasks to instruction and with excellent clarity. Shows considerable
perceptiveness in reflecting on the nature, ethics and context of the task. Integrates, with
considerable efficiency, feedback from previous assessments (intra-modular, unless
specified) into work.
Research: Shows a strong ability to demonstrate research skills and methods, including the
ability to select, critically evaluate, and use learning resources, technology and procedures.
The work displays considerable awareness of methodological issues and concepts as well
as of theoretical approaches to the analysis of political ideas, institutions or behaviour. Work
testifies to an impressive research effort. When relevant, there is awareness of the
relationship between scholarship and politics/international relations.
Quality of Argument: Demonstrates a strong ability to discuss issues in relation to both
academic and wider social, cultural, historical or ethical perspectives, where appropriate.
Provides critical descriptions, syntheses and interpretations of political texts, issues and
problems in the specified context(s) with considerable insight. The depth and clarity of
knowledge presented is impressive. Shows strong ability to construct a persuasive and
logically coherent argument, including such that is intended (when an option) to lead to
further questions and/or calling for further exploration, at the appropriate level of analysis.
Nevertheless, shows ability to reflect upon limitation(s) of argument.
Structure: The structure of the work supports the argument made in highly effective manner.
34
All required sections are included and are clearly signposted.
Presentation: The style of presentation is highly effective, including e.g. in the use made of
rhetorical emphases and body language (where appropriate), and the language is technically
highly proficient. The work is, in relation to the designated handbook, flawlessly presented
with, if appropriate, highly effective visualisations.
Representation of Sources: The work follows, to perfection, academic conventions in terms
of citation and bibliography.

Medium 1st - Mark range 75-82

Task Fulfilment: Explores tasks to instruction and with clarity. Shows clear ability to
reflecting on the nature, ethics and context of the task. Integrates feedback from previous
assessments (intra-modular, unless specified) into work well.
Research: Shows clear ability to demonstrate research skills and methods, including the
ability to select, critically evaluate, and use learning resources, technology and procedures.
The work displays clear awareness of methodological issues and concepts as well as of
theoretical approaches to the analysis of political ideas, institutions or behaviour. Work
testifies to a sustained research effort. When relevant, there is some awareness of the
relationship between scholarship and politics/international relations.
Quality of Argument: Demonstrates a strong ability to discuss issues in relation to
particularly academic, but also wider social, cultural, historical or ethical perspectives, where
appropriate. Provides critical descriptions, syntheses and interpretations of political texts,
issues and problems in the specified context(s) with clear insight. The depth and clarity of
knowledge presented is quite impressive. Shows clear ability to construct a persuasive and
logically coherent argument, including such that is intended (when an option) to lead to
further questions and/or calling for further exploration, at the appropriate level of analysis.
Nevertheless, shows some ability to reflect upon limitation(s) of argument.
Structure: The structure of the work supports the argument made in a highly effective
manner. All required sections are included and are clearly signposted.
Presentation: The style of presentation is very effective, including e.g. in the use made of
rhetorical emphases and body language (where appropriate), and the language is technically
proficient. The work is, in relation to the designated handbook, near-flawlessly presented
with, if appropriate, effective visualisations.
Representation of Sources: The work follows, to near-perfection, academic conventions in
terms of citation and bibliography.
Low 1st - Mark range 70-74
Task Fulfilment: Explores tasks to instruction and with clarity. Shows ability to reflect on the
nature, ethics and context of the task. Integrates feedback from previous assessments (intra-
modular, unless specified) into work well.
Research: Shows clear ability to demonstrate research skills and methods, including the
ability to select, critically evaluate, and use learning resources, technology and procedures.
The work displays clear awareness of methodological issues and concepts as well as of
theoretical approaches to the analysis of political ideas, institutions or behaviour. Work
testifies to quite a sustained research effort. When relevant, there is some awareness of the
relationship between scholarship and politics/international relations.
Quality of Argument: Demonstrates a clear ability to discuss issues in relation to
particularly academic, but also wider social, cultural, historical or ethical perspectives, where
appropriate. Provides critical descriptions, syntheses and interpretations of political texts,
issues and problems in the specified context(s) with clear insight. The depth and clarity of
knowledge presented is quite impressive. Shows clear ability to construct a persuasive and
logically coherent argument, including such that is intended (when an option) to lead to
further questions and/or calling for further exploration, at the appropriate level of analysis.
Does not necessarily reflect on the limitation(s) of the argument.
Structure: The structure of the work supports the argument made in an effective manner. All
required sections are included and are clearly signposted.
Presentation: The style of presentation is effective, including e.g. in the use made of
35
rhetorical emphases and body language (where appropriate), and the language is technically
proficient. The work is, in relation to the designated handbook, near-flawlessly presented
with, if appropriate, effective visualisations.
Representation of Sources: The work follows, to near-perfection, academic conventions in
terms of citation and bibliography.
Upper Second
Overall: The work on the whole demonstrates knowledge/skill which is good for the level.
Towards the High end, the work is approaching excellent, but is lacking in flair, originality and
deeper reflection required for a higher class mark. Towards the Low end, work is only
generally good with weaknesses and flaws not unusual.
High 2.1 - Mark range 67-69
Task Fulfilment: Explores tasks to instruction and with clarity, but lacking the flair and
originality characteristic of first-class work. May not reflect on the nature, ethics and context
of the task. Integrates feedback from previous assessments (intra-modular, unless specified)
into work quite well.
Research: Shows good ability to demonstrate research skills and methods, including the
ability to select, critically evaluate, and use learning resources, technology and procedures.
The work displays good awareness of methodological issues and concepts as well as of
theoretical approaches to the analysis of political ideas, institutions or behaviour. Work
testifies to a good research effort. May lack awareness of any relationship between
academic scholarship and politics/international relations.
Quality of Argument: Demonstrates a good ability to discuss issues in relation to
particularly academic, but also wider social, cultural, historical or ethical perspectives, where
appropriate. Provides descriptions, syntheses and interpretations of political texts, issues
and problems in the specified context(s) generally in a critical manner and with very good
insight. The depth and clarity of knowledge presented is very good. Shows good ability to
construct a persuasive and logically coherent argument, including such that is intended
(when an option) to lead to further questions and/or calling for further exploration, at the
appropriate level of analysis. May not reflect fully on the limitation(s) of the argument.
Structure: The structure of the work generally supports the argument made in an effective
manner. All required sections are included and are clearly signposted.
Presentation: The style of presentation is quite effective, including e.g. in the use made of
rhetorical emphases and body language (where appropriate), and the language is mostly
technically proficient. The work is, in relation to the designated handbook, presented with a
small number of errors and, if appropriate, quite effective visualisations.
Representation of Sources: The work generally follows academic conventions in terms of
citation and bibliography.
Medium 2.1 - Mark Range 63-66
Task Fulfilment: Explores tasks to instruction and generally with clarity. Integrates feedback
from previous assessments (intra-modular, unless specified) into work quite well.
Research: Shows good ability to demonstrate research skills and methods, including the
ability to select, critically evaluate, and use learning resources, technology and procedures,
but the selection is not always optimal. The work displays good awareness of methodological
issues and concepts as well as of theoretical approaches to the analysis of political ideas,
institutions or behaviour. Work testifies to a good research effort.
Quality of Argument: Demonstrates a good ability to discuss issues in relation to
particularly academic, but also wider social, cultural, historical or ethical perspectives, where
appropriate. Provides descriptions, syntheses and interpretations of political texts, issues
and problems in the specified context(s) sometimes in a critical manner and with good
insight. The depth and clarity of knowledge presented is good. Generally shows good ability
to construct a persuasive and logically coherent argument, including such that is intended
(when an option) to lead to further questions and/or calling for further exploration, at the
appropriate level of analysis.
Structure: The structure of the work generally supports the argument made in an effective
manner. All required sections are included and are generally clearly signposted.
36
 Presentation: The style of presentation is reasonably effective, including e.g. in the use
made of rhetorical emphases and body language (where appropriate), and the language is
mostly technically proficient. The work is, in relation to the designated handbook, presented
with a few errors and, if appropriate, useful visualisations.
Representation of Sources: The work generally follows academic conventions in terms of
citation and bibliography.
Low 2.1 - Mark Range 60-62
Task Fulfilment: Explores tasks to instruction and with some clarity. Integrates feedback
from previous assessments (intra-modular, unless specified) into work reasonably well.
Research: Generally shows good ability to demonstrate research skills and methods,
including the ability to select, critically evaluate, and use learning resources, technology and
procedures, but with some flaws in the demonstration and coverage. The work displays good
awareness, although with some gaps, of methodological issues and concepts as well as of
theoretical approaches to the analysis of political ideas, institutions or behaviour. Work
testifies to a generally good research effort.
Quality of Argument: Generally demonstrates a good ability to discuss issues in relation to
particularly academic, but also wider social, cultural, historical or ethical perspectives, where
appropriate. Provides descriptions, syntheses and interpretations of political texts, issues
and problems in the specified context(s), sometimes critically and with good insight, but there
are some minor misunderstandings. The depth and clarity of knowledge presented is
generally good, but there are some errors and gaps. Generally shows good ability to
construct a persuasive and logically coherent argument, including such that is intended
(when an option) to lead to further questions and/or calling for further exploration, is
generally logically coherent, but is not always persuasive. at the appropriate level of analysis,
but there are logical flaws in the work.
Structure: The structure of the work generally supports the argument made in an effective
manner. All required sections are included, but some signposting may be missing or
ineffective.
Presentation: The style of presentation is reasonably effective, including e.g. in the use
made of rhetorical emphases and body language (where appropriate), and the language is
generally technically proficient with some flaws. The work is, in relation to the designated
handbook, presented with few errors and, if appropriate, useful visualisations.
Representation of Sources: The work generally follows academic conventions in terms of
citation and bibliography.
Lower Second
Overall: The work on the whole demonstrates knowledge/skill which is sound for the level.
Towards the High end, the work is approaching good, but typically shows some weaknesses
in execution and presentation, and lacks convincing analytical engagement. Towards the Low
end, work is only at best sound with more substantial weaknesses in execution and
presentation, and the analytical dimension quite pedestrian.
High 2.2 - Mark Range 57-59
Task Fulfilment: Generally explores tasks to instruction and with clarity, but there may be
some confusion in the framing of the execution. Integrates feedback from previous
assessments (intra-modular, unless specified) into work quite well, but some feedback is not
convincingly dealt with.
Research: The demonstration of research skills and methods, including the selection,
evaluation, and use of learning resources, technology and procedures, is sound, but has
minor flaws, lacks somewhat in coverage and only occasionally shows signs of having a
critical dimension. The work displays sound awareness of methodological issues and
concepts as well as of theoretical approaches to the analysis of political ideas, institutions or
behaviour. Work testifies to a sound research effort, but depth is lacking.
Quality of Argument: The discussion of issues and debates is sound both in relation to
academic and wider social, cultural, historical or ethical perspectives, where appropriate, but
discussion may too often sacrifice analysis for description. Provides descriptions, syntheses
and interpretations of political texts, issues and problems in the specified context(s), but there
37
are some misunderstandings and a lack of critical discussion of key concepts. The knowledge
on display is sound, although not always clear. The knowledge lacks depth. The argument,
including such that is intended (when an option) to lead to further questions and/or calling for
further exploration, is generally logically coherent, but is not always persuasive. It is made at
the appropriate level of analysis, but there are logical flaws in the work.
Structure: The structure of the work generally supports the argument made in a sound
manner. All required sections are included, but signposting is often missing or ineffective.
Presentation: The style of presentation is sound, including e.g. in the use made of rhetorical
emphases and body language (where appropriate), but suffers from some technical flaws. The
work is, in relation to the designated handbook, generally well presented, but with some
errors. Visualisations, if appropriate, are generally useful, but tend to suffer from conceptual or
design flaws.
Representation of Sources: The work generally follows academic conventions in terms of
citation and bibliography, but is sometimes inconsistent.
Medium 2.2 - Mark Range 53-56
Task Fulfilment: Generally explores tasks to instruction and with clarity, but there may be
some confusion in the framing of the execution. Integrates feedback from previous
assessments (intra-modular, unless specified) into work quite well, but some feedback is not
convincingly dealt with.
Research: The demonstration of research skills and methods, including the selection,
evaluation, and use of learning resources, technology and procedures, is generally sound, but
have a few flaws and lacks somewhat in coverage. It does not show signs of having a critical
dimension. The work generally displays sound awareness of methodological issues and
concepts as well as of theoretical approaches to the analysis of political ideas, institutions or
behaviour. Work testifies to a generally sound research effort, although some aspects of the
research may have been more in-depth.
Quality of Argument: The discussion of issues and debates is generally sound both in
relation to academic and wider social, cultural, historical or ethical perspectives, where
appropriate, but tends to be descriptive rather than analytical. Provides descriptions,
syntheses and interpretations of political texts, issues and problems in the specified
context(s), but there are some misunderstandings and is not critical. The knowledge on
display is generally sound, but often lacks depth and is not always perfectly clear. The
argument, including such that is intended (when an option) to lead to further questions and/or
calling for further exploration, is generally logically coherent, but is not always persuasive. It is
made at the appropriate level of analysis, but there are logical flaws in the work.
Structure: The structure of the work generally supports the argument made in a generally
sound manner. All required sections are included, but signposting is often missing or
ineffective.
Presentation: The style of presentation is generally sound, including e.g. in the use made of
rhetorical emphases and body language (where appropriate), but suffers from technical flaws.
The work is, in relation to the designated handbook, generally well presented, but with some
errors. Visualisations, if appropriate, are generally useful, but often suffer from design or
conceptual flaws.
Representation of Sources: The work generally follows academic conventions in terms of
citation and bibliography, but is quite often inconsistent.
Low 2.2 - Mark Range 50-52
Task Fulfilment: Explores tasks to instruction and with some clarity, but there may be
considerable confusion in the framing of the execution. Integrates feedback from previous
assessments (intra-modular, unless specified) into work only partially and not very effectively.
Research: The demonstration of research skills and methods, including the selection,
evaluation, and use of learning resources, technology and procedures, is at best sound, but
with considerable flaws and gaps in coverage. The work displays some limited awareness of
methodological issues and concepts as well as of theoretical approaches to the analysis of
political ideas, institutions or behaviour. Work testifies to an at best sound research effort, but
considerably lacking in depth.
38
Quality of Argument: The discussion of issues and debates is at best sound both in relation
to academic and wider social, cultural, historical or ethical perspectives, where appropriate,
but is predominantly descriptive rather than analytical. Provides descriptions, some syntheses
and interpretations of political texts, issues and problems in the specified context(s), but there
are substantial misunderstandings. The knowledge on display is at best sound, but often lacks
depth and is not quite often unclear. The argument, including such that is intended (when an
option) to lead to further questions and/or calling for further exploration, suffers repeatedly
from logical incoherence and is not always persuasive. There are inconsistencies in the level
of analysis.
Structure: There are considerable structural flaws, but the basic argument can be discerned
and generally holds together. Most of the required sections are included, but some may be
inadequate. Signposting may often be missing or ineffective.
Presentation: The style of presentation is reasonable, including e.g. in the use made of
rhetorical emphases and body language (where appropriate), but suffers from considerable
technical flaws. The work is, in relation to the designated handbook, at best soundly
presented, but suffers from errors. Visualisations, if appropriate, are sometimes useful, but
often suffer from design or conceptual flaws.
Representation of Sources: Academic conventions are often inconsistently adhered to in
citation and in bibliographical detail, e.g. References are not always provided in the text and
references are often left out of the bibliography.
Third
Overall: This piece of work on the whole demonstrates knowledge/skill which is weak for the
level. Towards the High end, the work is approaching sound, but is typically insufficiently
analytical or persuasive for a higher class mark. Towards the Low end, work is barely
passable with substantial weaknesses across all general assessment criteria.
rd
High 3 Mark Range 47-49
Task Fulfilment: Task execution suffers from significant misunderstanding or is not framed
clearly. Feedback from previous assessments (intra-modular, unless specified) is only weakly
integrated into work.
Research: The demonstration of research skills and methods, including the selection,
evaluation, and use of learning resources, technology and procedures, is weak. It suffers from
many few flaws and gaps in coverage. The work demonstrates weak awareness of
methodological issues, concepts and theoretical approaches to the analysis of political ideas,
institutions or behaviour. Work testifies to a weak research effort, with no research in-depth.
Knowledge may be over-reliant on lecture/class/work notes with inadequate consultation of
more (unless otherwise instructed) appropriate sources.
Quality of Argument: The discussion of issues and debates is weak in relation to academic
or wider social, cultural, historical or ethical perspectives, where appropriate. It is partial and
predominantly descriptive. Provides descriptions, some syntheses and interpretations of
political texts, issues and problems in the specified context(s), but there are many
misunderstandings. The knowledge on display is weak, sometimes of a more acceptable
quality, but lacks depth and may often be unclear. The argument, including such that is
intended (when an option) to lead to further questions and/or calling for further exploration,
may be logically incoherent at times and is rarely persuasive. The required level of analysis is
barely achieved.
Structure: There are quite a few structural flaws, but there is an argument in the work.
Usually, all required sections are included, but one or several may be inadequate. Signposting
is usually missing or ineffective.
Presentation: The style of presentation is weak, including e.g. in the use made of rhetorical
emphases and body language (where appropriate), but sometimes of a more acceptable
standard. It typically suffers from a lot of technical flaws. The work is, in relation to the
designated handbook, weakly presented, but suffers from many errors. Visualisations usually
suffers from design or conceptual flaws, and often do not support the argument in any
meaningful way.
Representation of Sources: Academic conventions are inconsistently adhered to in citation
39
and in bibliographical detail, e.g. references are not always provided in the text and references
and bibliography only partly match up.
Low 3rd - 45-47
Task Fulfilment: Task execution suffers from some misunderstandings and is not framed
clearly. Feedback from previous assessments (intra-modular, unless specified) are
inadequately integrated into work.
Research: The demonstration of research skills and methods, including the selection,
evaluation, and use of learning resources, technology and procedures, is at best weak. It
suffers from quite a few flaws and lacks in coverage. The work shows at best weak, if any,
awareness of methodological issues and concepts as well as of theoretical approaches to the
analysis of political ideas, institutions or behaviour. Work testifies to an at best weak, and
superficial research effort. Knowledge may too often be derived from lecture/class/work notes,
with few more (unless otherwise instructed) appropriate sources consulted.
Quality of Argument: The discussion of issues and debates is at best weak either in relation
to academic or wider social, cultural, historical or ethical perspectives, where appropriate. It is
partial, pedestrian and descriptive when interpreting political texts, issues and problems in the
specified context(s), and there are many misunderstandings. The knowledge on display is
barely acceptable, and is often unclear. The argument, including such that is intended (when
an option) to lead to further questions and/or calling for further exploration, is in part logically
incoherent and is only sometimes persuasive. The required level of analysis is rarely attained.
Structure: There are quite a few structural flaws, but there is a discernible argument. Usually,
all required sections are included, but one or several may be inadequate. Signposting is
typically missing.
Presentation: The style of presentation is at best weak, including e.g. in the use made of
rhetorical emphases and body language (where appropriate). The language typically suffers
from a lot of technical flaws. The work is, in relation to the designated handbook, often
ineffectively presented, suffering from many errors. Visualisations, if at all provided (even if
expected), usually suffers from design or conceptual flaws, and often do not support the
argument in any meaningful way.
Representation of Sources: Academic conventions are at best inconsistently adhered to in
citation and in bibliographical detail. Often, large parts of the text are not adequately
referenced and references are often left out of the bibliography. Typically references and
bibliography only partly match up.
Pass - Mark Range 40-45
Task Fulfilment: Task execution suffers from some misunderstandings and is not framed
clearly. Feedback from previous assessments (intra-modular, unless specified) is only partly,
or inadequately, integrated into work.
Research: The demonstration of research skills and methods, including the selection,
evaluation, and use of learning resources, technology and procedures, is very weak. It suffers
from many flaws and lacks in coverage. The work typically shows no awareness of
methodological issues and concepts as well as of theoretical approaches to the analysis of
political ideas, institutions or behaviour. Work testifies to a very limited, very superficial
research effort. Knowledge is typically derived from lecture/class/work notes with severe
neglect of more (unless otherwise instructed) appropriate sources.
Quality of Argument: The discussion of issues and debates is very weak in relation to
academic or wider social, cultural, historical or ethical perspectives. It is partial, pedestrian
and descriptive when interpreting political texts, issues and problems in the specified
context(s), and there are many misunderstandings. The knowledge on display is very limited,
and is often unclear. While an argument, including such that is intended (when an option) to
lead to further questions and/or calling for further exploration, is discernible, it is often logically
incoherent. It is rarely persuasive. It is hardly made at the appropriate level of analysis at any
point
Structure: There are many structural flaws in the work, making a structure to the argument
hard to discern. One or several required sections are not included, and sections are often
inadequately structured. There is usually no signposting.
40
Presentation: The style of presentation is very weak, including e.g. in the use made of
rhetorical emphases and body language (where appropriate). The language typically suffers
from a lot of technical flaws. The work is, in relation to the designated handbook, poorly
presented, and suffering from many errors. Visualisations, if at all provided (even if expected),
usually suffers from design or conceptual flaws, and often do not support the argument in any
meaningful way.
Representation of Sources: Academic conventions are very inconsistently adhered to in
citation and in bibliographical detail. Often, large parts of the text are not adequately
referenced and references are often left out of the bibliography. Typically references and
bibliography only partly match up.
Fail
Guide: Work does not meet standards required for a pass mark, although there may be
passable elements in work receiving a mark in the High Fail sub-class.
High Fail (Near Miss) - 30-39
Task Fulfilment: There is some addressing of the task, but it is badly misunderstood or
inadequately framed. There is little or no integration of feedback from previous assessments
(intra-modular, unless specified).
Research: The demonstration of research skills and methods, including the selection,
evaluation, and use of learning resources, technology and procedures, is unacceptable, with
only the most basic skills on display. There is little to no awareness of methodological issues
and concepts as well as of theoretical approaches to the analysis of political ideas, institutions
or behaviour. The research effort made is insufficient for a pass mark and may involve little
more than the consultation of lecture/class/work notes.
Quality of Argument: Discussion of issues and debates may touch on relevant issues, but
fails to constitute the foundation for an argument. Political texts, issues and problems in the
specified context(s) are not adequately interpreted. The knowledge on display is very limited,
and usually unclear or contradictory. There is no discernible, and even less so effective,
argument, including such that is intended (when an option) to lead to further questions and/or
calling for further exploration, made. It is not made at the appropriate level of analysis, if there
is an awareness of this issue at all.
Structure: The structure of the work is flawed or does not hold together. One or several
required sections are not included, and sections are not inadequately structured. There is
typically no signposting.
Presentation: The style of presentation is inadequate, including e.g. in the use made of
rhetorical emphases and body language (where appropriate). The language suffers from a lot
of technical flaws, and maybe incomprehensible in part. The work is, in relation to the
designated handbook, inadequately presented, suffering from many errors. Visualisations, if at
all provided (even if expected), usually suffers from design or conceptual flaws.
Representation of Sources: Academic conventions are not adequately adhered to in citation
and in bibliographical detail. References and bibliography are usually inexistent or inadequate.
Fail - Mark Range 15-30
General Description: Failure or inability to answer the question/respond to the task. The
piece of work displays ineptitude in knowledge, structure and academic practice. There is no
evidence of basic understanding of relevant concepts/techniques.
Low Fail - Mark Range 1-14
General Description: No substantial effort, however mistaken, to answer the
question/respond to the task. There is no relevant knowledge or meaningful structure
supporting such on display. There is no effort made to adhere to academic practice. There is
no evidence of basic understanding of relevant concepts/techniques.
Zero - 0
Work of no merit
OR
Abuse of academic code (e.g. plagiarism)

41

5. Writing and Assessment
Both the School, and Queen Mary as a
whole, provide the learning and training
environment for you to develop your
communication and research skills. These
skills will form part of the distinctive attributes
you will possess as a Queen Mary graduate.
5.1 Researching and Writing Essays
Essay writing is one of the most important
skills that you will acquire during your time at
Queen Mary. Different disciplines and
assignments will require different kinds of
writing skills. Within the School we expect
you to cultivate and display a variety of skills.
The most important (in no particular order)
are:
the ability to write fluent, clear and
grammatical prose.
the ability to structure an essay so as
to produce a coherent and well-
presented argument.
the ability to present different
perspectives on a given topic and to
evaluate them, assessing their merits
and demerits.
evidence that you can employ a variety
of source material, and can cite your
sources in the appropriate manner.
A successful essay is one that is able to
provide a clear and fluent account of the topic
in question, and to provide a critical and
analytical perspective. Essays should not
simply provide a summary of a topic or
problem, but should show evidence of
imagination and critical judgment.
Structure is key, and a good essay needs;
a clear and concise introduction in
which you set out the aims of the
essay and how you will proceed to
answer the specific question set.
a fluent and coherent answer to the
question in terms of addressing the
salient issues.
evidence of familiarity with source
material, and a clear and succinct
conclusion in which you summarise
and round-off your argument.
All essays must be typed, properly referenced
with a full bibliography. Individual module
handbooks, issued at the beginning of term,
will give more specific advice and information
concerning each element of assessment.
5.2 Preparing Seminar Presentations
For most of your modules you will, at some
stage, be asked to prepare short seminar
presentation. This will be delivered orally by
yourself, or with a fellow student, on an
agreed topic or question. The purpose of
these presentations is to stimulate class
discussion about the issue in question. It will
also assist you in acquiring skills of oral
presentation and argumentation that will
prove useful in any future career. Although
individual seminar tutors will give you more
specific guidance on presentations for their
modules, the following is for general
guidance;
First year presentations:
Your tutor will be looking for an ability to
summarise and present the key points of your
topic coherently, and will pick out important
issues for class debate. Presentations should
be no longer than ten minutes and, if you can,
you should try to speak from notes rather
than simply reading out your presentation.
You may use the whiteboard, handouts and
visual aids if you wish, but this will not be
mandatory.
Second and Final year presentations:
As you progress through your degree, more
will be expected of you in terms of
presentational skills. In your final year you
should be able to deliver a more formal
presentation, speaking confidently from notes
and using handouts and visual aids to
support your presentation. Your tutor will also
expect you to demonstrate a closer
engagement with your sources, and to be
able to construct and defend an argument
around the topic in question.
Researching and writing presentations:
When you are preparing to write a
presentation, you will need to consult several
sources. You will also need to ensure that
what you say reflects your own research and
opinions and is not simply a summary of
someone elses work.
42

Different people prepare presentations in
different ways; Some write out the whole
presentation and then rehearse it so that they
will not need to read it out word for word,
while others use headings and brief notes,
expanding upon them when they actually
present. Until you become more confident, it
is probably best to use the first technique.
In deciding what content to include,
remember that presentations are not meant
to be perfect mini-essays. It is acceptable for
you to signal questions for further discussion
and/or raise points of difficulty.
The best presentations are not those which
summarise a topic as if there were nothing
more to be said, but rather those which
stimulate the audience to think and provoke
discussion.
Delivering presentations:
You should aim to pace your delivery so that
your audience will have time to absorb your
points. It is always a good idea to rehearse
your presentation in front of a friend if
possible, particularly to make sure it is not too
long, as this can be hard to judge until you go
through it aloud. It is much more difficult to
absorb information from the spoken word
than from the written word, so remember to
make the structure of your talk clear and
emphasise key points. Remember to sum up
at the end.
Powerpoint presentation or displaying an
OHP transparency with key headings and
points can be a useful way of keeping your
audience with you. If you use any handouts
to support your presentation, make sure that
they are relevant and that your audience
does not become distracted by reading them
when you want them to be listening to what
you are saying. Be prepared to answer
questions from fellow students and your tutor.
Getting feedback on presentations:
Your tutor will either give you some feedback
at the end of the session, or fix a time (e.g.
their office hour) when you can come and
receive feedback. Although undergraduate
presentations are not formally marked or
assessed (with the exception of the
presentation for the final year project), the
development of effective presentational skills
will be extremely useful to you in the future,
so you should put time and effort into this
aspect of your studies.
If you have been assigned a presentation and
are unable to attend to deliver it because of
illness or other good reason, you MUST let
your seminar tutor know in advance. Advice
on final year research project presentations
will be given in the module handbook. These
are assessed and attendance is compulsory.
5.3 Plagiarism and referencing
Queen Mary defines plagiarism as presenting
someone elses work as ones own
irrespective of intention. Close paraphrasing,
copying from the work of another person,
including another student, using the ideas of
another person, without proper
acknowledgement or repeating work you
have previously submitted without properly
referencing yourself (known as self
plagiarism) also constitute plagiarism.
Plagiarism is a serious offence and all
students suspected of plagiarism will be
subject to an investigation. If found guilty,
penalties can include failure of the module to
suspension or permanent withdrawal from
Queen Mary.
It is your responsibility, therefore, to ensure
that you understand plagiarism and how to
avoid it. The recommendations below can
help you in avoiding plagiarism;
Be sure to record your sources when
taking notes. Cite these if you use
ideas or quotations from the original
source.
Be particularly careful if you are cutting
and pasting information between two
documents to ensure that references
are not lost in the process.
Be sensible in referencing ideas
commonly held views that are
generally accepted do not always
require acknowledgment to particular
sources. However, it is best to be safe
in order to avoid plagiarism.
Be particularly careful with quotations
and paraphrasing.
43
 Ensure that all works used are
referenced appropriately in the text of
your work and fully credited in your
bibliography. (See Appendix G for
accepted styles of referencing)
To avoid plagiarism, the wording in the essay
must either be:
your own.
a direct quotation from someone else,
in inverted commas, with explicit
reference to the author and source;
a rough paraphrase of someone elses
words, with explicit reference to the
author and/or source.
5.4 Plagiarism Procedures
Allegations of plagiarism are dealt with in
accordance with Queen Marys regulations
covering assessment offences; Items worth
30%, or below, of the total assessment for the
module are dealt with by the School; Items
worth over 30% of the total assessment are
referred to Queen Marys Assessment
Offences Panel.
Items 30% or below:
If a module convenor/tutor detects plagiarism,
then, they will contact you within a week of
detection to discuss the issue. If plagiarism is
confirmed;
1. Your tutor will collate the evidence of
your plagiarism and complete the
School pro-forma (Appendix C) and
pass this on to the Chair of the
Assessment Offences Sub-Board, Dr
Brendan ODuffy.
2. The Chair of the Assessment Offences
Sub-Board will inform you of the
outcome of your case and decide on
one of the following penalties;
Formal warning, no further
action
Resubmission of the
assignment by a specified
deadline capped at 40%
Return a mark of 0 FX for the
relevant Assignment
Return a mark of 0 FX for the
whole module (where there is a
repeat offence
If you contest the claim a formal meeting is
arranged between yourself, your tutor and the
Chair of the Exam Sub Board. The Chairs
verdict is final.
A copy of your case is maintained in the
Schools Plagiarism file. The Chair of the
Exam Sub Board will keep full details on file
and will summarise all cases prior to the full
Exam Board meeting in June.
If you disagree with any penalty, you may
appeal in writing to the Academic Secretary
within ten days of notification of the penalty.
The Academic Secretary will refer such cases
to the Chairman of Queen Marys
Assessment Offences Panel, whose decision
will be final.
Items worth over 30%:
The module convenor will inform the Chair of
the Sub-committee on Exam Offences, who
will notify the Academic Secretary. The
Academic Secretary will invite you to attend
an interview with Queen Marys Assessment
Offences Panel, where you will be given a
copy of all evidence submitted in support of
the allegation. The decision of the Offences
panel will be final.
Full details of Academic Regulations
concerning Assessment Offences can be
found on the Academic Registry and Council
website at;
http://www.arcs.qmul.ac.uk/policy_zone/acad
emic/assessment_offences_regulations_2010
_11.pdf
5.5 Help with Study skills and Essay
Writing.
Queen Mary offers various workshops for all
students to help with essay writing, study
skills and examination preparation.
These workshops are delivered by Queen
Marys Language and Learning Unit (LLU).
Details of their workshops will be posted in
the department foyer, but you should
familiarise yourself with their website for full
details -
www.languageandlearning.qmul.ac.uk/
44
In addition to group workshops, you can also
register for a tutorial. This is a one-to-one
session will focuses very specifically on your
needs as a student on matters such as;

Understanding what is required of a

particular essay title
How to structure an essay.
Focus on time management
Improve your reading speed.
Sentence construction using more
sophisticated grammatical structures

You will have a 50-minute tutorial, where the

tutor will show you the best way to address
the issue and may make recommendations.
Further details can be obtained from the
following site;
http://www.languageandlearning.qmul.ac.uk/c
urrent/Tutorials/study/index.html

The LLU is also home to the Royal Literary

Fund Fellows. The Fellows are all published
writers, who offer 1-2-1 tutorials to help you
increase your confidence with writing and
develop your writing skills. Tutorials should
be booked on line through the LLU website.

NOTE
These services are free and it is up to you to
take full advantage of the services offered.

45
6. Campus and College information
Information concerning the following and
other on-line resources available can be
accessed through the student portal My
QMUL. This can be found at the following
site - http://my.qmul.ac.uk/
6.1 Library resources
The Queen Mary Library at Mile End provides
reading spaces as well as space for group
study.
Term time opening hours are:
8.30am - midnight Monday to Friday,
11am - 5pm Saturday
1pm - 7pm Sunday.
You should consult their website for vacation
opening - www.library.qmul.ac.uk/
The Politics collection currently contains
around 11,509 volumes, including multiple
copies and multi-volume works. The Library
subscribes to around 75 periodical titles on
the Schools behalf, while Politics students
may also draw upon the extensive collections
in related disciplines. A range of loan periods
supports flexible learning.
The campus Library is electronically
catalogued. Reservations and renewals can
be undertaken electronically, either from
within the Library or from networked terminals
on and off campus.
Other electronic resources include, past
exam papers, International Bibliography of
Social Sciences (on BIDS), Social Science
Citation Index (on Web of Science,) access to
the British Library and University of London
catalogues and Edina data services, plus full
text data bases for the Economist, Financial
Times, Guardian etc. The school maintains
some additional CD-ROM sources, while the
Library offers provision of, and training in,
electronic databases.
For full details about accessing electronic
resources on and off campus, please use the
following link;
http://www.library.qmul.ac.uk/e-
resources/access
Additionally, you will have access to an
extensive video collection and viewing
facilities within the Library. Queen Marys
Library has a policy of recording programmes
judged to be of value in supporting your
learning. There are 2,000 videos available for
loan from the main campus Library, of which
some 500 are on Social Science subjects.
You will be able to borrow these.
As a student of the University of London you
are able to register and use the University of
London Library at Senate House. You may
also use the libraries at other University of
London colleges, although you will not be
able to borrow items from these libraries.
6.2 Queen Mary College Library
If you find that a book of central importance is
not in the Library, you should bring this to the
attention of the relevant tutor, who will try to
have it ordered.
Similarly, if the loan period for a book of
central importance is too long/short, a tutor
can also be asked to change its status in the
library, i.e. make a one-week loan book into a
long loan one or vice versa.
NOTE:
Putting holds on popular texts will highlight
the need for the Library to order more copies.
Therefore, please use this function of the QM
catalogue to highlight provision issues.
You are reminded that the Library is a place
for study, and not a social space. When using
the library please remember the following:
Always consider the needs of other
users of the Library.
Remain silent in the silent study areas,
and keep noise to a minimum in all
other areas.
Confine group working to the
designated group study areas.
Do not use your mobile phone in the
library.
Library computers are for study only
and should not be used to surf the
internet or to use social networking
sites.
46
 You must not act abusively or
disrespectfully to other users of the
library or its staff.
There is a system of sanctions for non-
compliance with the above, starting with one-
day bans and escalating to four-week bans.
Frequent offenders will be suspended from
the library. Our school is fully behind these
measures and we may take our own action
against any student who does not respect the
study environment.
6.3 Other Libraries & Archives
In addition to registering with the University of
London Library at Senate House, you should
also register with the British Library at St
Pancras. Please see their website for how to
register for a readers pass -
http://www.bl.uk/reshelp/inrrooms/stp/register/
howreg/howtoregister.html
While every effort is made to stock relevant
material in the Queen Mary library, this is not
always possible, especially for periodicals or
books which are no longer in print. For this
reason, students are strongly encouraged to
make use of these libraries.
When undertaking your own research, you
may find it useful to familiarise yourself with
the records held in the National Archives at
Kew and the British Newspaper Library at
Colindale.
http://www.nationalarchives.gov.uk/
http://www.bl.uk/reshelp/inrrooms/blnewspap
ers/newsrr.html
6.4 Computing facilities
On enrolment you will be issued with college
computing rights and a College email
address.
If you are in College accommodation you will
find that most halls of residence provide
terminals linked to Queen Marys network.
There are various computer workstations
around the campus, all of which available for
use over extended hours and weekends
during term time. Queen Mary also supports
further IT training, attendance at which may
be arranged through the school.
The Arts Faculty also has its own Computer
Services Support Unit. Its full-time staff are
available to assist staff and students 10am-
5pm during weekdays.
The Arts Building is fully networked and
contains designated rooms for student
computer usage, providing 60 student
computers. Within the Arts Faculty there are
facilities for students to scan images and
recognise text by computer. All computers in
Arts have access to networked services as
well as to a variety of word processing and
additional software programmes.
The following link can be used to check the
availability of PCs on campus;
http://availability.stu.qmul.ac.uk/
6.5 Languages
The Language and Learning Unit offer foreign
language tutorials in addition to their English
Language and Study Skills Workshops
throughout the academic year.
You will also have the opportunity to take non
credit introductory modules in French,
Spanish, German, Japanese, Arabic, Chinese
and Russian, with well-equipped language
laboratories available for use within the Arts
Building.
Full details can be found on their website -
www.languageandlearning.qmul.ac.uk/langua
ge/
6.6 Special needs
It is important that you inform us of any health
problems or medical conditions you may have
(such as diabetes, dyslexia, visual
impairment) which may require special
arrangements to be made to help you with
your study, and which need to be brought to
the attention of your module teachers.
You should register your condition with
Queen Marys Disability and Dyslexia Unit
(DDU). The DDU can arrange for you to be
47
assessed and arrange for any specific
learning needs to be accommodated.
Moreover, the DDU can also advise you on
the practical help available to you and can
help you arrange any additional study
support.
If your condition is such that you require
special exam arrangements, you MUST
register with the DDU.
NOTE:
Special examination arrangements cannot be
made if you have not formally registered with
the Disability and Dyslexia Unit.
6.7 Equal opportunities
The School is firmly committed to ensuring
that no student is discriminated against on
the basis of gender, ethnicity, age, disability,
religion or sexual orientation.
The diversity of backgrounds and
experiences which our students bring to the
study of Politics and International Relations
makes for lively and interesting political
debate, and we are very keen to maintain an
atmosphere of tolerance and open-minded
enquiry. We greatly value the contribution
made by all our students, whatever their
background.
6.8 Central College services
Queen Mary offers a range of services
centrally to help you deal with a variety of
problems that you may experience during
your studies:
If you experience severe financial
difficulty, you may be eligible to apply
for a Hardship Loan or a grant from the
Access to Learning Fund.
Extra help is available from the
Language and Learning Unit for
study skills or English Language
training and support.
Queen Mary has a free, confidential
Advice and Counselling Service
staffed by trained counsellors and
psychotherapists, which is open to any
student with personal problems, such
as difficulties in settling into university
life or in working and motivation,
relationship problems or depression.
Bi-weekly drop-in sessions are offered,
as well as individual or group
counselling .
There is also a range of other central
Welfare Services, including Dyslexia
and Disability Service, a Health
Centre, Careers Office and a Nursery.
If in doubt consult your personal
adviser or the Student Support
Manager.
More detailed information on all these
services can be found via the weblinks on the
Student Portal - http://my.qmul.ac.uk/.
A range of services is also provided by the
Students' Union. There is also a confidential
listening and information service run by
students for students called Nightline (020
7415 3666), which is available to all students
who need practical help or who want to talk
over a problem.
6.9 Useful Contacts at QMUL
Advice and Counselling Service
Ground Floor, Geography Building
Mile End Campus
Tel - 020 7882 5175
Website - www.welfare.qmul.ac.uk
Disability and Dyslexia Service
2.05a Francis Bancroft Building
Mile End Campus
Tel - 020 7882 2756
Email - disability@qmul.ac.uk
Website - www.dds.qmul.ac.uk/
Academic Registry
CB05 Queens Building
Mile End Campus
Tel - 020 7882 5005
Email - stuadmin@qmul.ac.uk
Website -
http://www.arcs.qmul.ac.uk/registry/index.html
Student Awards Office
CB02 Queens Building
Mile End Campus
Tel - 020 7882 7610
48
Fees office (Finance Department) 7. Student Guide
W117 Queens Building
Mile End Campus The Student Guide is a College publication
Tel - 020 7882 3087 that is available on line throughout the year.
Email - fees@qmul.ac.uk The Guide should be used, together with this
Handbook, for general information on your
Students Union, Blomeley Centre time at Queen Mary.
Mile End Campus
Tel - 020 7882 8030 The Student Guide contains a wide range of
Website - www.qmsu.org information, including:
Student Health Centre Academic and student support
Ground floor, Geography Building services
Mile End Campus
The academic year
Tel- 020 7882 8710
Campus facilities
Website - www.scs.qmul.ac.uk/studenthealth/
Simplified academic regulations
Careers Service How to? advice
WG3 Queens Building Queen Mary contact information
Mile End Campus Calendar of important dates
Tel - 020 7882 5065 Graduation and alumni
Website www.careers.qmul.ac.uk Student administration
College policies
Admissions and Recruitment Office Campus and College information
CB02 Queens Building
Mile End Campus The Guide can be found with other useful
Tel - 020 7882 5511 information at the following site:
Email - admissions@qmul.ac.uk http://www.arcs.qmul.ac.uk/registry/useful_inf
ormation.html
Residences Office
E01 Queens Building
Tel - 020 7882 5522
Email - residences@qmul.ac.uk

St Benets Chaplaincy
Mile End Campus
Tel - 020 7882 3179
Email - www.faith.qmul.ac.uk

49
 APPENDIX A

Induction and enrolment schedule 2011/12

Tuesday 20th September 2011

Second Year Students
11-11.30am Arts lecture Theatre Welcome back & Briefing on module registration and
Careers Service.
12-2pm Personal Adviser Offices Collect timetables and Confirm Module Choices

Final Year Students

11.30am-12pm Arts Lecture Theatre Welcome back & Briefing on module registration and
Careers Service.
12-2pm, Personal Adviser Offices Collect timetables and Confirm Module Choices

Wednesday 21st September 2011

New Students
10am -10.30am, Laws 2.10 Welcome and Briefing on Module Registration
10.30-12pm, Personal Adviser Offices Meet your adviser
12-1pm, Laws 2.10 Introduction to Blackboard and Library Services

Thursday, 22nd September 2011

New Students
10-11am, Laws 2.10 Introductory Session
11am-12pm ,Personal Adviser Offices Collect timetables and Confirm Module Choices
(for those unable to do so on the 21st September)
12-1pm, Laws 2.10 Introduction talks from; Advice and Counselling, Disability
& Dyslexia Service, Language and Learning Unit,
Students Union

Online Enrolment for continuing students and pre-enrolment for new students is from Mid
August 2011

Teaching begins on Monday, 26th September 2011.

50
 APPENDIX B
Dates to remember: 2011/12
Mid August 2011 Pre-enrolment begins for new students. Re-enrolment for
continuing students.

19th September College enrolment for new students in the Octagon

26th September Start of First Semester

7th October Deadline to complete module registration

Deadline for transferring programmes

21st October Deadline for temporarily enrolled students to complete

enrolment

7-11th November First Semester Reading Week

16th December Deadline for submission of Extenuating circumstances

concerning Semester 1 coursework

End of First Semester

9th January 2012 Start of Second Semester

20th January Deadline to complete Semester 2 module amendments

20-24th February Second Semester Reading Week

30th March Deadline for submission of Extenuating circumstances

concerning Semester 2 coursework
Deadline for new applications for special examination
arrangements
Deadline for applying for interruption of study

End of Second Semester

27th April Deadline for the submission of all coursework

Easter Break
2nd - 20th April

30th April - 8th June Examination period

19th June Deadline for submission of Extenuating Circumstances

concerning the examination period.

51
 APPENDIX C

What is Plagiarism?
In simple terms plagiarism is the passing off of someone elses work as your own. It can occur
through the conscious and deliberate attempt to deceive by copying large sections of text
(including the cutting & pasting from internet sources) and presenting the text as your own work by
failing to reference the work correctly, to what might be more accidental cases where, by the time
you come to write your essay, you forget that something in your notes is not actually your own
work but a verbatim quote or a paraphrased text from a source. When you then use that quote or
paraphrased text without attribution, you are not consciously trying to deceive their reader, but,
nevertheless, are still guilty of plagiarism.

This also includes repeating work you have previously submitted, without proper citation. This is
known as Self-Plagiarism

Plagiarism, then, can include:

Deliberately passing off another persons work as your own

Copying words or ideas from another person, including your own work, without citation
Failing to put a quotation or text copied verbatim from a source in quotation marks
Rearranging or slightly changing the words from a source, but copying the sentence
structure and essential idea without citation
Copying so many words or ideas, or the essential structure, of a source (and accurately
referencing the source) that very little of an essay is your own work such cases may fall
on the borderline between plagiarism and poor scholarship, but in either case will score a
very low mark
Failing to reference empirical data and information included in coursework.
Over-referencing, where most, if not all of the text in a piece of coursework is accurately
referenced from sources used but to such an extent that virtually none of the text is based
on the students ideas

Perhaps the best way to address plagiarism and to help you avoid doing it is to look at a concrete
example of text. Consider the following passage:

In effect, the world situation became reasonably stable soon after the war and remained so
until the middle 1970s, when the international system and its component units entered
another period of lengthy political and economic crisis.

E. J. Hobsbawm, The Age of Extremes (London: Michael Joseph, 1994), p.228.

Compare the following hypothetical extracts from student essays:

(a) In effect, the world situation became reasonably stable soon after the war and remained so
until the middle 1970s, when the international system and its component units entered another
period of lengthy political and economic crisis.

(b) As International relations became reasonably calm soon after 1945 and remained so until the
1970s when world politics entered another period of prolonged political and economic crisis.

The first is a direct word-for-word copy, and everyone will be able to recognise it for what it is, but
both are examples of plagiarism. The second version, as you will recognise, does little more
than alter the wording of the original quotation. Neither gives any indication of the source of the
points.
52
Now consider these examples:

(c) During the post-war years world politics was essentially quite stable before entering a period of
crisis in the 1970s (Hobsbawm, 1994: 228).

(d) In the Age of Extremes, Hobsbawm (1994: 228) argues that [i]n effect, the world situation
became reasonably stable soon after the war and remained so until the middle 1970s, when the
international system and its component units entered another period of lengthy political and
economic crisis. However, such a claim overlooks the great political instability in the third world
and how this provoked a series of crises involving the superpowers (Halliday, 1999: 351).

(e) There is much debate about the character of world politics after the war and, in particular, the
degree to which it was dominated by prolonged periods of crisis. In spite of the conflicts
associated with decolonisation it was surprisingly stable.

Example (c) sees a significant rewording of the original quote and includes (the required)
reference to Hobsbawm. Example (d) is a better way of using the Hobsbawm source though using
it with another source to make an analytical point. Example (e) is not a case of plagiarism as the
idea has been significantly re-worked in the students own words.

The distinction between plagiarism and correctly referenced work can, sometimes, be a grey area,
but there are some basic guidelines which will help you to avoid accidentally plagiarising. In many
cases plagiarism occurs because a student has been a little careless in taking and organising her
notes before they write the essay: in other words, problems can creep in long before you write up
your essay. Plagiarism, then, is a charge of which you should be aware all the time.

Tips for avoiding plagiarism:

1. When taking notes from the sources you read in preparing your assignment try to use your own
words as much as possible. Reflect on what you read (this will take more time than just reading
and copying down text), write down your own version and make up your own mind as to the
cogency of the views of the source(s) read.

2. Try to summarise, as succinctly as possible, the points in the texts that you read. Ensure that
any verbatim phrases/sentence/passages that you copy are clearly identified as quotes. When you
come back to your notes perhaps weeks later you will be able to clearly identify your own
words from those of your sources. You should also note down the name of the author, title of the
work and page number(s) of the source immediately. Further, you should also record the full
citation for any internet source and the date when accessed as some webpages disappear after
you have used them.

3. When using quotes in coursework, particularly if you think a point is very well-made by a source
that you have read, be careful to avoid your essay becoming a series of quotes/paraphrases. An
essay is meant to reflect your ideas, thoughts and phraseology. Essays that are full of such quotes
will not reflect the students work and thoughts and, consequently, are unlikely to score a good
mark.

4. Try to impose your own structure when you write the essay rather than following that of a
source(s) (or lecture) that you have read. Drawing up an essay plan before you begin to write your
essay will help you organise your ideas and structure your essay in your own way. In assessing
coursework, examiners/readers will assess your work based on the sources that you have read
and your assessment of the arguments within them. Essays that are too dependent on a structure
found in a source fail to truly reflect your own thinking. Try to impose your own framework on how
you answer a question. In the academic subject of Politics, there is rarely a single right answer.
53
5. Ensure that you reference through endnotes or footnotes. You can use either method as long as
you are consistent and do NOT use a mixture of both Make sure the essay contains references in
the form of endnotes or footnotes (either may be used, as long as you are consistent and do NOT
use a mixture of both) to the sources of any particular points that make. See the guidance in the
section on the schools referencing style in this regard. Providing references is important (and not
a sign of intellectual weakness) as references show that you have read and understood the
academic literature on a topic and used a range of sources to construct an argument. References
to academic texts can also lend support to your own assessments. Many cases of plagiarism can
be avoided by proper referencing.

6. Ensure that your bibliography contains all of the sources cited in the essay. The bibliography
should also contain those sources that you have read in preparing the coursework even if you
have not cited them in your text.

7. If you find yourself wanting to make reference to a specific source which you have found in
another source that you have read, ensure that this is made clear and do not imply that you have
read (the original) source if you have not. For example, the following quotation appears in Jackson
and Srensen, Introduction to International Relations.

with only two great powers, both can be expected to act to maintain the system.

This comes from a book, Theory of International Politics by Kenneth Waltz. Unless you have read
this source, which the person assessing the coursework may be inclined to doubt, the quotation
should be cited in the following way:

K. Waltz Theory of International Politics (Reading, MA: Addison-Wesley, 1979), p.204

quoted in R. Jackson & G. Srensen (eds.) Introduction to International Relations (Oxford:
Oxford University Press, 3rd ed., 2007), p.76.

8. Treat material on the internet with caution: searching the web is not the same as researching
a topic. Official websites may contain much useful information, but many web pages you will find in
your searches are not appropriate for academic work. They may have not been refereed and
vetted by other scholars, as most books and journals have been, and may contain material that is
inaccurate or one-sided. If you are unsure about using an online source, ask your seminar tutor or
advisor for advice before using it in your research. Finally, you must cite correctly any text that is
directly quoted or paraphrased from websites.

Collaboration
Students are allowed and are encouraged to discuss their ideas with other students when they are
preparing coursework. However, it is not permissible to copy from another students work.
Equally, you are not permitted to allow another student to copy your essay in whole or in part. This
is still a form of plagiarism. If you loan out an essay to another student and it is copied then you
are also liable for plagiarism.

Reusing your own work

You should avoid copying or reproducing work that you have already submitted for one module, as
formal assessment for another, even if you do cite it is such. So, for example, you should not
submit a project that includes material that you have already presented, or will present, in an
assignment. This is not just poor scholarship, you will also see a reduction in your mark as you
will invariably fail to address the question set.

54
 SPIR SUBJECT EXAMINATION BOARD

UG PLAGIARISM PRO-FORMA

Case number (office use only):

NAME OF STUDENT:

COURSE CODE/TITLE (e.g. POL/XXX):

STUDENT NUMBER:

YEAR OF STUDY:

BRIEF DESCRIPTION OF ALLEGED OFFENCE:

Weighting of Assignment:

DECISION:
(tick one)

1.Resubmit coursework capped 40%

2.Award zero for coursework

3.Award zero for module (repeat offences only)

4.Assignment over 31%, sent to ARCS for investigation

Name of Assessment Offence Officer

Signature

Date .

55
 APPENDIX D

Extenuating Circumstances Procedures

Extenuating circumstances are rigorously defined in the School of Politics and International
Relations. For circumstances to be deemed extenuating they must be beyond your control and
they must relate to assessment, in the form of the writing of assessed pieces of work, including
examinations.

Please note: Circumstances which affect only the learning processfor example, absence from
parts of a module because of illnessare not covered.

Your performance in coursework and/or examinations may be affected by extenuating

circumstances which result in assessments lower than previously proved ability have indicated.
Such circumstances might be the consequence of serious illness, bereavement, accident, or
other severe and distressing personal situations which may affect you during the period of
assessment. Subject examination boards have the authority to take such extenuating
circumstances into account when classifying finalists or determining progression.

If you wish to make a case for extenuating circumstances to be considered you must do the
following:

1. See your relevant Year Tutor to discuss the matter. If they are not available, please inform the
Student Support Manager that you wish to make an application for extenuating circumstances.

2. Submit a written statement outlining the circumstances on the EC form available from the
Politics Office and the UG shared area of Blackboard.

3. Support your statement with documented evidence, such as a medical certificate, counsellors
letter, solicitors letter, police report and crime number, or similar statement from an appropriate
person in authority and attach it to your form. Please note that the circumstances must relate
directly to the date of the due coursework or examination.

4. Send or deliver the form and supporting evidence in a sealed envelope marked extenuating
circumstances and addressed to your Relevant Year Tutor, to the School Office.

Your application will be considered before the final meeting of the Subject Examination Board by
the Extenuating Circumstances Sub-committee. All discussions on this committee are strictly
confidential and student names are not used.

Please be aware that in cases where extenuating circumstances are accepted marks will not be
altered.

If you have taken examination/s, Queen Mary considers you to have been fit to do so.

Please note that we cannot accept any applications or additional documentation after examination
boards have met.

Further information concerning Extenuating Circumstances can be found on the Advice and
Counselling website - http://www.welfare.qmul.ac.uk/

56
 Office Use Only
APPENDIX E 1st 2nd Final

EXTENUATING CIRCUMSTANCES CLAIM FORM

Undergraduate Subject Examination Board for School of Politics and
International Relations

This form should be used by all taught course students to make claims for extenuating circumstances relating to missed
examinations and assessments, and non-submission of coursework, including extensions to coursework deadlines.

To be considered by the Subject Examination Board, students must complete all parts of this form and return it - together with
appropriate documentary evidence to Jason Salucideen, Administrative Officer. Arts One Room 2.37.

Claims submitted without supporting documentary evidence will not be considered

Students must submit claims as soon as possible, and at the latest by the following dates:

Semester 1 coursework 16th December 2011

Semester 2 coursework 30th March 2012
Examinations 19th June 2012

Claims submitted after this deadline will not be considered.

It is recommended that students read the Student Guidance Booklet available from the Advice and Counselling Service and online
at www.welfare.qmul.ac.uk/, and seek advice from academic advisors, senior tutors or school administrators before completing
the form.

Please complete this form using a word processor, or use a pen and write in block capitals if completing by hand.
Personal details
Student ID number:
Forename:
Surname:
Contact address (term-time):

Telephone number:
Alternative telephone number:
QMUL email address:
Study details
Programme of study (e.g. BA Politics):
Year of study (please circle): 1styear 2nd year Final year
Personal Advisor:
Details of claim
Please continue on a separate sheet if necessary.
Module code Element of assessment e.g. Examination date/ Did you attend/
examination, coursework submission deadline submit?

57
Summary of extenuating circumstances
Please use the space below to explain your extenuating circumstances, and how these meet the following
criteria. In order to be valid, the extenuating circumstances must be:
unplanned;
outside of the students control;
such that there has been a negative impact on the ability to undertake or complete any assessment;
cast doubt on the likely validity of the assessment as a measure of the students achievement.

This text should be as concise as possible and refer only to relevant information, whilst ensuring that
everything that requires consideration is included. Additional paper may be used if required.

Summary of documentation
Please use the space below to list the supporting documentation submitted as part of the claim. This should
include outstanding documentation to be submitted at a later date, with an expected submission date and
reason for delay. Refer to the guidance notes for information on required standards of documentation.

Declaration
I confirm that the information provided in this form, and any additional documentation relating to this
request is, to the best of my knowledge, true and accurate.

Signed:

Date:

Once completed, this form and all supporting documentation should be submitted to:

Jason Salucideen, Arts One Room 2.37

Tel: 020 7882 8599 Email: j.v.salucideen@qmul.ac.uk
For QMUL use only

Valid EC claim? Relevant evidence? Affect on assessment?

Notes and recommendation

Copied to other Schools/Institutes?:

ECs log receipt number

58
 RECEIPT OF SUBMISSION OF EXTENUATING CIRCUMSTANCES CLAIM FORM
Undergraduate Subject Examination Board for SPIR

Students should retain this receipt in a safe place for the duration of their studies.

For QMUL use only

I, the undersigned, confirm that I received the items listed below from the named student on the specified
date.

Signed:

Name:

Date:

Student name:

Items received (EC claim form and/or EC claim form

list of items of documentary evidence): Other documents

ECs log receipt number

59
 APPENDIX F

Student Complaints Policy

This Policy complements the revised College policy on Student Complaints approved by Council
and implemented from September 2005. The emphasis is on informality, with the object of solving
your problems quickly and simply. The majority of problems should be able to be solved at the
first stage, with relatively few progressing to the third stage.

The Policy seeks to embody the following principles:

Transparency it spells out who is responsible for dealing with your complaint at each stage
of the process, and indicates what action you should take if you feel
dissatisfied with the outcome

Speed there are target timescales set for each stage of the process. If for any reason
it is not possible to meet the timescale, you will be informed of the reason for
the delay

Natural justice the Policy follows the principles of natural justice, in that no person who has
any direct interest in a complaint will be involved in deciding the outcome and
you will be guaranteed a fair hearing

Confidentiality your complaint will be dealt with confidentially, and only the person(s)
responsible for dealing with the complaint, and those who are parties to it, will
be informed

Non-detriment you will not be disadvantaged if you make a complaint in good faith

Group action if several of you have a problem, you can make a joint complaint

A friend you have the right to be accompanied by a friend when you make a complaint,
or at any subsequent meeting to deal with the complaint

This Policy covers student concerns or complaints about the provision of a programme of study or
related academic or administrative service. There is a separate policy covering appeals i.e.
requests for the review of an examination board decision relating to assessment, progression or
the classification of a degree: these requests are considered under the provisions of the
Regulations covering the Review of Examination Board Decisions. A copy of these Regulations
can be found on the Registry pages of the Intranet by following the pointers: for Students>
Conduct and Performance> Student Complaints Policy.

The school aims to provide effective teaching and assistance with academic matters, with the
resources it has at its disposal. If you feel that what is provided falls short of this, there are various
avenues open to you to express your feelings on the matter. Which you choose will depend on the
type of problem you have encountered.

If you find some aspect of the teaching or organisation of a module unsatisfactory, the obvious
person to talk to in the first place is the tutor concerned. If there are many teachers involved in a
module, you may wish to consult the Module Convenor, whose name can be found in the
Directory of Modules. If neither the teacher nor the Module Convenor can satisfy you, you may
take the matter to the Head of School.

60
If the problem affects not only yourself but a whole group of students, it may be sensible to refer it
to the Student Staff Liaison Committee. From there it will be drawn to the attention of the Head
of School.

If the problem is of an administrative nature, the first person to speak to is the Administrative
Assistant who deals with that area, and then the Administrative Director. If you wish to take the
matter further, you may take it to the Head of School.

In most cases, you will find it advantageous to consult your Personal Adviser before making any
complaint. S/he may well be able, either to solve the problem there and then, or to indicate whom
you can best approach. If the problem is for some reason difficult to discuss with your Adviser,
you may instead talk to the Senior Tutor and/or the Head of School.

Outside the school, there are other sources of help and advice:
The Students Union, particularly the Vice-President (Education & Representation)
The Advice & Counselling Service of Queen Mary.

Types of Complaint
Complaints are of two kinds: informal and formal. The school policy consists of three stages:
Informal complaint
Formal complaint at school level
Formal complaint at institutional level

Stage 1: Informal complaint

If the problem is relatively straightforward, it can probably be settled informally. A brief talk with
the member of staff in question may be sufficient to solve your problem. Even if it has to be
referred upwards, to the Head of School, it may still be possible to deal with the matter by a face-
to-face conversation. No record will normally be kept of such a complaint.
The object of this informal first stage is to resolve problems quickly and easily with a minimum of
formality. You should receive a response within a week.

Stage 2: Formal complaint at school level

If you cannot get the problem solved quickly through the informal policy, or if the matter is
relatively serious, you should make a formal complaint in writing to the Head of School. Your
complaint will be investigated, and you will receive a written response, normally within two weeks.
The school keeps a record of all formal complaints, including a note of the substance of the
complaint, and how the matter was resolved, and makes an annual report to the Academic Board.

Stage 3: Formal complaint at institutional level

If you do not feel that the problem has been solved at the school level, you may bring a complaint
at institutional level by writing to the Academic Registrar, spelling out the details of your complaint,
and the steps you have already taken to get the matter resolved. The Academic Registrar will not
normally consider complaints that have not first been raised at the school level unless the
problems are particularly severe and/or urgent. S/he will then investigate the complaint according
to the procedures set out in Queen Mary Policy.

61
 APPENDIX G
Style Guide for coursework
1. Introduction
During your academic studies you will write many essays and most of you will write a dissertation.
The School of Politics and International Relations has a preferred style for assessed work which
you must adhere to in all cases, whether you are writing a literature review, essay, or an
undergraduate dissertation. This guide provides details of the style you must adopt in all the work
you submit to the school.
Students need to ensure that all essays conform to the style guide, as set out below. Assessed
work that does not conform to the guidelines may have marks deducted, because it will have
failed to meet the standard of presentation required of academic work. Coursework submitted with
one or more of the following may be penalised:
an incomplete bibliography
incomplete citations without including page number(s)
web-page citations without the full address and date when accessed
no citations/references may result in a mark of zero

Finally, students must demonstrate their familiarity with, and understanding of, at least some of the
material recommended on module reading lists. Students do not have to use this material
exclusively, but if you submit coursework that does not draw on any, or only very little of the
reading list material you risk failing to properly engage with the relevant academic literature and
debates in the topic. This is likely to affect the quality of the coursework and, consequently, the
mark awarded to it.

This guide covers most common points and questions regarding style. You will make a very good
first impression with your work if it is well presented and follows these simple instructions.

2. General Format
All coursework MUST BE word-processed.
Type should be double-spaced throughout except for indented quotations, endnotes or footnotes
and bibliography and pages should be numbered consecutively. Make sure your STUDENT
IDENTIFICATION NUMBER is on the front page of your Assessed Essays and Dissertation.

3. Quotations
Using quotations allows you cite directly the ideas of others by using their own words. It enables
you to support your argument by quoting directly from a comment made by, for example, a public
figure. You may also copy a particularly good phrase or term from an author by putting it in
quotation marks and giving the source in a footnote.

If a quotation is less than three lines long, put it in quotation marks and incorporate it in the text.
For example:

The term democracy and the classical conception of democratic rule are firmly rooted in Ancient
Greece.1

If a quotation is more than three lines long, separate it from the text so that it appears as a
separate paragraph. Start the quotation on a new line two lines down and leave two lines of space
between the last line and the new line of text. Indent 2cm from the left and right margins. The
whole quotation should be single-spaced. There is no need to use quotation marks for longer
quotations.

1 A. Heywood, Political Ideas & Concepts: An Introduction (Basingstoke: The Macmillan Press, 1994), p. 167.

62
For example:

Italian fascists offered plausible solutions to crisis. They claimed to transcend

class struggle, especially attractive to those located outside the proletarian
ghettos and outside the industrial/commercial core of the capitalist class.
They claimed to achieve social development through nation-statism, attractive
to those with stronger links to nation or state.2

4. Endnotes and Footnotes

Endnotes (at the end of the work) or footnotes (at the foot of each page) should be used to
indicate the source of information and ideas in your coursework. All notes should be numbered
consecutively. You will also notice that in the examples above notes have been used to give
details of the source of direct quotations. You should follow this format in all cases. In addition to
providing the details of the source of information and quotations, notes should always be used to
cite the source of specific facts such as a list of economic indicators or election results. In some
cases, notes can also be used to add comments to or develop the discussion further. You must
also provide references (including page numbers) for all paraphrased material from a source(s) in
coursework where the idea/argument has come from a particular source(s) even though you may
have altered the wording of the original text in the source. Not doing this counts as plagiarism.

For Assessed Essays and Dissertations, endnotes and footnotes SHOULD BE INCLUDED in
the word count. (The Bibliography IS NOT INCLUDED in the word count.)

5. Citations
Endnotes and footnotes provide details of all sources cited in your coursework. These include
books, articles, discussion papers, newspapers, government documents, official publications, CD-
ROMS, on-line databases and others. Citation format differs from publisher to publisher. We are
recommending what we consider to be best practice. The most important rule of all, however, is be
consistent in the style you use.

BOOKS - the first reference to a book should include:

the name of the author (s)
the full title (in italics or underlined)
edition number (if any)
place of publication
publisher
year of publication
page reference (where appropriate, i.e. unless referring to the book as a whole)

Example: J. L. Gaddis, The United States and the End of the Cold War: Implications,
Reconsiderations, Provocations (Oxford: Oxford University Press, 1992), p. 21.

CHAPTERS IN BOOKS - the first reference to a chapter in a book should include:

name of author
title of chapter (in quotation marks)
name of book (in italics or underlined)
name of editor
place of publication
publisher
year
page reference

2 M. Mann, Fascists (Cambridge: Cambridge University Press, 2004), p.137.

63
Example: Kearns, Eastern and Central Europe in the World Political Economy, in R. Stubbs and
G. R. D. Underhill (eds), Political Economy and the Changing Global Order (London:
Macmillan, 1994), pp. 56-7.

ARTICLES IN JOURNALS - the first reference to an article in a journal should include:

name of author(s)
title of article (in quotation marks)
name of journal (in italics or underlined)
volume number
year of publication (in parenthesis)
page reference

Example: M. Whitebrook, Politics and Literature, Politics 15 (1995), p. 13

NEWSPAPERS - references to newspapers should include:

name of the paper (in italics or underlined)
date (day, month, year)
title of the article
authors name (if possible)
page number

Example: Wolf, M. Americas Exports to Europe Could Soon Include Deflation, The Financial
Times, 14 May 2003, p.19

OFFICIAL DOCUMENTS - these can be from published and unpublished sources.

Unpublished documents
If you are using unpublished documents (primary sources) such as the Cabinet papers at the
Public Records Office or the private papers of, for example, Clement Attlee at the Bodleian
Library, Oxford, you will usually be given specific guidelines on citation when you visit these
collections. The Public Records Office, for example, provides all visitors to the reading library with
a helpful guide. You should adhere to the instructions given in these guides.

Published documents
During the course of your studies, you may make use of the wide variety of published documents
in the Queen Mary Library (and other University of London libraries). These include U.K.
government publications, documents of the European Union, the International Monetary Fund, the
World Trade Organization, the United Nations, local government publications and more. The
general rule for references to official publications is that you should use a form of citation that
makes them easily accessible to others wishing to locate them in the standard indexes. Citations
should include:
the name of the agency, legislative body, executive school, committee or
organisation (abbreviated if commonly known)
the title of the report, paper (in italics or underlined)
the place of publication
the publisher (usually a government or organisation)
the year of publication
page number

Examples: UN, A Study of Industrial Growth (New York: UN, 1963), p. 45.
House of Commons, Parliamentary Debates, Vol. 445 (London: HMSO, 1947), p. 52.
IMF, World Economic Outlook (Washington D.C.: IMF, 2004), p. 32.

64
WORLD WIDE WEB PAGES during the course of your studies, you are highly like to make use
of a variety of online resources. These may include the official sites of organisations such as the
EU or the UK government, professional or personal websites, online versions of newspapers,
electronic journals etc. You should be careful in your use of online sources, as many of the web
pages you will find in your searches may not be appropriate for use as sources in academic work.
This could be because some of the sources and materials that you will find on the web may have
not been refereed and vetted by other scholars as an acceptable source for academic work, as
most books and journals have been, or because the material is of a personal or overly political
nature. If you are unsure about using a particular online source make sure your subject tutor
confirms to you that it is an acceptable source before using it. Furthermore, students must ensure
that they treat online sources in exactly the same way as other bibliographical sources, such as
books and journal articles, by citing text that is directly quoted or paraphrased from online sources.
Do not use sources such as Wikipedia (or similar sites) in preparation of coursework; this is not an
appropriate academic source.

You should use a form of citation that makes sites you have used easily accessible to others
wishing to check your sources. The first reference must include:

name of the database, project, periodical etc.

author or editor of the report or database.
title of the report, paper etc.
date of electronic publishing or posting.
full web page address.
date when accessed.

Examples: D. Cowling, Turnout: a crisis of democratic withdrawal?, BBC News, 8 May

2001,http://news.bbc.co.uk/vote2001/hi/english/voting_system/newsid_1199000/119
9120.stm accessed May 15 2002.

European Council, The Future of the European Union: The Laeken Declaration, 15
December 2001, http://europa.eu.int/futurum/documents/offtext/doc151201_en.htm
accessed February 21 2002.

To reduce the potential for transcription errors, it is always advisable to try to copy web site
addresses electronically.

CD-ROMS - first reference to CD-ROM material should include:

name of author(s)
title of CD-ROM
place of publication
publisher
year of publication
set and disk number

Example: M. Kandiah and G. Staerck, PROfiles on CD-ROM 1964: Documents on External

Affairs (Norwich: HMSO Electronic Publishing, 1995) set 2, disk 5.

SECOND AND SUBSEQUENT CITATIONS

Once you have given the full citation of a piece of work, whether it be a book, journal article,
official publication etc., subsequent references can be shortened. The general rule is that you cite
only the authors surname and year of publication and page reference. The second citation of
some of the above examples would then be given as:
Gaddis (1992), p.67.

65
Kearns (1994), pp.56-7.
Whitebrook (1995), p.13.
Wolf (2003), p.19.
UN (1963), p. 45.
House of Commons (1947), p.52.
IMF (2004), p.32.
Kandiah and Staerck (1995), set 2 disk 3.

Ibid. - meaning in the same place, can be used in endnotes or footnotes where references to the
exact same book, article etc., (though they may have different page numbers) follow one another
without any intervening reference but you should indicate page number. This should be written as
Ibid., p. 615.

Op. Cit., (opere citato) meaning in the work cited , can be used in endnotes of footnotes to
refer again to a text that you have already cited, but not directly above in your list of end/footnotes
and should include the author and page number (where necessary). This should be written as
Gaddis, Op cit., (p.34). If your bibliography contains more than one source written by the same
author, be careful to ensure that the op cit refers to the correct source.

6. The Harvard System of Referencing

This is an alternative form of referencing that you may wish to use instead of the use of
end/footnotes. In this system the same rules apply regarding what you should cite (verbatim
quotes, paraphrased texts and empirical data and facts) to avoid charges of plagiarism. You
include immediately after a quote or reference within the main text the surname and date of
the source in brackets, with a page number(s) (separated by a colon). The full reference traced
from the authors surname should be listed in the bibliography.

Example: In effect, the world situation became reasonably stable soon after the war and
remained so until the middle 1970s, when the international system and its
component units entered another period of lengthy political and economic crisis
(Hobsbawm, 1994: 228).

7. Bibliography
Your bibliography should list all the sources you have used in writing your essay or dissertation,
even those sources that you have not cited in your notes. For essays, bibliographies will be short
and should therefore list all sources in alphabetical order. To do this you will have to reverse the
order of the authors name (only the first author if there are two) so that the surname appears first.
There is only one other change from the style of citation in endnotes or footnotes you need to
make. Journal articles should include the page references of the whole article. Remember, all
material cited in the essay MUST be included in the bibliography.

Example of correct form:

Gaddis, J. L., The United States and the End of the Cold War: Implications, Reconsiderations,
Provocation (Oxford: Oxford University Press, 1992).

Arndt, S. and C. Milner (eds.), The World Economy: Global Trade Policy 1997 (Oxford: Blackwell,
1998).

I. Kearns, Eastern and Central Europe in the World Political Economy, in R. Stubbs and G. R. D.
Underhill (eds), Political Economy and the Changing Global Order (London: Macmillan, 1994).

Whitebrook, M., Politics and Literature, Politics 15 (1995) 1-14.

Ward, N. and R. Almas, Explaining change in the international agro-food system, Review Of
International Political Economy 4 (1997) pp.613-630.
66
 APPENDIX H

School of Politics and IR

Undergraduate Coursework Coversheet
1. Use your 9 digit student number only: do NOT use your name anywhere on your coursework
2. You must hand in TWO paper copies of all assessed work, and ONE electronic version via Blackboard
3. Work must be submitted to your seminar tutor by the deadline given
4. By submission of this coversheet, you declare that writing-up of this coursework is your own unaided
work:
that where you have quoted or referred to the opinions or writings of others, this has been fully and clearly
acknowledged. You understand that plagiarism is the use or presentation of the work of another person,
including another student, without acknowledging the source;
permit the piece of coursework to be electronically submitted to the anti-plagiarism software Turnitin.

STUDENT NUMBER: Adviser ___________________POL105 only

YEAR: FIRST SECOND FINAL ASSOCIATE OTHER (Please circle)

MODULE CODE/TITLE: ________________________________________________________________

ASSIGNMENT TITLE/NUMER:___________________________________________________________

NO OF WORDS: ____________________________ DATE SUBMITTED*: ________________________

Comments:
(please ensure all the 6 main assessment criteria, listed below are covered in your feedback.
Task Fulfilment, Research, Quality of Argument, Structure, Presentation and Representation of Sources)

Provisional Mark___________

*Work handed into the Office will be considered LATE unless accompanied by an Extenuating
Circumstances Form

67
 APPENDIX I

School of Politics and International Relations

Policy for Staff Use of Blackboard (February 2009)

Responsibility
Module Convenors are responsible for maintaining the Blackboard page
corresponding to each module they teach. They should ensure that information is up
to date and accurate.
The Schools Undergraduate Administrator (Exams and Assessment Governance) is
available to assist with setting up essay submission links, uploading documents and
offer support to staff and students with the use of Blackboard.

Minimum standard
Although the module convenors are encouraged to make full use of the features
available on Blackboard, the School believes in maintaining flexibility with regards to
the individual level of use of the system.
However, convenors are asked to include, as a minimum, the following content on
their Blackboard page:

The module handbook

Assessment questions

Lecture summaries/PowerPoint slides handed out in the lecture

68
 Appendix J

Draft First Year Timetable 2010-11

Time Monday Tuesday Wednesday Thursday Friday

9- POL105 Political
10am Analysis
(Seminar)
POL100 Intro to
10- POL105 Political POL103 POL106 Intro to Politics
11am Analysis Comparative International Relations (seminar)
(Seminar) Gvt and Politics (seminar)
(Seminar)

11- POL105 Political POL103 POL106 Intro to POL100 Intro to

12pm Analysis Comparative International Relations Politics
(Seminar) Gvt and Politics (seminar) (seminar)
(Seminar)

12- POL105 Political POL103 POL106 Intro to POL100 Intro to

1pm Analysis Comparative International Relations Politics (Lecture)
(Seminar) Gvt and (Lecture)
Politics
(Lecture)

1-
2pm

POL103
2- POL105 Political Comparative POL106 Intro to POL100 Intro to
3pm Analysis Gvt and Politics International Relations Politics
(Lecture) (Seminar) (seminar) (seminar)

3- POL106 Intro to POL100 Intro to

4pm International Relations Politics
(seminar) (seminar)

4- POL106 Intro to POL100 Intro to

5pm International Relations Politics
(seminar) (seminar)

Students must attend the Lecture and ONE seminar for their chosen module(s)

69
 Appendix K

Glossary

This section explains some of the main terms that you are likely to encounter in this handbook and
in your studies.

Academic credit refers to an indicator of the amount and level of learning. Academic credits are
awarded in multiples of 15.

Academic level refers to the relative complexity, depth of study, and learner autonomy required in
relation to a module in the context of its discipline. Each module shall be assigned a level from the
following scale:

Level 3: Foundation or pre-degree level (previously level 0)

Level 4: Introductory (previously level 1)
Level 5: Intermediate (previously level 2)
Level 6: Final (previously level 3)
Level 7: Masters (previously level 4)

Academic year refers to a period running from September to August. The developmental years of
most undergraduate programmes follow academic years, and policies and regulations are always
written by academic year. See also developmental year, and calendar year.

Advanced standing refers to a prior certificated study from another institution that is deemed
equivalent to QMUL modules from which exemption is sought.

Assessed coursework refers to coursework that students are required to complete and submit,
and which contributes in whole or in part to module marks and awards.

Award refers to undergraduate, graduate, and postgraduate certificates, diplomas, bachelors

degrees (with and without honours), undergraduate masters degrees and postgraduate masters
degrees. The awards offered by QMUL are detailed in the Ordinances and the Academic
Regulations.

Calendar year refers to a twelve month period. Many masters programmes run for a full calendar
year (generally September to September), which may cross two academic years. See also
academic year and developmental year.

College Mark refers to the weighted average of a students performance, calculated in

accordance with the regulations for the award, on which the classification of the award is based.

Compulsory module refers to a module that must be taken in order to meet requirements for
progression or award.

Core module refers to a module that must be taken and passed in order to meet requirements for
progression or award. Core modules cannot be condoned.

70
Co-requisite module refers to a module that must be taken at the same time as another,
specified, module.

Course, course unit See Module. The terms course and course unit are no longer used.

Developmental year refers to a year of a programme. Normally one academic year of full time
study, during which students are normally required to be registered for 120 credits of modules.
Developmental years for part time students normally last two years. See also academic year and
calendar year.

Dissertation, project, research project refers to an extended piece of independent study

assessed by an output report or extended essay. The dissertation or project comprises a
significant part of most masters programmes. In these regulations, the term dissertation also
refers to projects and research projects.

Element of assessment refers to an individual item of assessment. The assessment for a module
may comprise several elements of assessment.

Enrolment refers to a process by which individuals with offers of places to study become students
of QMUL. New students must pre-enrol before enrolment, and returning students must re-enrol
each year.

Extenuating circumstances refers to circumstances that are outside a students control which
may have a negative impact on a students ability to undertake or complete any assessment so as
to cast doubt on the likely validity of the assessment as a measure of the students achievement.

First sit refers to the repeat of all or part of a modules assessment following a certified absence
at the first attempt due to extenuating circumstances acceptable to the examination board. A first
sit replaces the first attempt and does not count towards the value of academic credit for which a
student must normally be registered in an academic or developmental year. First sit module marks
are not pegged.

First take refers to the repeat of a module following failure at a previous attempt. This involves
attendance and completion of all elements of the module, and submission of all assignments,
whether assessed or not. First takes count towards the value of academic credit for which a
student must normally be registered in an academic or developmental year. Module marks for first
takes are not pegged.

Invigilated examination refers to a timetabled summative examination that contributes in whole

or in part to the module mark.

Level See Academic level.

Module assessment refers to assessment of the performance of a student on a module. This

may include a variety of elements and forms, including coursework, dissertations, and practical
assignments.

Module refers to an approved block of teaching and learning leading to the award of academic
credit and forming part of a programme of study.
71
Module mark refers to the overall module result. This may be an aggregate of marks from several
elements of assessment, which may be weighted.

Pathway refers to the specific combination of modules within a programme leading to a named
award.

Prerequisite module refers to a specified module that must be taken before a second specified
module can be taken.

Programme regulations refers to the regulations for an individual programme of study, approved
by Senate, or its delegated authority.

Programme of study (programme) refers to a package of modules approved by Senate, or its

delegated authority, and leading to an award of QMUL or the University of London.

Progression refers to the process of moving from one developmental year to the next, or from the
taught element to the project element of a programme.

Project See dissertation

QMACF refers to the Queen Mary Academic Credit Framework. The structure of academic credits
and levels applied to all modules and programmes leading to awards of QMUL or the University of
London (introduced in 2008).

Qualifying mark refers to a specified minimum mark that must be obtained in one or more
elements of assessment in order to pass a module. This is in addition to, and distinct from, the
requirement to achieve a pass in the module mark to pass the module. For example: Students
must obtain a minimum aggregated and weighted average of 30.0 in addition to a module mark of
40.0 in order to pass the module.

Registration refers to a process by which students sign up for modules of a programme of study.

Required assessment refers to assessment that students are required to complete to a

prescribed standard and to submit, but which does not contribute to the module mark.

Research project See dissertation

Research students refers to students registered for a programme of study specifically designated
as a research programme. Research programmes have separate Academic Regulations (Section
6).

Resit refers to the repeat of all or part of a modules assessments, following failure at a previous
attempt. Resits do not involve the repeat of attendance for the module. They do not count towards
the value of academic credit for which students must normally be registered in an academic or
developmental year.

Retake refers to the repeat of a module following failure at a previous attempt. Retakes involve
attendance and completion of all elements of the module, and the submission of all assessments
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(summative and formative). They count towards the value of academic credit for which students
must normally be registered in an academic or developmental year. Resits incur pro rata tuition
fees.

Special regulations refers to programme regulations that diverge from the general Academic
Regulations for exceptionally good reason, and which are approved by Senate, or its delegated
authority. The special regulations are detailed in sections 7 and 8 of the Academic Regulations.

Students refers to students of QMUL. Ordinance C1 describes those persons who are students
of QMUL and associate students of QMUL. The Academic Regulations apply to all students
undertaking undergraduate or postgraduate study at QMUL, and to any persons whom Senate
declares to be students of QMUL.

Subject refers to the term by which modules are known for the LLB and other programmes that
operate under the LLB regulations. (see Module). Where the term module is used in these
regulations, it also refers to subjects unless stated otherwise.

Taught component refers to the parts of a programme that are delivered as taught modules, as
opposed to dissertations and projects. The term is generally used in relation to postgraduate
programmes.

Total credit value refers to the total amount of academic credit required for an award.

Threshold requirement refers to a requirement used in the progression requirements for MSci
and MEng programmes. Students must achieve a year- or aggregate-average (threshold) in order
to progress to the next developmental year. This is in addition to the credit requirements for
progression.

University refers to the University of London, unless otherwise specified.

Assessment types definitions

Invigilated examination (short code EXM): A formal, timed and invigilated assessment that
takes place under the regulations for invigilated examinations. To include but not limited to: seen
and unseen examinations (including on-line examinations) that take place in QMULs formal
examination periods.

Coursework (short code CWK): An assessment that takes place during the module. To include
but not limited to: essays, reports, presentations, poster presentations, seminar/tutorial work, in-
class or in-semester tests, mid-sessional examinations, project proposals, gobbet exercises and
homework sheets.

Practical (short code PRA): An assessment that requires the application or demonstration of
knowledge and/or skills/competencies in a practical context. To include: laboratory work, computer
work, performances, fieldwork, Organised Structured Clinical Examinations and oral assessments
in languages.

Dissertation/project (short code DIS): An extended piece of independent study that is assessed
by the output report or long essay. To include but not limited to: dissertations, research projects
and project reports.

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Professional capability (short code CAP): An assessment of a students professional attitude
and conduct to meet the requirements of a Professional and Statutory Regulatory Body. To
include but not limited to: assessment of behaviour and conduct (primarily for primary qualifying
medical and dental qualifications but may be appropriate in other programmes).

Grades used in SITS

P Pass
F Fail
PL Pass, late penalty applied
FL Pass, late penalty applied
NS Non submission/Non Sit
PA Pass EC accepted
PR Pass EC rejected
FA Fail EC accepted
FR Fail EC rejected
NA Non Submission/Non Sit, EC accepted
NR Non Submission/Non Sit, EC accepted
PX Pass Offence Penalty applied (minor offence)
FX Fail Offence Penalty applied (minor offence)
DR Deregistered
FN Fail no further attempts.

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Essential to know in brief:

Attendance is compulsory. Non attendance can lead to de-

registration and termination of enrolment (See 3.7 & 3.8)

Your final classification is calculated on all 360 credits taken. (See

4.4)

Extensions can only granted due to Extenuating Circumstances

(See 3.9)

If you are experiencing any issues that affect your studies seek
advice (See 2.3, 3.9 & 6.8)

All assessment for each module must be completed. Failure to do

so can result in your failing the module (See 3.2 & 4.4)

The School does not offer late summer resits. Failed modules can
be retaken the following May/June and the mark capped at 40%.
Failure to pass sufficient credits, means you do not return to full
time study until you have taken and passed the modules. (See 3.7
& 4.4)

If you have a recognised disability you must register with the

Disability and Dyslexia Service. (See 6.6)

Queen Mary offers various sites of support during your studies. It

is up to you to avail yourself of their services when required. (See
6.8)

If you are unsure of anything - ASK.

The School Office is open every day and
the staff are here to help you.